What is The K.I.S.S. Center?

We have members as well as non-members who use our services. Our services are offered to all individuals regardless of race, religion or ability to pay. 

Social Skills are a crucial component in everyday activities. Children who do not have the ability to interact in a positive and meaningful way oftentimes can feel isolated and frustrated, which may lead to an increase in maladaptive behaviors. Lack of social skills may lead to missed opportunities for diverse experiences. In order for children with social skills deficits to succeed, it is essential that they are provided with the support necessary to allow them to develop self-esteem, confidence and friendships in a structured and safe environment.

Social skills must be broken down into their component parts and presented in a concrete, systematic, and repetitive manner. Our program is based on the principles of Applied Behavior Analysis (ABA). The program begins with a participant intake and questionnaire, which allows us to determine the skills that your child already possesses as well as those in need of strengthening and/or development. Documents such as IEPs (Individualized Education Plans) and BIPs (Behavior Intervention Plans) help us to develop short term goals and objectives. Once we have a comprehensive understanding of your child’s needs, we develop a plan to meet them. Throughout the program, we continually evaluate and monitor your child in order to ensure that progress is being made.

The following are some examples of the social skills targeted for intervention:

• Making eye contact
• Exchanging greetings
• Using appropriate body language
• Initiating interactions such as play, conversation, etc.
• Responding to interactions
• Engaging in activities with others
• Taking turns
• Problem solving and trouble shooting
• Understanding other people’s body language such as facial expressions
• Understanding and expressing emotions
• Self-esteem and self-confidence

Sessions may include:

• Communication: To expand on the person’s main mode of communication. We’ll address both expressive and receptive language. Communication skills such as initiating conversation, how to be a part of a reciprocal conversation, turn taking and waiting may be taught using a variety of techniques and materials.
• Structure: A visually structured learning environment will create a comfortable atmosphere conducive to learning. Picture schedules, PECS, and other materials may be used to facilitate socialization and transitions.
• Coping Skills: Learning how to understand and manage emotions under various circumstances in a range of settings. Opportunities for role-playing allow for practice and learning of alternative ways to deal with and express different emotions. Examples of coping skills taught in our program include deep breathing techniques, yoga, and expressive or receptive strategies.
• Social Interaction: Opportunities to learn about ourselves and others. Learn strategies for getting to know people, making friends, the differences between talking with friends, family, teachers, and strangers. Understanding and practicing strategies for dealing with age appropriate social situations.
• Fine and Gross Motor Skills: Learn general fine and gross motor skills essential for independence.
• Play/Leisure: Providing time to learn and appreciate our ability to relax. Play and leisure would be integrated into a work break schedule, as well as times where we simply provide and practice opportunity for structured play. Through this we can teach sharing, turning taking, waiting, rules, and structure.
• Community Awareness: Address things and people we may see within the community. Learn to identify and respond according to various stimuli within the community. Discuss and practice how to behave while out in the community, as well as opportunities for role-playing.

Compass Project: