Navigating the Transition: Clinical Strategies for a Successful Back-to-School Season
By Nicole Clappi, M.A., CCC-SLP, TSSLD, Director of the Genesis School
Eden II Programs
The return to school in September is an exciting new chapter for all students and families as it represents a major shift in routine, environment, and expectations. Transitioning from the carefree days of summer to a structured school day can be challenging if not managed thoughtfully. At Eden II, we don't wait for the first day of school to start planning for and/or introducing this change. By starting preparation early, we can help our students head back to the classroom feeling ready and supported. Check out the proactive strategies below for helpful tips and tricks related to this time of the year!
Proactive Strategies for Success: To support our students, the teams in our schools rely on a practical toolkit of evidence-based strategies that families can easily implement at home.
Personalized Social Stories: These short, customized narratives help students understand and navigate various situations. School staff can work directly with families to create stories that introduce new classrooms, staff, and peers. This will help familiarize students with novel situations and set clear expectations in new environments.
Helpful Hint: When building these stories, use real photographs of your child’s actual classroom, school building, or new teacher instead of generic clip art or stock photos. Seeing the exact environment they will encounter makes the story much more meaningful and relatable for our students.
Video Modeling: Video modeling is an evidence-based teaching strategy where students watch recorded videos of themselves, a peer or a staff member performing a target skill, navigating a novel environment or completing a new routine. Video modeling allows our students to preview their new surroundings, gain an understanding of rules and expectations and build predictability.
Visual Schedules: Structure and routine are essential for reducing transition stress. Creating visual schedules for morning routines, bus routines, and bedtime routines can be helpful as students adjust to more structured days.
Visual Timers: Using visual timers during summer activities helps students practice the concept of "waiting" and understanding when a preferred activity is ending. This skill can directly relate to the morning routine as bus routes are solidified and pick-up times may vary during the first weeks of school.
Gradual Adjustment of Sleep Routines: Abrupt changes to sleep and waking schedules can heavily impact emotional regulation and a child's readiness to learn. Instead of waiting for September, we suggest that parents gradually shift bedtime and wake-up time closer to school-year hours. Shifting schedules by just 10–15 minutes every few days allows children’s internal clock to adapt comfortably, and helps students be well rested for the first week of school!
We are incredibly excited to welcome our students back this September. Through individualized planning and strong family partnerships, we are looking forward to a year filled with growth and meaningful learning.
Benefits Made Simple: A Family Guide to Benefits and Entitlements as Your Child with I/DD Transitions to Adulthood
By Janet La Mantia, M.S. Ed., Director of Family Support Services
Eden II Programs
As your child with Autism or another intellectual or developmental disability (I/DD) becomes an adult, many things begin to change. Turning 18 is an important milestone, not just because of age, but because it can affect benefits, services, and who is legally able to make important decisions. The process can feel overwhelming, and many families are unsure where to start. This guide is designed to provide a simple overview of the benefits and entitlement programs that may be available as your loved one transitions into adulthood. Understanding these programs can help you plan ahead and make informed decisions for the future.
Federal entitlement programs provide benefits to eligible people based on federal law. If a person meets the program's requirements, they have the right to receive those benefits.
Some programs are contributory, meaning a person qualifies because they worked and paid into the system through payroll taxes.
Other programs are non-contributory, meaning benefits are based on financial need rather than work history.
Benefits available through the Social Security Administration (SSA):
Supplemental Security Income (SSI)
Supplemental Security Income (SSI) is a federal program that provides monthly financial assistance to help pay for basic needs such as food, clothing, and shelter.
SSI is administered by the Social Security Administration (SSA) and is funded through general tax revenues, not Social Security payroll taxes.
You may qualify if you are age 65 or older, are blind, have a qualifying disability, have limited income, and/or have limited financial resources ($2,000 for one person; $3,000 for a married couple).
Resources include money in bank accounts, cash, stocks, bonds, property other than your primary home, and vehicles other than your primary vehicle.
Your SSI payment may change depending on your living arrangement (living alone, living in the home of others, or living in a facility or institution).
In New York, people who receive SSI are automatically eligible for Medicaid.
Social Security Disability Insurance (SSDI)
Social Security Disability Insurance (SSDI) provides monthly income to people who have worked and paid Social Security taxes but can no longer work because of a severe disability. Unlike SSI, SSDI is based on your work history, not your financial resources.
To qualify, you must have worked and paid Social Security taxes, have earned enough work credits, have a disability expected to last at least 12 months, be unable to perform your previous work or adjust to other work, earn less than the Substantial Gainful Activity (SGA) limit, which is $1,690 per month in 2026.
Under SSDI, a person with a disability may have family members who qualify for family benefits. A spouse and dependent children may be eligible to receive a portion of the worker's SSDI benefit. Children may also qualify for these benefits if a parent is receiving Social Security retirement benefits.
For individuals with intellectual and developmental disabilities (I/DD), family benefits can be especially important. If a person was receiving SSI because of their disability, they may later qualify for benefits as a Disabled Adult Child (DAC) when a parent retires, becomes disabled, or dies. In many cases, the person can receive DAC benefits based on their parent's Social Security work record instead of their own.
State Supplemental Program (SSP)
The State Supplement Program (SSP) provides additional monthly financial assistance to many New York residents who receive SSI (those who are 65 or older, blind or have a disability).
Some individuals may receive a combination of the three benefits listed above, depending on their individual circumstances, available resources, and living arrangement.
To apply for SSA benefits, a person must complete an interview with a local SSA office. This interview can often be started online by creating an account at SSA.gov, or it can be done by phone or in person at a local SSA office.
When applying, you will provide a list of all doctors, specialists, and providers involved in their care, current medications and treatments, original identification documents, such as a Social Security card and birth certificate and if applicable, work history and bank account statements.
Some people who receive Social Security benefits need help managing their money. The SSA may appoint a Representative Payee to receive and manage benefits on the person’s behalf. Whenever possible, SSA prefers to appoint someone who knows the person well, such as a parent, family member or trusted friend. If no suitable individual is available, a qualified organization may serve as the Representative Payee.
*Some children under the age of 18 may be eligible for SSI, in this case the entire family’s resources are accounted for, but the application process and rules remain the same*
Benefits available through the Human Resource Administration (HRA) are Medicaid and SNAP
Medicaid
Medicaid provides free or low-cost health insurance to eligible individuals and families. It helps cover a wide range of health care services for children, adults, seniors, and people with disabilities. Covered services may include doctor visits, hospital care, emergency services, lab tests, X-rays, prescription medications, medical equipment, vision care, dental care, nursing home care, and personal care or home care services. Eligibility depends on household size, income, age, disability status and resources (for some groups).
For many individuals with I/DD, Waiver services may be available to provide additional supports. The Home and Community Based Services (HCBS) Waiver is one of the most common waivers and is used by many Eden II individuals. These services are funded through Medicaid and help individuals receive support in their homes and communities. HCBS Waiver provides services such as Community Habilitation, Day Habilitation, Respite, Care Coordination, Assistive Technology, Supported Employment, and Home and Vehicle Modification. These services help individuals become more independent and remain safely in their homes and communities.
Supplemental Nutrition Assistance Program (SNAP)
SNAP, formerly called Food Stamps, helps people with low incomes purchase groceries. Benefits are provided electronically and can be used like a debit card at approved grocery stores.
Applying for benefits is only the first step. Keeping your benefits active is just as important. Many programs have income and resource limits that must continue to be met in order to remain eligible.
In addition, the Social Security Administration (SSA) may request disability reviews from time to time, either by mail or phone. It is important to respond to these requests and complete any required paperwork on time to avoid delays or possible loss of benefits.
If you receive Medicaid and are not also receiving SSI, you must reapply or complete a recertification at least once a year to continue receiving benefits. For individuals who receive Medicaid through a waiver, it is important to include the MAP-317 (Disability Determination Form) with your renewal paperwork. You will also need to renew SNAP applications (every 1-2 years depending on county). Renewal forms and supporting documents can be mailed to the Renewal department, dropped off at your local HRA office, or submitted online through the ACCESS HRA website or mobile app.
Since many of these benefits have very low resource limits, families need to plan carefully when saving money for their loved one’s future needs. There are options that may allow individuals to save funds without losing eligibility for certain benefits. These options include Special Needs Trusts and ABLE accounts, which can help set aside money for approved expenses while protecting access to important benefits.
Special Needs Trust (SNT)
A Special Needs Trust allows a person with a disability to have money set aside without losing eligibility for benefits. There are 3 types of SNT: First Party (funded with the individual’s own money), Third Party (funded by parents, grandparents or others) and Pooled trust (A nonprofit organization manages many individual trust accounts together while keeping each person's funds separate).
Achieving a Better Life Experience (ABLE) accounts
An ABLE account is a tax-advantaged savings account for people with disabilities. It allows individuals to save money without losing important public benefits.
To qualify, a person must have a disability that began before age 46 and either receive SSI or SSDI or have documentation of a qualifying disability. The account can be opened by the individual or an eligible person on their behalf, such as a parent, sibling, or grandparent. In 2026, up to $20,000 can be contributed to the account each year. The first $100,000 saved in an ABLE account is excluded from SSI resource limits.
In addition to the benefits mentioned above, another important consideration as your child becomes an adult is guardianship. In New York, every person is legally considered an adult at age 18. Some individuals with intellectual or developmental disabilities may need support with making important decisions.
An Article 17-A Guardian is appointed by the Surrogate’s Court to assist individuals who are unable to safely make certain decisions independently. Families may apply for Guardianship of the person, the property or both. Applications are filed through the local Surrogate’s Court.
The programs discussed above represent some of the most common benefits and resources available to individuals with I/DD, but they do not include every option. Since each person’s needs and circumstances are unique, exploring available supports can help families find the resources that best fit their loved one’s goals and future. Understanding available programs, eligibility requirements, and changes to benefits helps individuals and families make informed decisions and access the supports they need.
Malvina Krupatkin is a Certified Public Accountant licensed in both New York and New Jersey. She earned a Bachelor of Science in Accounting from the University of Baltimore and has been self-employed since 2000.
As the founder and principal of Malvina Krupatkin CPA PC, she provides a comprehensive range of accounting services to small and mid-sized businesses, including bookkeeping, payroll processing, sales tax compliance, non-audited financial statements, and financial planning. Her firm also specializes in tax preparation for both businesses and individuals.
Malvina maintains offices in Brooklyn, NY, and Rochelle Park, NJ, where she is dedicated to helping clients navigate complex financial matters with personalized and professional service.
My name is Siobhan Domingo and my son attends the Eden II & Genesis school in East Meadow. I am the mother of two children with autism. Robbie is nine and attends Genesis and his younger brother Caleb is seven and attends our local elementary school.
I have always been passionate about the special needs field. I attended SUNY Plattsburgh and received my master’s degree in secondary education and Spanish. While home from college breaks, I worked as a paraprofessional for Western Suffolk BOCES and I fell in love with the kids I worked with. They taught me to see the world through a different lens and that the small successes are just as important as the larger ones. My work there inspired me to pursue coursework in special education. I enrolled in the post master’s advanced certificate program in Students with Disabilities at Molloy College. After completing my coursework at Molloy College and substituting for some time, I began working at the Tiegerman School (formerly SLCD) as a Spanish teacher at their middle and high school programs. This was a brand-new program they introduced at their facility where they wanted to expose students with language deficits to a foreign language. During my time there, I also taught social skills and technology during their summer program. I worked there for close to two years when I got the surprise of being pregnant with my beautiful son Robbie.
After my son was born, my husband and I decided that I would take a break from teaching for a short time to care for our child. The price of daycare was high and the commute to and from work would have taken me away from my son for long hours each day. While at home, I also gave birth to my son Caleb. Shortly after Caleb was born, our oldest Robbie, who had just turned two, was diagnosed with autism spectrum disorder. Even with my background and experience, when it is your child, it is a completely different world. No one prepares you for the challenges that come with a diagnosis, let alone two . My younger son received his diagnosis at five and the therapies and appointments just doubled. I had plans to eventually return to the work field but when autism hit our lives, my job became dedicating myself to my sons and making sure they received every therapy and support that I could get him. I use my education and what I have learned in the field to help me advocate for my sons and to ensure that they receive all of the services that they are entitled to.
Last year, I returned to the workforce and obtained a position as a secretary for a local firehouse. This job’s hours and proximity have provided me with the flexibility to remain an active and involved parent. I am learning new skills in a different industry and am still able to provide for my family in some way.
Autism has taught me so much about patience, love, and understanding. The biggest lesson my children have taught me is that “You know one child with autism, you know one child.” It is a wide spectrum and my boys happen to be at opposite ends of it. Luckily, I’ve been blessed with an amazing support team at Genesis who has quite literally held my hand through most ups and downs of navigating this journey these past several years. I would like to give back to this wonderful community in any way possible because without the support of Genesis, my family would not be where we are today.
Chris Ferrera was born and raised in Staten Island, New York, having lived on both the North and South Shores. He currently resides in New Jersey with his wife of 21 years and their three children.
After graduating high school, Chris began his career on Wall Street at an investment firm, where he earned both his Series 7 and Series 63 licenses. However, his long standing passion for technology and the technical side of business soon led him to pivot toward the IT field. He enrolled in The Chubb Institute, where he majored in Data Network Communication Design and Implementation, graduating at the top of his class.
Chris launched his technology career in 1999, joining a wellknown Manhattan-based dot-com company as an IT Administrator. Following the events of September 11, he accepted a new role at InterGlobe Communications in Staten Island. There, he trained internal staff on selling and supporting networking and Voice over IP (VoIP) technologies, primarily to enterprise clients. He also led deployments for a wide range of organizations—including publicly traded corporations, government agencies, and major New York City nonprofits.
Under his leadership, InterGlobe expanded its services beyond enterprise accounts, offering IT support, cybersecurity, and 24/7 help desk services tailored to small and medium-sized businesses. This marked the beginning of Chris’ entrepreneurial journey.
In 2008, Chris partnered with his then-manager to co-found Comserv Consulting. Eight years later, he launched Comserv Connect—a more expansive and independently operated firm. As a federally regulated Internet Telephony Service Provider and Managed IT company, Comserv Connect delivers robust support to businesses across the greater New York/New Jersey metro area and beyond.
Comserv Connect specializes in building, managing, and securing clients’ cyber assets. The company provides end-toend expertise in Cybersecurity, IT Asset Management, Unified Communications, End User Support, and Artificial Intelligence consulting. With a commitment to satisfaction and reliability, Chris ensures that clients can focus on running their businesses while Comserv handles critical IT infrastructure, uptime, and security needs.
Beyond his professional life, Chris remains deeply committed to community engagement. He joined the Staten Island Rotary Club in 2007 and the Staten Island Bucks in 2008, where he served on the board for many years. He is a past President of the Staten Island Bucks (2021 to 2023), one of the borough’s largest and most active business networking groups. His board involvement includes past roles with the Broadway YMCA and the Alzheimer’s Association of Staten Island. He is currently on the boards of the Staten Island Bucks (2025 Treasurer and Speaker Chair), Eden II, Out of the Storm Senior Housing, and Sundog Theatre, where he chairs the Fundraising Committee. Chris also serves on the Facilities Committees for both Notre Dame Academy and Eden II Programs, and supports multiple planning committees, including golf outings and galas for several local nonprofits, including Eden II and A Very Special Place.
Building Futures Through Innovation & Opportunity
By Jamie Arnold, M.S.Ed, SBL, Director of Educational Services
Eden II Programs
As the 2025–2026 school year ends, the team at the Beach Street School at Eden II Programs reflects with pride on a year defined by growth, collaboration, innovation, and opportunity. This year represented not only continued expansion of programming, but also a deeper commitment to preparing students for meaningful, purpose-driven lives across the lifespan.
One of the most exciting areas of growth this year was the continued expansion of our social enterprise and workforce development initiatives. The repackaging job site expanded to include more school-age students and welcomed participants from the DXT adult program three days per week, creating meaningful opportunities for collaboration between school and adult services. This integrated model continues to strengthen vocational readiness, peer mentorship, and lifelong learning opportunities for the individuals we support.
The opening of the Comfort Corner and Comfort Cart at Eger Nursing Home marked another significant milestone. Operating five days per week and staffed collaboratively by both school-age students and adult program participants, the Comfort Corner has become more than a business initiative, it has become a hub for social connection, community engagement, and purposeful employment experiences. Students and adults alike have gained invaluable skills in customer service, inventory management, communication, and entrepreneurship while building relationships with residents and staff at Eger.
Throughout the year, our other social enterprises continued to flourish. Success Looms continued to expand as students and adults collaboratively created woven products that promoted creativity, teamwork, and entrepreneurship while fostering pride in their work. Similarly, the School Café remained an important hands-on learning environment where students developed practical employment skills such as food preparation, customer service, money handling, organization, and workplace communication. These enterprises not only support skill development, but also reinforce independence, confidence, and the value of purposeful work while helping students prepare for future employment opportunities and community engagement.
Beyond the classroom and job sites, Beach Street School staff continued to make significant contributions to the broader autism communities through conference presentations, collaboration, and advocacy.
At the Association for Behavior Analysis International Conference in Portugal, Jamie Arnold collaborated with Brooklyn Autism Center to present “Elevating Your Team: Key Elements of Effective Staff Training in Two NYS Provider Agencies Serving Individuals with Autism.” Janine Kipp also presented alongside Annmarie Itgen and Randy Horowitz on “Ethical Assent Based Treatment Across Therapeutic Settings.”
At the Autism New Jersey conference, Julia Reitano and Kimberly Meier presented on the importance of BCBA and SLP collaboration within school settings, highlighting interdisciplinary approaches that enhance student outcomes.
During the annual Eden II Annual Conference, Jamie Arnold presented on: “What Independence Really Looks Like: A Panel of Live Experts” and “Building Pathways to Employment: Job Site Opportunities for Students and Adults with ASD”. Kimberly Meier also presented “Crisis Navigation: 101 Tools for Behavior Management”, providing practical strategies for professionals supporting individuals with autism and behavioral challenges.
One of the most meaningful outcomes from the independence panel was the creation of an ongoing advocacy group. The panelists now meet for lunch discussions focused on independence, adulthood, employment, relationships, and self-advocacy. These conversations continue to foster empowerment, peer connection, and opportunities for participants to share their voices and lived experiences.
As we reflect on the accomplishments of this year, one thing remains clear: The Beach Street School continues to evolve beyond the traditional boundaries of a school program. Through innovation, community partnerships, workforce development, advocacy, and collaboration, Eden II Programs continues to build pathways toward meaningful adulthood and lifelong opportunity for individuals with autism.
We are incredibly proud of our students, staff, families, and community partners who made this year such a success and look forward to continuing this important work in the years ahead.
11:00a-11:50a
Assessment to Intervention: Designing Indivdualized Functional Life Skills
Irene Stefas, MA, Advanced Certificate in ABA & Natasha Treuman, MS, BCBA, LBA
12:00p-12:50p
Communication, Not Compliance: Navigating the Transition to Adulthood for Individuals with ASD
BEYOND THE RULES: MASTERING SOCIAL EXPECTATIONS AND SELF-REGULATION
Virtual Conference May 19, 2026 | 11:00a - 3:15p (EST)
In the world of neurodiversity, understanding "what" to do is only half the battle - the real challenge often lies in the "how" and "why." This conference is dedicated to bridging the gap between Social-Emotional Learning (SEL) and the practical Executive Functioning Skills that drive independence. While traditional supports often focus on rote memorization of social norms, this event dives deeper. We explore the "hidden rules" that govern social interactions and provide evidence-based strategies to help individuals with ASD navigate complex environments with flexibility and confidence. From building family-based SEL frameworks to reducing challenging behaviors through proactive skill-building, attendees will gain a comprehensive toolkit for supporting the "whole person."
11:00a-11:50a
Supporting, Planning, Organization and Flexibility in Individuals with ASD
Understanding Social Expectations and Hidden Rules for Individuals with ASD
Jacqueline Libretti, MS, BCBA, LBA
12:50-1:20p
BREAK
1:20p-2:10p
Reducing Challenging Behavior Through Social Emotional Learning Skill Building
Daniel Grosser, MA, LMHC, RBT, Advanced Certificate in ABA
2:20p-3:10p
Family Based Social Emotional Learning Strategies for Individuals on the Autism Spectrum
Anila Mukhyyer, MSW
By: AnnMarie Itgen, MS Ed, BCBA, LBA, Director of Adult Program Development & Social Enterprise, Eden II
Autism Awareness Month and the Profound Autism Summit: Advancing Understanding and Support
Each April, communities around the world come together to recognize Autism Awareness Month—a time dedicated to increasing understanding, fostering acceptance, and supporting individuals on the autism spectrum. As awareness has grown, so too has the recognition that autism is not a one-size-fits-all diagnosis. The spectrum encompasses a wide range of experiences, abilities, and challenges, including those faced by individuals with profound autism who require intensive, lifelong support.
Autism Awareness Month traces its origins to global efforts such as World Autism Awareness Day, observed on April 2. Over the years, the focus has gradually shifted from awareness alone to acceptance and inclusion. Schools, advocacy organizations, and local communities host events, share educational resources, and promote initiatives that highlight the importance of embracing neurodiversity. Campaigns like “Light It Up Blue” have become widely recognized symbols of solidarity, though conversations today increasingly emphasize listening to autistic voices and promoting meaningful inclusion in all areas of life.
Within this broader movement, there is a growing effort to better understand and support individuals with profound autism. This term is often used to describe those who have significant intellectual disabilities, limited or no verbal communication, and high support needs that extend throughout their lives. Historically, this group has been underrepresented in research and public discourse. However, families, clinicians, and advocates are working to ensure their needs are more fully acknowledged and addressed.
One important example of this effort is the Profound Autism Summit, an annual conference held in Boston. Bringing together leading researchers, medical professionals, educators, and advocates, the summit focuses specifically on the challenges and opportunities associated with profound autism. It serves as a platform for sharing the latest scientific findings, discussing innovative care strategies, and building connections among those dedicated to improving the quality of life for this population.
The summit typically attracts a diverse audience, including healthcare providers, therapists, educators, policymakers, and caregivers. Sessions often cover a wide range of topics, from medical and behavioral interventions to communication strategies and long-term care planning. Importantly, the event also creates space for families to share their lived experiences, ensuring that real-world perspectives inform research and policy discussions.
What makes the Profound Autism Summit particularly significant is its emphasis on collaboration. Addressing the complex needs of individuals with profound autism requires coordinated efforts across multiple disciplines. By fostering dialogue among experts and stakeholders, the conference helps bridge gaps between research and practice, ultimately leading to more effective and compassionate support systems.
As Autism Awareness Month continues to evolve, it is increasingly clear that true progress depends on recognizing the full diversity of the autism spectrum. Events like the Profound Autism Summit play a crucial role in this effort by shining a light on those with the highest support needs—individuals who are too often overlooked. Through continued education, advocacy, and collaboration, society can move closer to a future where every person on the spectrum is understood, supported, and valued.
