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The PARClife Tweens program is a safe learning space that provides neuro-affirming, community-based, therapeutic services focusing on many skills, including daily living, social, recreational, and more. The Tweens community gathers in our beautiful studio to learn, practice, and grow together while enjoying many diverse activities in different settings, including swimming, yoga, art, music, and a variety of others. We weave the day's research-based ABA therapy focus throughout each activity to make practice easy and integrated.
PARClife Tweens welcomes individuals, ages 11 to 17, with *Autism, I/DD and other thinking and learning differences.
Program placement is based on each Learner's assessment and readiness.

Book A Call To Learn More

We get it!

You have lots of questions about our Tweens Program and whether it's the right fit for your child. We want to answer them all!

Book a scheduled call to talk with a consultant and get those questions answered.

Meet Adam McElyea, BCBA

Early Learning Program Manager

Adam is a BCBA Professional with a Master’s degree in Special Education focusing on Applied Behavior Analysis and four years of experience working with children and teenagers with autism spectrum disorder. 

Adam was a Lead Behavior Technician with Community Mental Health for Central Michigan and Central Michigan Care before joining PARClife. His focus as a Lead Behavior Technician was implementing direct 1 to 1 therapy with clients, while training and assisting other Behavior Technicians. Adam is now a Program Manager for PARClife Early Learning.

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"My approach to ABA therapy focuses on making learning enjoyable while fostering independence in the least restrictive way possible. I emphasize natural environment teaching, incorporating play-based interactions to build skills away from the table. However, I also recognize the value of structured learning and use table work when beneficial. While learning new skills can sometimes be frustrating, I encourage learners to see mistakes as part of the process and ensure they feel supported. I prioritize mastering prerequisite skills to independence before introducing more complex "milestone" skills, helping to prevent frustration and reduce any aversion to learning. One of the areas I am most passionate about in the field of ABA is verbal behavior, which includes both vocal and nonverbal communication, such as motor imitation, listener responding, and visual perception skills. I also strongly emphasize functional communication, ensuring learners can express their wants and needs independently and appropriately. Through this balanced approach, I create a positive and engaging environment where learners can develop confidence, independence, and meaningful communication skills."

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