Project Description

Jumpstart is a project designed to offer a model of individualized support to New Hampshire families and providers in order to support young children who have autism or autism-like characteristics. Jumpstart provides comprehensive, individualized support with a core of three important elements: development of functional communication skills, supported participation in socially inclusive environments, and multi-faceted family support. This model originated at the University of Southern Florida (Individual supports Project), and is being replicated in several states throughout the nation including New Hampshire. The Jumpstart: Early Success with Autism project has provided training and technical assistance to families of young children and providers in New Hampshire with the intent to increase local capacity to implement this model since 1998.

As of October 2004, Jumpstart began operating on a fee-for-service basis so that the approach could continue following the six years of state grant support. NH families of children under age 3 can apply for Jumpstart support through their Early Supports and Services Provider and Area Agency. This is achieved by filling out an autism proposal to the state of NH, Division of Developmental Services. (Families can ask their ESS provider for more information.)

Jumpstart supports families and teams by providing intensive support, assisting children to communicate more conventionally, working to eliminate or reduce children's problem behaviors, and supporting families and caretakers to successfully address current and future opportunities and obstacles. The project coordinator, Ann Dillon, guides the process, supported by a second person (hired by the team/family through the proposal) to provide direct support for usually 12-20 hours per week, depending on family needs and desires. Often, families use the UNH jobs WEB site to locate students who have a special interest in providing support to young children who have autism.

The components of this model include provision of positive behavioral supports; child-directed, activity based intervention; systematic instruction, with a focus on communication. Specific hallmarks include:

  • Family guided, developmental and ecological assessment.
  • Functional assessment of problem behavior.
  • Person centered planning.
  • Family-guided intervention development.
  • Comprehensive, individualized support plan.
  • Family support in natural environments.
  • Longitudinal support.

Workshops & Seminars

Providing Individualized Support to Young Children with PDD/Autism. Several intensive trainings designed to increase understanding and implementation of this model have been conducted throughout NH in the past several years to increase the capacity of NH providers to support children and families in this model.

One recent team participant stated:

"Your presentations on futures planning, functional behavioral assessment, and creating behavioral support plans which fit the child and family's needs and lifestyle will be very useful as we expand services available for children diagnosed with pervasive developmental disorder. I am grateful that we now have several individuals who have the training. [This] model will greatly improve the supports we are currently offering to families with tailor-made strategies for dealing with children's behaviors and learning objectives."

Workshops in Writing Positive Behavior Support Plans and Futures Planning for Young Children with Disabilities are offered periodically by the project.

Presentations on general topics relating to supporting young children with autism in natural settings, particularly a two-hour overview of the Jumpstart: Early Success with Autism project, have been conducted in a wide variety of forums throughout the state.

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Technical Assistance & Support

Making the right match: Families may want to discuss this project philosophy and types of support with the project coordinator to make sure this is the right fit for their family. There are very few openings each year so availability is limited. A video is available through most area agencies, ESS programs and the state library (Family Resource Connection) to help families gain more information about the project.

Home Visits: The proposal allows up to 8 hours/month of support from an autism specialist to the child and team. The project coordinator serves in this capacity. During home visits, assessment of family needs and desires, functional assessments and planning will occur in the first several visits to best create an individualized support plans relating to areas of concern. Intervention is woven into the child's play and typical routines, so some home visits may occur during family routines such as bath time, play time, meal times, outings, etc. What supports will that child and family need to make the events of the child's day be successful and fun for all? After gathering information on the routines and desires, a support plan will outline supports including prevention strategies, new skills to teach and how adults can support the child.

Support Outline: Jumpstart intervention, provided within a framework of positive behavioral supports, begins with assessments including a family questionnaire and a functional assessment of the child's behavior. This includes observations of the child in his or her natural environments and interviews with family members and caregivers. Person centered planning helps identify the child's routines and strengths, develop a vision for the near future, and determine the steps and supports needed to make that vision a reality. This information then leads to the development of hypotheses about the communicative intentions of a child's behavior, including the setting events, predictors, and the reinforcers that maintain that behavior.

Many of the components of the Individualized Support Plan are carried out during home visits, as the interventionist interacts with the child, and initially models strategies for the family in natural environments and contexts, woven into typical activities through out the day. Instruction procedures are selected prior to teaching based on the child's abilities and preferences, and are implemented consistently. Communication and functional skills are taught through brief, systematic instruction, incorporated into activities initiated by the child, and embedded in the family's natural routine. Parents are coached in strategies, provide feedback, and fully participate in the intervention. Family support, depending on the issues, may be provided during some or all of the session when necessary. A close partnership with family members is vital.

Person-Centered Planning: As part of the model, the project coordinator is extensively trained on facilitating a process of person-centered planning. This family friendly process is aimed at helping the child and family develop a vision for the future and create an action plan on how to get there. Families choose the people that they want to participate in this planning. Creating an on-going circle of support around the child to last beyond the projects involvement is a goal.

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Project Staff and Contacts

Ann Dillon, Project Director
603-862-0793
ann.dillon@unh.edu

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