Our Philosophy

Creekside staff draw from a variety of evidence-based approaches and therapeutic interventions to fit the individual needs of each child.

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In our early years, Creekside relied heavily on the DIR®/Floortime™ model, a child-centered approach designed for young children in clinical and home-based settings.​

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Today, the school has expanded its therapeutic toolkit to include a variety of progressive, evidence-based methodologies, including:​

• Applied Behavior Analysis (ABA)

• Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH)

• (Pivotal Response Treatment (PRT®)

• Social Communication, Emotional Regulation, and Transactional Support (SCERTS®)

• Crisis Prevention Institute's (CPI) Nonviolent Crisis Intervention®

• Relationship Developmental Intervention (RDI®)

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Student-Centered Learning

We take a student-centered, holistic approach to learning that:

• ​Recognizes each student's unique and special learning differences

• Uses personal interests and autonomy as the primary drive for learning

• Addresses sensory processing and biomedical needs

• Understands psychological and emotional factors in supporting students

• Considers developmental levels in designing curriculum

• Develops positive relationships between students and their Creekside team

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Long-Term Goal

Our learning goal is to help our students achieve greater independence, and we assist them in that preparation by helping them to:

• Develop academic skills and generalize them across multiple life contexts

• Build effective communication skills and master social skills to promote meaningful social interactions.

• Learn positive behaviors and self-regulation strategies

• Gain life skills and experience through frequent and meaningful interactions in the community

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