Transitions Cost More Than $2.3B in IDD Support Services

Cyclic Regression Causes Expensive Turnover, Painful Restarts, and Critical Struggles.

 Decrease staff training costs.
Create smoother transitions for clients.
Preserve your investments in human resources.
Have a sustained impact on client quality of life.

You have a clear and special mission to support people with intellectual and developmental disabilities (IDD), promote their independence, and to bring meaningful improvements to their lives. You measure success by how well you can increase their abilities and help them solve daily challenges. That’s why your organization exists, and that’s what builds a smile on your face and warms your heart. You take all the steps needed to design a high-quality program with the service payments available to drive the supports you provide. Continue reading

Free April Webinars for Autism Awareness Month

Over the past year, many of you expressed an interest in learning more about the Cognitopia platform of apps to support self-determination and independence for individuals with autism and other cognitive exceptionalities.

In honor of Autism Awareness Month, we have two free webinars scheduled for April:

  • Tuesday, April 16: 4pm – 5pm PST
  • Thursday, April 18: 12pm – 1pm PST

Register here for either of these days and times and we’ll send you an email with event details. If these times don’t work but you’d like to participate at another time, let us know that too because we’ll be holding additional sessions at a later date.

Meet the Artist

Over the last few weeks, we’ve begun to roll out a new look-and-feel for the demo user accounts on our website. Each account persona has a backstory and a network of established relationships that mimic the real-world use case in which they would receive support toward self-determination, transition, and independent living. Continue reading

Cognitopia Evolution: Then and Now

In many ways, Cognitopia got its start when our CEO and founder Tom Keating became the primary caregiver for his brother James who experienced autism. James moved from their parents’ home in New York to live with Tom and their other brother, Francis, in Eugene, Oregon in 1981.  Continue reading

Giving Students Meaningful Data to Measure their Progress

Measuring student progress is essential to understanding areas of student need. For individuals with intellectual barriers or unique learning styles, activities like standardized testing or even quiz scores and letter grades over time can be demeaning and seem pointless. Perhaps more valuable for students’ overall educational experience is being able to understand for themselves how they are doing on a day-to-day or week-to-week basis through meaningful data visualization. Continue reading

How Cognitive Support Technology Is Empowering One Man with Autism

Raising three boys in rural Oregon in the late 1980s and 1990s, Trina began to first notice unique developmental behavior in her three-year-old son Clinton as he was just learning to read. “Clinton had learned all of the sounds, but phonetically he couldn’t put them together. Even today, Clinton is more typical in that he can read the dictionary and learn the definitions of words or small things, but he cannot read a novel.” Continue reading

Using Goal Guide to Manage Routines at Home and in Middle School

Our work on cognitively accessible self-management applications has always relied on a participatory research approach that grounds development in the real-world life experience of individuals with disabilities and those who support them. We are fortunate to have a rich network of students and adults with disabilities, parents, and teachers who drive our iterative development approach by providing design input, using our beta version apps, and telling us how to improve them. Continue reading

More Snap Peas Please

There was one moment using the Picture Planner visual calendaring program back in 2001 that particularly sticks out for me.

Through the Eugene 4J Schools Community Living Program, students have the opportunity to volunteer at a nearby community garden. Like many people with autism spectrum disorders, my students that year had very restricted diets. Many of the students refused to eat vegetables. One person had never eaten foods that were a different color other than white. Continue reading