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The mission of the MAYASA program is to provide children, families, and educators with evidence based trauma interventions, within a high functioning framework of systemized behavior support, to address the multifaceted needs of children with behavior challenges.
The mission of the MAYASA program is to provide children, families, and educators with evidence based trauma interventions, within a high functioning framework of systemized behavior support, to address the multifaceted needs of children with behavior challenges.
Each year in the United States,
approximately 5 million children experience some form of traumatic experience.
- Young children exposed to five or more significant adverse experiences in the first three years of childhood face a 76% likelihood of having one or more delays in their language, emotional or brain development.
- Among 536 elementary and middle school children surveyed in an inner city community, 30% had witnessed a stabbing and 26% had witnessed a shooting
- Families and educators often lack the time, resources and training to appropriately identify and support behavior challenges that stem from socioeconomic, familial and/or community stressors.
In order to address the critical gaps in services to children experiencing adversity related behavior and academic challenges, MAYASA provides the following consulting services to families and schools:
In order to address the critical gaps in services to children experiencing adversity related behavior and academic challenges, MAYASA provides the following consulting services to families and schools:
BEHAVIOR ASSESSMENTS
BEHAVIOR ASSESSMENTS
A comprehensive behavior assessment is conducted on each child referred for therapeutic services to identify under-developed areas of social-emotional learning and behavior dysregulation.
In addition, a trauma informed assessment is conducted to identify specific areas of the brain that may appear to have functional or developmental delays in order to effectively guide the selection of targeted interventions aligned to the child's area(s) of cognitive, behavioral, social and emotional deficit.
THERAPEUTIC SERVICES
THERAPEUTIC SERVICES
The MAYASA program has designed a unique, therapeutic approach for children experiencing adversity related behavior challenges called Integrated Ecosystems Behavior Therapy (IEBT). Utilizing a child development and neurodevelopmental lens, IEBT provides an integrated system of care to children. Key domains of the child's life are addressed - school, social, familial - with a strong focus on developing the essential social and emotional building blocks required to effectively navigate these domains.
Utilizing an intensive, holistic approach, the following services are provided:
- Weekly 1:1 Individual Child Therapy Session: Therapist utilizes behavior assessment data to guide treatment planning, identifying therapeutic activities that address the child's current social, emotional, cognitive and physical needs. Therapeutic interventions are designed in hierarchical manner, addressing the strength and fortitude of key foundational skills required for successful social and academic engagement, including self-regulation and stress management. Trauma informed strategies are incorporated into therapeutic activities, guided by principles of Cognitive Behavior Therapy, Trauma Systems Therapy, DBT, Mindfulness and the Neurosequential Model of Therapeutics.
- Weekly 1:1 Teacher Support Session: Teachers are provided with ongoing psycho-education on the impact of stress and adversity on brain development and the connection to learning and behavior, in order to more effectively identify and support students in their classroom struggling with adversity related behavior challenges. Teachers are provided with assessment and monitoring tools, in addition to strategies to address behavior concerns. This session can also be utilized to support teachers in addressing their own stress management and as a confidential space to express personal concerns that may be impacting their well-being and productivity in the classroom.
- Weekly Classroom Observation: Therapist will work within the classroom to monitor the application of strategies being taught in individual therapy sessions, in addition to further assessing ongoing challenges. This information will ensure a more fluid understanding of how to best support the student and the teacher in developing targeted skills and strategies to address behavior concerns.
- Family/Caregiver Sessions and Case Management: Therapist will engage in ongoing communication and psychoeducation with family/caregiver to assess functioning in home environment and to address familial concerns that may be directly impacting student behavior. Family therapy sessions will be provided, as needed, to address presenting concerns. Therapist will also coordinate between all systems of care, both in and outside of the school environment, to ensure effective service delivery and secure additional services to support the child as needed.
SCHOOL-BASED BEHAVIOR SUPPORT SYSTEM: DIAGNOSTICS, DESIGN & ASSESSMENT
SCHOOL-BASED BEHAVIOR SUPPORT SYSTEM: DIAGNOSTICS, DESIGN & ASSESSMENT
Guidance is provided to schools on the design, implementation and assessment of school-wide student behavior support systems. Schools will be directed to ensure students struggling with behavior concerns can be identified and supported in a systematic, timely, and targeted manner. Support includes the following:
- Bi-Annual and Monthly Behavior Reports:
- School-Wide Behavior Support Needs Assessment: (Assessment completed two times a year) Provides the school with a comprehensive assessment of behavior concerns and functionality of support systems in the school. Areas of strength and needed growth are identified, utilizing feedback from staff and students, school-wide observations and analysis of school behavior data. Suggested supports and interventions are provided.
- School-Wide Behavior Report: (Reports are generated monthly) Report assesses where, when and what types of behavior concerns are occurring throughout the school, broken down by grade and gender. Suggested interventions are provided for schools to generate an action plan to address patterns of concern.
- Classroom Behavior Report: (Reports are generated monthly) Teachers identify status of behavior function for each student, specifying level of severity and area of concern in an effort for schools to proactively support behavior concerns prior to escalation. Data is provided to School Counselor/Dean with suggested areas of support.
- Development of Efficient Student Support Team : Support is provided to schools on the design and implementation of an efficient student support referral system and the operationalization of student support teams. Assessment tools and program development resources are provided to guide the development of a high-functioning, systematic, and holistic student behavior support system to address the multi-faceted needs of struggling students.
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