Summer Program Research: (Full List)
Chronis et al. (2004). An evaluation of the summer treatment program for children with ADHD using a treatment withdrawal design. Behavior Therapy, 35, 561-585.
Pelham et al. (2002). Effects of methylphenidate and expectancy on children with ADHD: Behavior, academic performance, and attributions in a summer treatment program and regular classroom setting. Journal of Consulting and Clinical Psychology, 70, 320–335.
Michalski et al. (2003). A multi-method impact evaluation of a therapeutic summer camp program. Child and Adolescent Social Work Journal, 20(1), 53-76.
Mrug, S., & Hodgens, J.B. (2008). Behavioral Summer Treatment Program improves social and behavioral functioning of four children with Asperger’s Disorder. Clinical Case Studies, 7, 171-190.
Wolf-Dieter et al. (2012): The impact of a multimodal Summer Camp Training on neuropsychological functioning in children and adolescents with ADHD: An exploratory study, Child Neuropsychology, 18:3, 242-255.
APPROACH
Our goal is to teach new skills so your child feels successful and can excel when he/she returns to school.
BADP provides skill building in the areas of: peer relationships, problem-solving, self-esteem, academic performance, anger management, and behavioral compliance. In addition to a high staff-to-child ratio of 1:3, small peer groupings, and professionally-trained staff, there are several characteristics that make our program unique.
1. Evidence-based Social Skills Training
We employ several key ingredients of evidence-based psychosocial treatments to help children improve peer relationships and behavioral compliance. Our program is intensive (e.g., 40+ hours per week), behaviorally-oriented (e.g., daily report cards, group reward system, time-outs) and occurs across multiple settings (e.g., classroom, athletic activities, community). We also offer weekly parent training to teach parents how to improve behavior at home. These characteristics increase the chances that new social skills will be learned and generalized across settings.
2. Focus on Improving Life Skill Competencies
Children improve their self-esteem when they are successful, which is why we teach the skills they need to be better friends, athletes, and classmates. Children learn specific specific social skills via a brief explanation followed by examples, role plays, and experiential exercises so they can socialize appropriately with peers in structured (e.g., team sports) and unstructured settings. Children play recreational sports (soccer, baseball, kickball) which includes learning the game rules, practicing techniques and then playing against each other. In addition, we teach swimming, group problem-solving and how to transition appropriately to/from various activities.
3. Individualized Attention & Support
Not all children benefit from a group approach; many require specific interventions to address specific strengths and weaknesses. With a high staff-to-child ratio and clinically trained staff, we are able to create individualized plans that meet the needs of each child. This can take the shape of customized academic lessons or constantly revised target behaviors on the daily report card. We set the bar high enough for children to learn new skills and feel successful without compromising their self-esteem.
4. Academic Classroom Learning & Tutoring
Children receive daily 2 hours (Mon-Thurs) of classroom academic lessons and tutoring to help protect them (especially those with learning disabilities) from “summer learning loss.” Special-education teachers tutor and teach in small groups to replicate the challenges of a typical school environment. Children receive individualized lesson plans in math and language arts based on information collected from teachers and parents.
Click here to learn about our schedule.