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, frustration tolerance, and behavioral compliance. In addition to a high staff-to-child ratio of nearly 1:2, 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 teach social skills twice per day using a Structured Teaching Model, which includes didactic instruction, video or staff demonstration, supervised child practice, reward and review. We also offer weekly Behavioral Parent Management 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 Increasing Self-Regulation Skills
A new feature of our program is the integration of The Zones of Regulation, a cognitive behavioral approach geared toward helping children gain skills in consciously regulating their actions, which in turn leads to increased control and problem solving abilities. It is designed to help students recognize when they are in different emotional states called “zones,” with each of four zones represented by a different color. Children also learn how to use strategies or tools to stay in a zone or move from one to another, and explore calming techniques, cognitive strategies, and sensory supports so they will have a toolbox of methods to use to move between zones.

3. 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. SocialStars are awarded to individual children for spontaneous, pro-social behaviors (compromising, complimenting, sharing, helping, etc…), which produce a group reward (e.g., extra recess). Children are taught specific social skills (introductions, small talk, active listening, compromising, etc…) so they can socialize appropriately with peers in structured (e.g., team sports) and unstructured settings (e.g., recess). Children play recreational sports (soccer, baseball, kickball) to learn the game rules, improve their athletic skills (drills) and practice being a “good sport” (competition). In addition, we teach swimming (2x per week), group problem-solving and how to transition appropriately to/from various activities. Finally, each Friday, we share Peer Matches with parents to increase social awareness and facilitate play-dates among kids.

4. 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 a separate behavior plan, custom academic lesson or adaptation to the daily report card (DRC). We set the bar high enough for children to learn new skills and feel successful without compromising their self-esteem.

5. Academic Classroom Learning & Tutoring
Children receive 2 hours per day (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. In the 9-12 group, the assistant director works collaboratively with the special educator to incorporate executive function skill development, including, planning, organization, initiation and time management. There is a parent-teacher telephone conference on the 3rd Friday of BADP and write a final program academic report.

6. Antecedent Collaboration with Parents & Outside Providers
We know that success at BADP (or child treatment in general) relies heavily on a team approach. We have a thorough intake process to make sure that our program is the best fit for the family. Our program is best suited towards kids who are interested in making friends and parents who are motivated to participate in their child’s treatment. We are “antecedently-oriented” which means that we specifically crafted our program to anticipate and prevent issues. Our Assistant Directors “check-in” with parents by phone weekly so there are no surprises and the entire team is working collaboratively towards the same goals. Parents really appreciate feeling “in the loop” and gains generalize better outside of BADP.

7. Post-Program Follow Up & Services Support
Since our program is only 6 weeks, we know that children and their parents will need ongoing support during the school year. On the first Monday after BADP ends, we provide a comprehensive final BADP report and parents have the chance to talk with their Assistant Director about the BADP experience and upcoming school year. We often consult with teachers to help make the transition back to school more seamless. Through Manhattan Psychology Group, we also provide a variety of clinical services, such as weekly social skills groups, PCIT, parent management training (PMT) and individual CBT therapy. Overall, when you attend BADP, you receive full-service wrap around care.

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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.