Home & Community Services
Home & Community-Based Programs
Behavior & Skills Based (ages 3-22)
Our Behavior and Skills Based service model is intended to supplement the student’s special education program and facilitate learning across environments. These services are designed for those students with significant learning and/or behavioral challenges who require additional support and services beyond the school day in order to make effective progress. Our services employ the application of behavior analytic principles to improve socially significant behaviors/skills and reduce problematic behaviors across home and community settings.
Parent/Caregiver Empowerment and Education are also essential components of our services. To facilitate the acquisition and generalization of skills across environments, parents/caregivers are provided with a variety of evidence-based intervention strategies and resources, based on their student's individual profile and specific family needs. Providing families with effective ways of responding to and supporting challenging behaviors is often also a focus of programming. Lastly, collaboration with other professionals (i.e., insurance-based providers, outside therapists, school educators) who are working with the student and family is key for consistency in approach and supports generalization across parent/caregivers, providers and environments.
Questions about and referrals for this service should be directed to:
Jamie Sousa, PACES Coordinator
508-747-6686 Ext. 2702
jsousa@pilgrimac.org
Social Emotional & Therapeutic Services (SEATS) Home Support
This is a direct service model for students ages 3 to 22 who have been identified by their school district team as needing tailored guidance to foster overall emotional health and well-being. Grounded in Applied Educational Neuroscience (AEN), direct instruction focuses on the four key AEN pillars—neuroanatomy, co-regulation, touchpoints, and mind-body connection—teaching students how their brains work, how to recognize nervous system states, and how to build daily regulation habits. Delivered in the home environment, this model engages students through instruction that strengthens core competencies in self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Ideal participants present with an average to above-average cognitive profile and thrive through interactive, experiential learning rather than discrete, repetitive instruction. By pairing brain-based student skill-building with parallel caregiver consultation, the program equips both the student and their family with the practical tools and neural frameworks needed to support emotional resilience and everyday success.
Transition and Community Access (ages 16-22)
This direct service model is designed for high school and post-high school-aged students requiring direct and explicit instruction in transitional goal areas identified within their IEP, including increasing independence in Activities of Daily Living Skills (e.g., self-care, leisure, personal and household responsibilities) as well as supported access to their community for travel, social/recreational, vocational, or personal (i.e., banking, shopping, attending appointments) needs. Parent consultation is provided to assist with acquisition and generalization of skills across environments, and to support families in establishing connections with adult service agencies.
The process for making referrals for Transition and Community Access services must come from the sending School District of the student involved.
Questions about and referrals for this service should be directed to:
Irene Volpe Barry, PACES Coordinator
508-747-6686 Ext. 2705
ivolpebarry@pilgrimac.org
Transition Coaching (ages 18-22)
In this coaching model of services young adults participate in guided learning opportunities to complement and support their individual goals with a transition coach. Typically, individuals in this program have met and/or are in the process of completing graduation requirements for their High School Diploma. Once priority/focus areas have been established, individuals engage in practical and authentic experiences with guidance and “coaching” to support the acquisition of their social, vocational, post-secondary academic and/or independent living skills. With support of their Coach, individuals participate in self-assessments, skill building, and practical experiences to identify future goals and enhance essential skills for increased independent living, employment, and/or higher education opportunities beyond their high school career. In addition, the PACES Supervisor works with the individual and/or parent/guardians to connect with community agencies and adult service providers (i.e., DDS, DMH, MRC, etc.).
The process for making referrals for Transition Coaching services may come from the sending School District. Additionally, Independent (parent paid) applications are accepted.
Questions about and referrals for this service should be directed to:
Irene Volpe Barry, PACES Coordinator
508-747-6686 Ext. 2705
ivolpebarry@pilgrimac.org