A day in the program.

Children arrive into a soft, predictable structure. The same faces greet them every morning. Visual schedules preview the day at child eye level, and transitions are warned rather than sprung. The day is structured so that regulation happens on its own, before a clinician has to do anything.

We describe the day in three bands (morning, mid-day, and afternoon) rather than a minute-by-minute timetable, because every child here runs an individualized schedule. Which block happens when, with whom, and in which room follows your child's plan, so no two children's days line up exactly. What doesn't change is the order and the intent: settle first, learn second, practice third, and end the day calmly.

The middle of the day is where the social work happens, at a lunch table, in the gym, and in a group built specifically to teach children how to be with other children.

• Social lunch: children eat at low tables with clinicians seated among them, not supervising from a distance. A conversation menu takes the guesswork out of the meal, and a quiet table is always available for a child who needs one. Conversation is part of the work.
• Heavy work, gym & outdoors: pushing, pulling, carrying, climbing, and time outside. This is the block that resets a body before the afternoon, and it's deliberate: heavy work is one of the most reliable regulation tools we have.
• Connection Lab: our social skills group, built on PEERS®, an evidence-based curriculum. Children learn a specific skill, then practice it immediately with actual peers while a clinician coaches in the moment. Skills that only work in a therapy office aren't skills yet.

Afternoons build the parts of a child that hold everything else together, and then bring the day down gently.

• Mind Mechanics teaches executive function directly: getting started, making a plan, holding the plan, checking the work, switching gears when something changes. These are teachable skills.
• Expressive arts: art, music, and movement meet children where their expression already lives.
• Calm handoff: the day ends unhurried. Children close out together, pickup isn't a scramble.

This page describes the full-day program. Children in our after-school IOP arrive once their school day is done and work on the same principle: matched to capacity for that day, never pushed past the regulation window.

Some of the most important care doesn't sit in one block on one afternoon. It runs through the week, inside the same building, with the same team who see your child every day.

• Psychiatry: integrated into the program, so the medical piece sits inside the same team as everything else.
• Individual therapy: weekly, with your child's own clinician, alongside the group work.
• Family therapy: weekly, for every family.
• Occupational therapy and speech-language: woven into the day's blocks and delivered in dedicated sessions when they're part of your child's plan.

Because all of it happens under one roof, the people delivering it talk to each other.