Treatment failure in hospitals and outpatient programs • School truancy and expulsion • Probation • Emotional and behavioral problems • Impulsive/explosive aggression • Attention, memory and/or learning problems
Depression • Disruptive Mood Dysregulation Disorder (DMDD) • Bipolar Disorder • Anxiety Disorders • Attention Deficit Hyperactivity Disorder (ADHD) • Post-Traumatic Stress Disorder (PTSD) • Oppositional Defiant Disorder (ODD) • Intermittent Explosive Disorder (IED) • Conduct Disorder • High-end Autism Spectrum Disorders • Learning Disorders • Developing Personality Disorder Traits
Associated Learned Maladaptive Behaviors
Self-Injury • Suicide Attempts • Eating Disorders • School Difficulties/Truancy • Parent-Child Conflicts
• Peer Conflicts • Substance Use • Stealing • Running Away • Isolation • Emotional Detachment
• Avoidant Behaviors • Physical and Verbal Aggression • Poor Decision Making • Poor Impulse Control
Neurologically-Based Symptoms / History
Poor Planning Skills • Impulsivity • Attention/Memory Deficits • Pathological Aggression (violent behavior without provocation or gain) • Repetitive Rage Behavior • Abnormal Laboratory Tests (CT, MRI, EEG) • Abnormal Neuropsychological Tests • History of Neurological Insult/Disease (In-Utero Poisoning, Acquired Head Injury, High Risk Birth, Seizures, etc.)
FOR ADDITIONAL INFORMATION, PLEASE VISIT: www.neurobehavioralsystems.net
NEUROPHYSIOLOGICAL EVALUATION – As indicated
Quantitative EEG with Evoked Potential (QEEG), reviewed by a Pediatric Neurologist in consultation with a Pediatric Neuropsychiatrist / Neuropsychopharmacologist (in conjunction with UHS’ Neurobehavioral Systems)
NEUROPSYCHOLOGICAL EVALUATION – As indicated
IQ (WISC-V; WAIS-IV for 16+), Memory (WRAML-2), Executive Functioning (Trails A & B).
Following the Neuropsychologist’s consultation with the attending Child & Adolescent Psychiatrist, any or all of
the following additional assessments may be provided: Language (OWLS), Executive Functioning, Motor
(Pegboard, Tapping), Achievement (WIAT-2) and Connors.
PERSONALITY / PROJECTIVE TESTING – As indicated
Psychological Testing and Diagnostic Interview • Bender-Gestalt Visual-Motor Test. House-Tree-Person projective drawings • Family drawing • Rorschach Ink Blot Test • Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A) (ages 13+) • Million Pre-Adolescent Clinical Inventory (M-PACI) (ages 9-12)
Board-certified child and Adolescent Psychiatrists; Neuropsychologist and Psychologist
• Nursing 24/7 • Therapists (licensed, Master’s-trained) • Recreational Therapists
• Youth Care Counselors (direct-care staff)
THERAPIES and INTERVENTIONS
Intensive programming is provided each day, to include psychoeducational groups, skills groups, processing groups, recreational therapy groups and additional recreational, therapeutic activities. Therapy interventions are evidenced-based and informed by models including Cognitive Behavioral Therapy, Systemic Family Therapy, Collaborative Problem Solving, Dialectical Behavioral Therapy, EMDR and other trauma and relational models. Geographically-Distant Family Therapy is telephonic nationwide, Europe and Asia.
MERIDELL ACHIEVEMENT CENTER PROGRAMS
Confronting (empathetic guidance)
Interpreting (uncovering insights)
Positive peer culture
Logical and natural consequences
Watch for manipulation (staff splitting)
Watch for planned action
Patient becomes self-directed
Patient takes responsibility
Group and individual instruction
Lively & cheerful (posters, music, noise)
Frequent / fluid transitionsTHERAPIES
Large groups (with verbal processing)
Long sessions (to match normal attention)
Redirecting (without confrontation)
Behavioral Contracts (motivate)
Modeled behavior by staff
Watch for lack of capability
Watch for impulsive action
Patient receives guided direction
Patient given responsibility/small steps
More individual instruction
Soothing, less stimulating environment
Structured transitions (with prompts)THERAPIES
Small groups (non-verbal activities)
Short sessions (to match short attention span)
Experiential (learn by doing)
* PROGRAM DETERMINATION*
Each patient is individually considered for appropriateness for each program based on clinical assessments and records, psycho-social history, and other medical records. Patients with predominant neurological symptoms/history are often determined to be most appropriate for the neurobehavioral program, but each case is unique. Admitted patients can transition between programs after further assessment, observation, and/or progress. Traditional and Neurobehavioral programs are separate and distinct. Tests, evaluations and medications can be utilized across programs.
JOHN H. WOOD JR. CHARTER SCHOOL AT MERIDELL
We help children to do their best and fall back in love with learning.
- Enrollment in English, Math, Science and Social Studies based on ability and transcript
- Credit recovery, acceleration, and enrichment
- Each classroom has a dually-certified teacher (Regular and Special Education) and a teacher’s aide.
- Dedicated school psychologist (LSSP).
- SmartBoards, virtual desktops, laptops, and personal learning devices are utilized by teachers and students.
- STAR Reading / Math, Accelerated Math, Reading Plus, and A+ Learning Systems
- Life College (life and social skills) and Power Training (lifetime fitness)
- Collaboration with treatment staff for a balanced approach to learning and recovery
Curriculum is relevant, challenging and meaningful
Full-scale IQ below 70 • Primary CD diagnosis • Primary eating disorder • Sexual perpetrator • Pregnancy
INSURANCES / FUNDING
TRICARE ®(nationwide and international) • Blue Cross & Blue Shield • Aetna • Cigna • United/Optum
• Beacon Health Options • ComPsych • Magellan • MHN • Medicaid, School Districts, and other
insurances by single-case agreement • Private pay
For additional information, to make a referral or to schedule a tour, please contact our
Intake Services Department at 800-366-8656 or local at 512-528-2100.
TRICARE ® is a registered trademark of the Department of Defense, Defense Health Agency. All rights reserved.