Beyond Boundaries provides a comprehensive range of services to help learners achieve their educational goals and increase their ability to participate in activities that enrich their lives.
Beyond Boundaries works in close collaboration with school districts to provide direct services and intervention programs. Our highly trained professional staff is available to consult with classroom teachers and offer strategies to increase skills and improve performance. Beyond Boundaries provides a wide variety of support services to address the needs of learners at all levels.
Speech services are curriculum based targeting pre-reading and literacy skills, phonemic awareness, sound/syllable manipulation, and auditory perceptual skills. Depending on the learner's current functioning level, services also focus on reading comprehension, vocabulary, and writing including organizational skills, grammar, and sentence structure. Articulation delays are also addressed if they affect the learner's ability to effectively communicate with peers and/or teachers.
Prompt for Restructuring Oral Muscular Phonetic Targets is a “dynamic approach for assessment and treatment of speech disorders.” PROMPT technique provides tactile-kinesthetic input to the articulators (jaw, lips and tongue) in order to direct oral muscle movements necessary for speech production. PROMPT can be used to treat a variety of motor speech disorders.
The Lidcombe Program is an evidence-based treatment program for school aged learners who stutter. Based on simple operant conditioning and positive reinforcement, the child and his/her parent, along with the speech-language pathologist formulate a reward system for speaking smoothly. The therapist, the parent and, if possible, the child record data to document improvement and to determine therapeutic strategies. Current research supports the use of this treatment as being effective in increasing fluent speech.
Occupational therapists treat students with disorders that affect fine motor development, visual motor integration, sensory motor integration development, self-help and organizational skills.
The occupational therapist will push into each kindergarten classroom twice a week for thirty minutes starting in September, providing three weeks of direct instruction and three weeks of indirect instruction. During this six week period, the therapist will instruct the students and aid the teacher in implementing strategies to optimize students’ academic performance. During the last week, the occupational therapist, in consultation with the classroom teacher, will identify students in need of additional, non-classified support services. Individualized programs will be developed as per district needs and policy.
The goal of this consultation model is to provide intervention at the kindergarten level in order to decrease the amount of referrals for occupational therapy evaluations and services. It also empowers classroom teachers with strategies that can be implemented in the classroom.
Physical therapists help learners general gross motor skills, such as sitting, standing, walking, and jumping, along with strengthening specific muscle groups. Physical Therapy may also focus on alleviating movement and postural dysfunction, as well as improving balance skills, overall body coordination, gait patterns, stair negotiation skills, quality of movement issues, motor control skills, and motor safety concerns.
Our primary goal is to help children learn appropriate coping, organizational, and adaptive skills, while decreasing interfering behaviors, such as tantruming, aggression, self-injurious, noncompliance, and oppositional behaviors. Beyond Boundaries' psychology/social work staff utilizes strategies and techniques that promote greater self-esteem in children and help them achieve more positive social interactions with their peers.
Counseling sessions are designed to provide learners with an opportunity to explore feelings and social situations using art materials, board games, imaginary play, and other interactive activities. The focus of these sessions is to address IEP goals, as well as improve social skills, such as friendship making, dealing with feelings, turn taking, and alternatives to aggressive behaviors.
Teachers of the Blind and Partially Sighted provide services to learners with visual impairments. These teachers also provide consultations and/or accommodations in educational settings to assist in modifying and adapting curriculum to enable a child’s full participation in their current programs.
Teachers of the Deaf provide guidance and education to children and young adults who are deaf or hard of hearing. Teachers of the Deaf will engage in a collaborative team approach to facilitate the development of communicative competence using one or a combination of service delivery models including but not limited to consultation; classroom-based integrated instruction and/or intervention; pull-out instruction and/or intervention; community-based intervention.
Students with severe speech or language problems may need to find other ways to communicate. There are many types of AAC that they can use. Speech-language pathologists and/or Special Education teachers can assist in determining the appropriate device to meet the students’ individual needs.
Parent training assists the parents, guardians and caregivers to understand their child’s specific needs. Family participation and involvement is an integral part of each child’s program. Families are taught strategies that enable them to contribute to their child’s learning at home and in their community.
Parent Training also helps families identify community resources to meet family and child needs. Services can be provided individually or in groups at a location designated on the IEP (home/school/community).
Beyond Boundaries can provide services via telepractice with the School District’s and Parental approval. “Telepractice” is providing services that are not “in person” and are facilitated through the use of technology. Such technology may include, but is not limited to: telephone, internet or video conference.
Telepractioners adhere to the same laws, rules and regulations governing their professional practice in NYS and uphold the same standards of care in telepractice as they do when providing in-person services. An adult must be present to provide supervision of telepractice and be able to provide any technical assistance if needed.