FREQUENTLY ASKED QUESTIONS

Spiritos School is currently licensed to serve up to 10 children. Unlike traditional schools we do not have separate classrooms.  Our teacher to student ratio is 1 to 1.  Each child has his or her own separate space for desk work and there is a larger “Centers Room” and “Swing Room” where children play together and learn to socialize appropriately.

At Spiritos School we work with neurodiverse children ages 2-15:

• Diagnosed with Autism Spectrum Disorder
• Who have intellectual disabilities
• In need of early intervention
• Who have difficulty with Language Development Disorder
• Diagnosed with developmental delays such as genetic and developmental disorders with problem behaviors
• Children with learning disabilities
• Children with emotional disorders

The types of behaviors we work with are aggression toward others or the environment, self-injurious behaviors, self-stimulation, repetitive behaviors, inattention, disruption, transitioning difficulties, etc.

Our goal is to prepare children to successfully integrate into their referring schools and into their communities. We meet them where they are and provide them with the tools to allow them to communicate effectively, handle their emotions appropriately and focus on learning and connecting with their families and peers. We have a success rate of approximately 85% to 90% effectiveness.

All children are evaluated on a case by case basis. We look at behaviors as listed above and the child’s diagnosis. We work with children who are ages 2 through 15.  After an initial meeting with the parents and the child, we will know if we can help. Because we want to help the child be successful, we will not admit a child who we do not believe will respond to our program.

At Spiritos School, we are very involved in the transition process when our children leave us to go to a new school. To assure the child’s continued success, he or she must:

• Exhibit a decrease in target behaviors to acceptable levels within a classroom learning environment
• Exhibit successful group skills with a focus towards learning
• Follow receptive directions
• Expressively answer questions
• Be at or near grade level in academic performance when possible
• Be able to share communication with peers and adults for a minimum of four turns
• Be proficient in motor imitation skills with adults and peers

The transition process begins upon admission. We plan with the parent on goals that the child needs to meet in order to move into a new learning environment. Our involvement in the transition planning with the new school and an opportunity to provide a shadow for successful transition to the new school if needed are essential. We will transfer the Behavior Plan and reinforcement system to the new teachers and be available to consult with the IEP team.

1) We are contacted by either the parent or the Local Education Agency (LEA) requesting a tour of the school. Every effort is made to schedule the tour as soon as possible, typically within one week.

2)  Once the family has toured and decides the child could be successful at Spiritos School/Richmond Therapy Consultants, we coordinate with the parents and the LEA if the child is being placed by the school system. If the child is not being placed by the Public School System, we work directly with the parents.

3) LEA or the parents provide a copy of the current Individualized Education Program (IEP), Functional Behavior Assessment (FBA), Behavior Intervention Plan (BIP), description of target behaviors, other assessments which may have been done & all other eligibility documents for review prior to admission.

4) We consult with the LEA placement coordinator, previous or current therapists or others as indicated by parents for clarification and perspective on the child’s needs.

5) After a full review the child may be approved for placement or may be placed on a waiting list based on availability of space.

6) Once a start date is determined, we send an admission letter to parents and to LEA outlining school schedule, times, and start date. 

7) Within the first week of admission we must receive a copy of the child’s shot records, physical results and other documentation as required by Virginia’s Department of Education.

8) We gather all pertinent contact information for CSA Coordinator and case manager if applicable.

9) If the child is being placed by the Public School System and we do not have a contract with the referring school district, a contract must be executed prior to the child’s start date.  In addition, we must have the appropriate paperwork from the CSA office prior to the child's start date.

10) If parents ask us to bill their insurance company, parents are required to sign a financial statement acknowledging their responsibility for any fees not paid by insurance.  Parents are also required to follow up with their insurance companies in the case of delayed payments.

Treatment teams meet formally on a weekly basis to review and discuss treatment plans. Key individuals who attend are Behavior Analysts, Teachers, Occupational Therapists, Speech Therapists, and Supervisors. Our programs are developed with strict adherence to the IEP goals within the treatment plan. We attend IEP and FAPT meetings, perform weekly visual analysis of data and provide monthly program reports to parents as well as the placing coordinator and CSA Coordinator if applicable.

How a child relates to his natural environment is very important for him to be able to generalize what is learned at Spiritos School. Natural supports provided by staff include a parent training program and frequent community outings as well as a Mastered Program Report that is provided to the parents on a monthly basis. Parents are requested to practice mastered skills at home in the natural environment to help children assimilate what they learned into their everyday lives. We are always available to answer questions and offer support.

Funding for Autism services has come a long way. The good news is in Virginia, some insurance companies are now required to cover Applied Behavior Analysis. Some self-insured companies such as Capital One have gone above and beyond to help their employees access services. If a child is placed by the county school system, the Comprehensive Services Act (CSA) office will pay for services. Because there are so many variables with possible funding sources, we work with parents on an individual basis to find the best option for you. 

We are available by phone Monday through Friday from 8 AM to 4 PM at 804-897-7440 or by email at damico@taskids.com