2022
Wilkes Developmental Day School is proud to share the success story of one of its students. This child entered the program in the fall of 2019 at just two years old with a diagnosis of autism.
Upon arrival, he demonstrated significant challenges with communication and sensory regulation. When environmental noise became overwhelming, he hummed as a coping mechanism, with the volume increasing as stimulation continued. He did not consistently follow directions or use alternative forms of communication to express his wants and needs. As a nonverbal child at the time, he primarily wandered the classroom, often carrying and throwing his favorite blanket, and had not yet developed appropriate play skills or the ability to engage alongside peers.
Through consistent, individualized therapeutic interventions, he made remarkable progress. His humming decreased significantly over time. For example, when the air conditioner activated in the therapy room, the therapist softly hummed alongside him, which helped reduce both the duration and intensity of his response.
Initially, therapy sessions were frequently marked by meltdowns that lasted 30 minutes or longer. As he became more comfortable and familiar with routines, he began to demonstrate readiness and eagerness to participate. He independently initiated transitions to therapy by guiding the therapist to the door, pushing the therapist’s hand toward it, and removing his name card—an established part of the routine. He also began leading the therapist to preferred toys within the therapy environment.
He developed meaningful connections with staff and began seeking affection, showing enjoyment through hugs and playful interactions such as tickling. His communication skills also improved as he began using emerging core vocabulary and verbalizing the names of peers.
In addition, he demonstrated increased independence within his environment. He transitioned between activities without being carried and followed directions during familiar tasks without the need for hand-over-hand assistance. These directions included prompts such as “Pick up the toy” and “Come sit down.”
He had consistently shown an interest in letters and numbers, which became a strength area. He learned to count from 1 to 10, arrange numbers in sequence, and identify letters of the alphabet.
Within the classroom, his language development continued in meaningful and engaging ways. He began calling an adult “sweetie pie” while pointing to a desired toy on the shelf. On other occasions, he said “You got it” when receiving preferred items and sometimes stated, “I’m a good boy.” He also made eye contact and used playful facial expressions to connect with others.
This child was a joy to serve at Wilkes Developmental Day School and successfully transitioned to public school.
Meet another success......
At our school, we have the privilege of witnessing incredible growth in the children we serve, and one preschool student’s journey over the past three years beautifully reflects the impact of early intervention, individualized support, and a team that truly believes in each child’s potential.
When she first joined our program, she faced significant challenges in many areas of development. She had little interest in play or tabletop activities such as books, blocks, or simple games with others. She was constantly in motion, seeking sensory input through fidgeting and repetitive behaviors, and had difficulty engaging with peers, teachers, and her environment. She finger-fed and was unable to use utensils independently. Her fine motor skills were very limited, making tasks like grasping, manipulating toys, or participating in pre-writing activities difficult. She was also fearful of dynamic movement and struggled with having her body out of an upright position, making playground activities such as climbing, sliding, or swinging overwhelming. Emotional regulation was another significant challenge, and at times she communicated distress through behaviors such as head banging.
Through consistent occupational, physical, and speech therapy services integrated into her school day and close collaboration between therapists and teachers, she began making small but meaningful steps forward. With patience, encouragement, and individualized strategies, those small steps became milestones.
Today, she is a joyful and engaged learner. She now self-feeds using a spoon and participates in a variety of tabletop activities with excitement and curiosity. She is motivated by art projects and eagerly seeks opportunities to engage in new activities. Her fine motor skills have grown tremendously. She can string beads, is learning to draw shapes, and participates in early academic activities by identifying letters, numbers, and shapes. She has also developed foundational play skills and now enjoys playing alongside and with others.
Perhaps one of the most inspiring parts of her journey has been her physical and emotional growth. She now confidently climbs, slides, and swings which were activities that once caused fear and uncertainty. She actively explores the classroom and playground with confidence and curiosity. She has learned to communicate her needs, including asking for help, and behaviors that once signaled distress have resolved as she has gained the tools to regulate and engage more successfully.
Her story is a powerful reminder that every child can grow when given the right support, consistency, and opportunity. At our school, we are honored to celebrate moments like these every day and to walk alongside children and families as they discover just how much is possible.
Student Success Stories Past to Present
What we do makes a difference.....