A positive, reward-based system is an established token-economy system for tracking and rewarding classroom behaviors essential for success with specific emphasis on following directions, productivity and healthy relationships. Practically speaking, that means students are able to earn tickets with value based on virtual ‘points’ earned at the conclusion of each 30 minute period of time across the school day. At the end of the day, students are able to exchange these tickets/points during a recess in which the activities available directly correspond to the number of points earned.   

TCS is modeled after the laboratory school that was developed over 30 years at the UC Irvine Child Development Center, an internationally recognized research center for children primarily with ADHD (also sometimes known as ADD) and commonly related problems including mild to moderate Autism Spectrum Disorder and Dyslexia, ODD, as well as anxiety.  

TCS classrooms are designed to promote the generalization of social skills and self-regulation by employing evidence-based cognitive-behavioral strategies in the context of a token economy positive reward system.  Most children with autism who also have at least average intellectual capability are also able to benefit from the daily therapeutic strategies and classroom structure.  Some children with autism who may have more significant intellectual difficulties or significantly delayed speech may not be best served by these strategies.  

This is a complex question. We recommend strongly that if a student or candidate is currently taking medicine for ADHD that is prescribed by a physician, that child continues to take his or her medicines as prescribed for at least the first few months of enrollment. That being said, our interdisciplinary team is experienced at collaborating closely with treating physicians in our community in helping to determine if medicines can be reduced, changed, or eliminated when medically indicated.   

A formal diagnosis of any behavioral health problem is not required for admission. In fact, many children who attend may not meet full criteria for a diagnosis and only have moderate challenges with symptoms of ADHD in settings other than school. Most children who attend do present with what we call ‘functional impairment’ in their skills of executive functioning as they are related to school performance. That is, as the demands of school increase, our candidates experience particular challenges with following complex directions, organization, and timely work completion. For many of our candidates, these challenges have started to adversely impact social relationships and may have even led to discipline problems.  

Presently, diagnostic assessment for ADHD is only available to our currently enrolled families.  This service is provided by a licensed clinical psychologist who has specific training and experience with children with ADHD and ASD.  Assessments are conducted with evidence-based, standardized assessment tools and include extensive classroom observation as well as consultation with parents, teachers, and treating physicians/pediatricians.   

Most children who attend TCS are experiencing difficulty reaching their academic potential in more traditional school settings primarily due to problems with attention and impulsivity. Some of our students may also struggle with a specific learning disorder in math or reading. Many of our students, however, are academically high-achieving across subjects, but are struggling with the pace and social demands of larger schools.    

TCS utilizes California state adopted educational curriculum and instructional materials and provides grade-level general education instruction unless otherwise indicated by an Individualized Education Plan.  For core subjects including English Language Arts and Mathematics, students are grouped for instruction based on a combination of factors including chronological age, grade last completed, social development, and academic achievement. Some of our students may be working above “grade-level” and curriculum at TCS can be modified as needed. Others candidates may be performing below grade level standards even if they do not have an identified Specific Learning Disorder. These students may require more support to complete grade level standards or additional assessment to better determine the nature of their challenges as they develop. TCS is designed to challenge students to reach their academic potential while also ensuring that those students’ social, emotional, and behavioral potential is not compromised, but optimized.  The concept of ‘grade level’ is largely dynamic and sometimes quite nebulous measurement, highly dependent on the expectations of the culture in which we live.  That being said, our mission is to ensure each child is encouraged to reach their highest potential. 

Students who are falling behind their peers or siblings due to challenges with attention and impulsivity are often able to improve in their organizational skills and increase their time on task. As such, many of our students are able to complete grade level standards or better once they are properly supported.  TCS is not specifically designed, however, for children who are experiencing significant specific delays in learning, and as such some of our students will continue to need academic interventions across their development. 

Regular structured physical activity is an integral component of each day at TCS, including structured games and sports with peers during social skills, and available with staff during recesses. TCS does not participate in any intramural sports leagues.  We do not currently offer any extracurricular clubs.  

Dr. Sabrina Schuck is an Assistant Professor of Pediatrics at UC Irvine and has worked in collaboration with the staff and leadership at TCS to develop the programs there in the model of the laboratory classroom program run at UCI for the last 30 years. Her research at UCI focuses on psychosocial interventions designed to improve outcomes for children with neurodevelopmental disorders. Dr. Schuck serves as the Chair of the Scientific Advisory Board for The Craig School, a team of volunteers made up of renowned scholars and community practitioners, many of whom are faculty from UCI. She also supervises undergraduate students conducting independent research projects, many of which are open for enrollment to students at TCS and their families. Currently, she is conducting a research study examining the role of therapy dogs in assisting in interventions for children with ADHD, funded by the Eunice Kennedy Shriver National Institute of Child Health and Human Development.

The Craig School is also a designated community partner with the UC Irvine School of Social Ecology Field Study Program and hosts field study students seeking to learn more about school-based interventions for the developing child. Field study students are fully vetted prior to observation by UCI and by TCS and undergo the same rigorous screening and background check process required for all volunteers and personnel.