Brighton Center provides Early Childhood Intervention (ECI) services, speech, occupational, and physical therapy, case management, and specialized skills training (SST) to approximately 4,000 children each year. Every Brighton family is unique and receives individualized consideration of their needs from our skilled professionals. It is our honor to provide this support and help set families on a path to successful outcomes. Here is the story of one of our most recent ECI graduates. We are excited to see where his journey takes him!

Team Cash

Cassius “Cash” Janes Bearden is an energetic, funny, curious, and generally good-natured three-year-old boy. He is also on the autism spectrum and relatively nonverbal. His mom, Sarah Janes, said she had a healthy, normal pregnancy and delivery. “When Cash was about six months old, I was concerned about his sporadic eye contact. He had also started babbling but then completely stopped,” she said. Sarah was enrolled with the Texas Nurse Family Partnership. This free program partners nurses with first-time moms to improve prenatal care and provide one-on-one child development education and counseling through the child’s second birthday. She shared her observation with her TNFP nurse, who referred her to Brighton’s Early Childhood Intervention (ECI) services.

“We started with a Brighton speech therapist shortly after his six-month birthday,” explained Sarah. “Then it was noted that he had an odd foot issue, so we added physical therapy to the schedule. After that, we added occupational therapy. All-in-all, we had four fantastic Brighton staff on Team Cash who regularly helped him and us,” she continued.

Cash has had his share of doctor visits and evaluations. He doesn’t have any hearing or vision problems. He’s not overly sensitive to sound, light, or touch. His eye contact is sporadic, he doesn’t respond when his name is called, and he has self-soothing habits like patting himself and plucking at fabrics. He randomly makes sounds, and as he’s gotten older, the sounds have become one-syllable words, like saying ‘ball’ when playing with a ball. Like most three-year-olds, he doesn’t like being told no or being re-directed from one activity to another. His mom said, “He understands what is being said but doesn’t always react. Overall, he’s very happy and super independent.”

The ECI Transition Process

Cash turned three this Summer. Under federal law, all children must leave Early Childhood Intervention (ECI) services by their third birthday. In fact, this process of exiting from ECI services is called “transition.” The child’s ECI service coordinator sits down with caregivers and discusses what support services the child needs and the different settings where those needs can be met.

Madison Carolin was the Early Intervention Specialist (EIS) for Team Cash. She explained how she and the transition consultants assisted the family during the ECI transition process: “We had our first formal conversation about transitioning from ECI when Cash was 27 months old. We met weekly and discussed options each time we had a Specialized Skills Training (SST) visit with Cash. Our consultants help families navigate the available options, and I assist by setting up and attending tours of the different facilities with the families.”

There are many options for children after they exit from ECI. The Brighton ECI team helps families evaluate those options by considering what support or ongoing services a child may still need and asking questions about what the family wants for their child. “Madison was a rock for us,” exclaimed Sarah. “She was our main source of information throughout the transition. She went to different evaluations with us, helped us write our list of questions for the different facilities, and let us know how to navigate the different systems,” Sarah continued.

Considering ECI Transition Options

Sarah said that she and her husband considered a Montessori-type school for Cash. The Montessori approach encourages students to learn through self-directed activities, hands-on learning, and collaborative play. It can be a beneficial environment for young children. Sarah said, “We did tour two Montessori schools, and I was able to see that it wasn’t the right fit for Cash. He needs more structure.”

Madison then arranged for them to look at two private preschools and Brighton’s preschool. Sarah said, “For us, it came down to the logistics and finances. Our insurance isn’t comprehensive, and full-time private daycare wasn’t in the cards for us, either.” That acknowledgment led them to consider the Early Childhood Special Education (ECSE) provided through their public school district, Alamo Heights. Subsequently, Cash underwent a special education evaluation and was found eligible to receive ECSE services. He was enrolled in a pre-kindergarten special needs class Monday through Friday from 7:45 to 10:45 a.m. Cash then receives therapy services at Morgan’s Multi-Assistance Center (MAC) in the afternoons. He is also eligible to receive speech therapy at the school.

Madison said, “ECSE is a good option for Cash because it allows him to be with same-aged peers in an inclusive environment. He’ll have structure and adapt to the school routine. He’ll also be around classmates he will likely continue to have in kindergarten and beyond.” Sarah said the goal is to integrate Cash into a kindergarten general curriculum class when he is five.

The Path Forward: Life After ECI

There’s one more member of Team Cash, Heather “Nana” Janes. Nana stepped in as Cash’s daytime caretaker when Sarah and her husband, Matthew Bearden, returned to work. “My mom has just been awesome. I don’t know what we would have done without her. She was a childhood educator, so when Brighton’s therapists would come to the house to work with Cash or do any assessments, she could talk with them using the same terminology,” Sarah explained.

Nana also made sure that Cash had everything a young student needs to learn, grow, and develop. “My living room looks more like a Kindergarten classroom,” Sarah joked. “Anything mom sees that she thinks could benefit Cash, she doesn’t ask. It just shows up at the house,” continued Sarah. This includes a drawing easel and short, curved desks normally found in a preschool classroom.

The most recent addition was a round carpet so Cash could practice ‘circle time’ before his first day of school. His Brighton team recommended the technique as a way to prepare him for sitting still during a group activity like listening to the teacher read a book. The family also adjusted Cash’s lunch and nap time to mirror the school schedule.

The preparation paid off. Cash started school on August 12. Sarah advised that Cash’s teacher reported that all went well during his first week of school. There were a few issues when transitioning activities, and he’s not fond of riding the bus, but he appears to be getting along well with his peers. Cash also has a Brighton playgroup and plays baseball with a Miracle League. She and Matthew have noticed that Cash is doing more peer mirroring.

“He’s in a bloom stage,” his mom commented.

Reflections

Sarah said, “I was an ambitious child. I’ve always set and chased after goals.” Sarah knows that autism spectrum disorder is broad, with limitless growth on either side of the scale. “My expectations for Cash haven’t changed,” advised Sarah. “Only my perspective has,” she continued. “You just have to go with the flow. He’s so bright, curious, and funny. I want him to be happy, engaged, and interested in whatever he does,” she concluded.

Cash and his family are very thankful for the support and services they received at Brighton. Sarah said Brighton was always very responsive to questions and actively involved her, her husband, and her mother in Cash’s treatment options. Sarah said, “No one ‘told’ us what to do. They always asked our opinions on everything they suggested. When we voiced concerns, they listened and provided new resources. I honestly don’t know what we would have done without them.”

Madison texted Sarah to see how Cash’s first day of school went. While Cash is no longer a Brighton ECI participant, he’s still part of the Brighton family. Madison advised, “Working with Cash and his family was a team effort. Our consultants know special education, the laws, and the associated changes, and they did a great job preparing the family for this transition. It’s beautiful to witness parents become confident advocates for their children.”

Well done, Team Cash!