The Skills4Success program utilizes the Superflex teaching model. The Superflex teaching model is a social-emotional learning curriculum designed to help children develop flexible thinking, social awareness, and self-regulation skills. It uses a superhero theme with a character named Superflex, who represents flexible thinking, and a cast of "Unthinkables" (now being called "UnthinkaBots") representing inflexible thinking habits. Children learn to recognize these Unthinkables in themselves and others and to activate their "Thinkables" to overcome social challenges.

We also utilize The JASPER teaching model. The JASPER teaching model is a play-based and evidence-backed intervention for children with autism spectrum disorder (ASD) that targets four core areas: Joint Attention, Symbolic Play, Engagement, and Regulation.

The Skills4Success program incorporates the PACE model into every interaction. The PACE communication model is a way of thinking, feeling, communicating, and behaving that aims to make a child feel safe. It was originally developed by Dr. Dan Hughes for children with trauma but applicable to all relationships. It is considered more of an attitude or "way of being" than a set of rules.

• Playfulness: Is about creating an atmosphere of lightness and interest when you communicate. It means learning how to use a light tone with your voice, like you might use when story telling, rather than an irritated or lecturing tone. It’s about having fun, and expressing a sense of joy.

• Acceptance: Is about actively communicating to the child that you accept the wishes, feelings, thoughts, urges, motives and perceptions that are underneath the outward behaviour. It is about accepting, without judgment or evaluation, regarding their inner life. The child’s inner life simply is; it is not right or wrong.

• Curiosity: Is how we help children become aware of their inner life, reflect upon the reasons for their behaviour, and then communicate it to their parents or therapist. Curiosity is wondering about the meaning behind the behaviour for the child. Curiosity lets the child know that the adults understand.

• Empathy: Lets the child feel the adult’s compassion for them. Being empathic means the adult actively showing the child that the child’s inner life is important to the adult and they want to be with the child in their hard times.

Our Skills4Success program is implemented in what we refer to as “The Pod”. The layout of the pod is structured to allow for a highly flexible learning environment. The area is broken down into:

• Desk Zone: strategically shaped in a “u” shape, this area is the designated working location for clients to develop their academic skills.

• JASPER Stations: specifically setup as multiple breakout stations, all with different toys and activities to promote peer collaboration, creative play, and gross motor skill development.

• Library Room: a semi-quiet working area and reading room that is attached to the pod to give opportunities for one-on-one academic support.

• Sensory Room: a fully customized room designed to allow children to desensitize from the group environment and manage emotions.

Although our Skills4Success environment allows for group based learning, the pod environment may not be effective for everyone; some individuals do not benefit from Skills4Success. Other individuals may show slow and minimal progress.

Please note that this is not a solely academic based environment. Although we offer structured learning times for language, writing, reading, and math, our focus remains on developing flexible thinking, social awareness, and self-regulation skills.