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Behavior Support

Individualized Behavioral Support

The COVE School utilizes a strengths-based, relational model of behavioral support that is evidence-based, trauma-informed, and individualized. 

The COVE School’s model is designed to foster youth self-control and determination and to engage students and families as active participants in the process. Program staff position themselves as allies for students and families rather than agents of external control. Staff strive to be engaging and responsive to students in order to allow them to feel accepted, supported, and valued.

Positive Environments

The COVE School aims to create positive environments that are nurturing, consistent, and predictable. Staff pay careful attention to creating atmospheres that promote the social, emotional, physical, and academic development of each student. For example, milieu staff support pro-social behaviors, assist in daily living activities, and teach healthy relationship skills through modeling and use of the program’s behavior support system. On- and off-site activities provide students with opportunities to practice social interactions with adult support.

Support System

The behavior support system involves, but is not limited to: clearly stated expectations; policies and procedures that ensure prevention of re-traumatization; identification of triggers and warning signs; clearly defining behaviors; highlighting pro-social behaviors; documentation and utilization of an array of appropriate staff and family responses to negative behaviors; consistent responses that are rehearsed and based on clear understandings of the rules and expectations; natural consequences; development of effective coping skills and approaches to de-escalation; tracking and documenting behaviors; and incorporation of data into treatment reviews and planning.

Behavior & Purpose

The COVE School works to help students understanding how a behavior is related to the context in which it occurs. We believe that behavior serves a purpose. If this purpose is understood, responses can be modified, and students can develop new ways of getting their needs met.