MCC also offers a transitional teaching model whereby instruction is faded from a one-to-one supported teaching model, to a less restrictive two-to-one teaching model. We believe that this model is a key component to successfully transitioning our students into less restrictive classrooms. Similar to our one-to-one model, our teaching is rooted in the principles of applied behavior analysis and covers five instructional repertoires (academic, verbal behavior, social skills, community of reinforcement and self-management). Students in the Transitional Classroom receive 2-3 hours per day of individual one-to-one instruction that is tailored to each student’s unique learning needs, while being directly taught to learn when presented with academic instruction in a small group setting. This is achieved by systematically fading in demands while also increasing the group size. This classroom model of up to eight students is also supported by our related services offerings in speech and language therapy and occupational therapy.
ABA 8:1:3 Classroom Model
MCC’s 8:1:3 classrooms were developed to meet the needs of learners whose academic skills were progressing and for those who are ready for increased opportunities to participate in dyads and small groups with individually faded instruction to do so. Students in this highly structured teaching model receive 2-3 hours of one-to-one instruction per day in a classroom of eight to ten students, one lead teacher and 3-4 ABA instructors.
The Faculty at the Manhattan Childrens Center provides supervision for student teachers from the many area Universities including Columbia University, Hunter College, Queens College, Teachers College and New York University