Before beginning his journey at High Road, Wilfredo had a tough time regulating his emotions and having positive peer interactions. He often missed out on educational time from unsuccessful academic interventions, which would lead to frustration, and escalated behaviors from negative peer interactions. After meeting Wilfredo, the High Road School’s team conducted academic and social emotional assessments to see where his strengths and weaknesses were. We wanted to ensure that his plan would be built upon those strengths, while also providing Wilfredo the supports he needed to be successful.
Wilfredo thrived on a high level of academic and behavioral modeling. He also benefitted from timely rewards through which he could see his progress in real time. His teachers frequently rephrased redirections into a learning opportunity and tied them to the real world. If Wilfredo was having a tough time showing respect, he was usually very good at turning it around if a staff member asked how he could have worded an interaction better. Through social work group and individual sessions, Wilfredo became more attuned to emotional regulation and recognition.