The Zokha Autism Center

The Zokha Autism Center is the first autism daycare in GA; a one stop shop for families of children with autism providing relief, education and resources to parents, caregivers, and their children. The Zokha Autism Center will be concentrating on parents of children with autism, especially low-income parents. These dedicated parents are usually worried about their child’s development and special needs and are willing to get the best care for their child, many seeking help from government and subsidy programs. 

Through specialized training of the teachers and support staff and innovative learning systems, The Zokha Autism Center is cutting edge in terms of child development.  Our curriculum, coupled with a custom designed facility and a low teacher/student ratio ensures a top-shelf service for the children and the parents. The total cost of getting the Company in operation is $900,000 which includes building/property acquisition, renovation, equipment, two busses and operating capital.  

The goal is for all students participating in the Learn as You Grow Program to

experience success in life skills, communication development and self, peer and custodial awareness and will have made significant gains in social, emotional, cognitive, and academic readiness as demonstrated on pre and post assessments. The skills of parents and staff will increase over the school term because of the “Parent Resource Center” and the home visits by the preschool staff.

A community-based autism daycare for families of children with autism called “The Zokha Autism Center” (ZAC) will be established in the city of McDonough, in Henry County. Under ZAC there will also be a counseling center. Between the daycare and the counseling center, ZAC will focus on providing relief, education and resources to parents, caregivers, and their children. Some of our parents will come from extremely low-income areas. The Zokha Autism Center will bridge the gap and break the stereo types for autism through in person and online workshops, parent buddy system and support groups. In bridging the gap, this will give parents the confidence to acknowledge that their child needs help. Through our Acceptance and Inclusion Parent Work Shops we will raise hope and awareness. Our program will not only impact our parents but will have a direct and positive effect on the wellbeing of all children in the community with autism. 

 

ZAC will utilize volunteers through volunteer match and those in the community that express a desire to work with our special children. We will also utilize lead teachers, assistant teachers, and Implementation Support Specialist (ISS) and Transition Support Specialist (ISS) to help aid the teacher and teacher’s assistant in the classroom. Each volunteer, teacher and support staff will be expected to successfully participate in a 6-week autism bootcamp training at the beginning of their work with ZAC. This autism bootcamp will provide in depth training information for autism and communication problems, meltdowns; how to see them coming and how to redirect the behavior, a guide for dealing with aggression, handling violent aggression, and positive strategies for managing aggressive behaviors. Everyone must demonstrate proficiency during the initial bootcamp training to move forward. Everyone will be expected to complete continued training courses throughout their time with ZAC. Periodic evaluations will be conducted to assess the value of ZAC on a) helping the student volunteers to become effective educators, and our leaders to become better teachers b) the development of new understandings in autism and its many spectrums, and c) the improvement of the communication of children with autism while increasing self-awareness through love, acceptance, and inclusion. 

 

 

 

Prior to 2021 there have been no autism daycares established in Henry County Ga. Parents have continuously expressed a need for services in terms of relief, education, and resources for their children and families. According to The Department of Public Health, studies have shown that one third to half of parents of children with an ASD noticed a problem before their child’s first birthday, and nearly 80%–90% saw problems by 24 months of age.” The CDC reports: • In 2021, the CDC reported that approximately 1 in 44 children in the U.S. is diagnosed with an autism spectrum disorder (ASD), according to 2018 data.  1 in 27 boys identified with autism 1 in 116 girls identified with autism • Boys are four times more likely to be diagnosed with autism than girls. • Most children were still being diagnosed after age 4, though autism can be reliably diagnosed as early as age 2.

 

In 2019 International Society of Autism Research held an annual meeting in Montreal which shared data that estimates autism prevalence in the United States includes too few black African American families to yield accurate data, according to a new study. “The 2016 survey found that 2.5 percent of children in the U.S. had autism at the time of the survey. The survey also offered a breakdown by race: 2.79 percent in black children and 2.57 percent in Caucasian children. The estimate for black children is based on responses from just 80 families, however” (Wright, 2019, U.S. Autism Prevalence in Black Children Based on Few Families.)

 

It was discovered that “47% of African American children who have autism also have an intellectual disability. This is double the burden of Caucasian children, who only have a 27% chance of having both. Even though these statistics are laid out along race, it’s important to note that this has nothing to do with genetics and it has everything to do with access to diagnosis and treatment.” (Barbera, 2021, Autism in African Americans “Evidence demonstrates that although rates of diagnosis for autism occur at the same rates in all racial groups, diagnosis in African American children occurs later than in Caucasian children. As a result, African American children may require longer and more intensive intervention. This article examines the etiology of autism, diagnosis, and treatment strategies and its impact on African American families.” (G Gourdine RM, Baffour TD, Teasley M. Autism and the African American community. Soc Work Public Health. 2011;26(4):454-70. doi: 10.1080/19371918.2011.579499. PMID: 21707353.)

 

The use of volunteers and ISS along side our teachers and assistant teachers is a concept that can be capitalized upon as a viable way to provide trained manpower for the offering of daycare services. This will help provide extra support in the classrooms. Because each child is different and we won’t always know what to expect, it is imperative that we have enough supports in place to ensure that our teachers have enough help but also that our children can reach their goals in a timely manner. 

 

 

 

 

Objective #1.1- To provide parents and caregivers with relief, resources, and education to help make informed decisions about their child/ren.

Objective # 1.2- To assist parents and caregivers in seeking help when they are overwhelmed.

Objective#1.3- To teach parents how to evaluate changes in behavior of their young children.

 

Objective #2. 1- To provide communication devices and materials to increase communication.

Objective #2. 2- To teach each child how to use each communication tool and device and provide positive reinforcements each time they are used.

Objective #2. 3- To measure progress through Individualized Progress Plans (IPP’s) to ensure goals are being met.

Objective #3.1 - To recruit a group of undergraduate students (15-20 students each semester) to become volunteers in the "The Zokha Autism " (ZAC) Project.

Objective #3.2 - To provide a 6-week autism bootcamp training program for the volunteers that covers a) autism and communication problems b) meltdowns how to de-escalate them, dealing with aggressive behavior. 

Objective #3.3 - To use the volunteer students in the classrooms and in the community.

Objective #3.4 - To evaluate the type and degree of volunteer learning that takes place in the ZAC Project and record progress.

 

 

We will be working with three different clientele groups for this project. 

 

The first, and primary, clientele are the parents and caregivers of the children in Henry County. This clientele group is represented in the project objectives for Goal #1. 

 

The second clientele group are the children for whom we will provide services for. This clientele group is presented in the project objectives for Goal#2.

 

The third clientele group are the volunteers. This clientele group is represented in the project objectives for Goal # 3. 

 

All clientele groups are important and essential components of this project. It is expected that significant learning will take place in each clientele group. 

 

The primary methods for achieving the goals and objectives of the Project will be:

• the creation of a Center in Henry County that will become a focal point for providing relief, education and resources through workshops, support groups and one-on-one counseling of parents and caregivers, and

• the development of a recruitment/training program and supervised practicum for student volunteers 

• the development of IPP’s for each child

• In addition, a Documentation/Dissemination Plan will be developed by staff to guarantee the systematic collection of information about the operation of the Project and provide the basis for sharing information with other similar projects.

 

 

 

 

The project will employ full time and part time staff along with volunteers. 

 

·       Executive Director (full time)- Responsible for maintaining the integrity of the program through trainings, parent workshop, and meetings. Oversees work of Center Director, trainings for administrative staff. Responsible for establishing the community Center, developing working relationships with formal and informal community leaders, establishing links to community parent organizations, and scheduling of Center programs. The Executive Director is Lakredi Tu Alston (author of this proposal)

·       Center Director (full time)- Responsible for hiring staff, overseeing project development and operations, staff workshops, payroll, and budget. The Center Director will be Carissa Hardy

·        Center Assistant (full time) - Responsible for maintaining the structure and appearance of the Center, routine correspondence, and other forms of communication with parents at the center and in the community.

·       Volunteer Coordinator (full time) - Responsible for recruiting university student volunteers, establishing, and maintaining a working linkage with the “Learn as you Grow” and “Talk to Me First” developmental and communication programs, developing and offering training programs for volunteers, scheduling volunteers for service at the Center. The Volunteer Coordinator will have a background in food and nutrition and will be housed in the Department of Food and Nutrition.

·       Project Evaluator (part time) - Responsible for collecting entry level data regarding volunteer and staff learning and engagement in the classrooms, conducting periodic assessment of changes in their level of knowledge, comprehension, and application of that information. Also responsible for developing and implementing a system for periodic formative evaluation of the work of the student volunteers.

·       Cook (full time) - Maintains clean food preparation areas and/or serving areas to ensure safe and sanitary food-handling practices. Ensures food is stored and cooked at correct temperature by regulating temperature of ovens, broilers, grills, and roasters. Ensures freshness of food by checking for quality, keeping track of old and new items, and rotating stock. Coordinates and supervises work of kitchen staff. The company reserves the right to add or change duties at any time.

 

·       Lead Teachers (8) Collaborate with students, parents, and other members of staff to develop IPP through the ZAC Committee process for each student assigned. Implement an instructional, therapeutic, or skill development program for assigned students and show written evidence of preparation as required. Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of the learning styles and needs of students assigned. Work cooperatively with classroom teachers to modify regular curricula as needed and assist special education students in regular classes with assignments. Participate in ZAC Committee meetings on a regular basis.

 

·        Assistant Teachers (8) Implementing the Teacher’s lesson plans and maintaining daily classroom schedules. Supporting each child’s social, emotional, and intellectual growth and development. To Ensure the wellbeing and safety of children at all times. Using a variety of instructional and assessment strategies, as directed by the Teacher, to meet individual student needs. Assisting students with assignments or difficult concepts. Maintaining communication with parents, staff and faculty regarding the progress of students.

 

·        Parent/Teacher liaison- connect parents and teachers with valuable resources. Arrange for interpreters. Help parents find opportunities to volunteer. Help teachers communicate with families. Coordinate back to school night. Coordinate testing times and dates. Keep track of school calendar and events. Connect parents with supports in the event of a crisis (emotional, physical, and financial)

 

·        Implementation Support Specialist (ISS) and Transitional Support Specialist (TSS) volunteers who will assist the lead and assistant teacher with a child having difficulty staying seated or focused during group time. Engage child in positive learning behavior. Encourage child to use assistive technology devices (communication devices, PECS, social stories. Enhance independence and help foster socialization through communication and play.

 

·        Governing Board - Made up of both community leaders and center staff. Responsible for sanctioning the operation of the Center and providing feedback to the Center Director on Center policies and operation.

 | Project Director  | Full time - 12 months | $ 86,000 | 
 | Center Director | Full time-12 month | $ 48,000 | 
 | Assistant Director | Full time - 12 months | $ 44,160 | 
 | Volunteer Coordinator | Full time - 12 months | $ 40,320 | 
 | Cook | Full time - 12 months | $ 30,720 | 
 | Lead Teachers | Full time - 12 months | $ x8= 276,480 | 
 | Assistant Teachers | Full time - 12 months | $ x8= 215,040 | 
 | Parent/Teacher Liaison | Full time - 12 months | $ 38,400 | 
 | ISS/TSS Volunteers | Full time - 12 months | $ 0 | 
 | Program Coordinator | Full time - 12 months | $ 36,480 | 
 |   |   |   | 
 | Supplies- paper, pens, sticky notes, staplers, staples, Caucasian out, dry erase markers | $2,554.00
| Furniture- tables and chairs for each classroom, cubbies, bookshelves, desks for teachers, storage cabinets for teachers, cribs   | $18,719.00
| Building for the daycare   | $485,000.00
| Equipment – computers, tablets, phones, laptops, printers, walkie talkies   | $3,050.00
| Buses – 2 large buses   | $42,000x2
| Advertising, software, trash, utilities, security system | $15,000
|   |  
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 |   |   |   |   | 

Year 2 - Operation/Maintenance of Center and Recruitment

/ Training of Two Student Volunteer Groups

 

YEAR TWO TOTAL $830,600 

YEAR THREE TOTAL $830,000

 | 75 children @250 wklyx4 | $75,000x12 | $900,000.00
| 25 children @75 wklyx4   | $7,500x12 | $90,000.00
| 50 children @100 wkly x4 weekend respite | $20,000x12 | $240,000.00
| 35 children @ 65 wkly x 4 afterschool  | $9,000x12 | $109,200.00
| Year end  | 2022 | Total= $1,339,200.00
|   |   |  
 | 75 children @260 wklyx4 | $78,000x12 | $936,000.00
| 25 children @120 wklyx4   | $12,0000x12 | $144,000.00
| 50 children @115 wkly x4 weekend respite | $23,000x12 | $276,000.00
| 35 children @ 65 wkly x 4 afterschool | $10,500x12 | $126,000.00
| Year end | 2023 | Total=$1,482,000.00
|   |   |  
 | 100 children @260 wkly x4 | $104,000x12 | $1,248,000.00
| 25 children @120 wklyx4   | $12,0000x12 | $144,000.00
| 50 children @115 wkly x4 weekend respite | $23,000x12 | $276,000.00
| 35 children @ 65 wkly x 4 afterschool | $10,500x12 | $126,000.00
| Year end | 2024 | $1,794,000.00
|   |   |  

EVALUATION PLAN Project evaluation will be the responsibility of the Project Evaluator and consist of two different evaluative strategies - formative and summative. 

Formative Evaluation - Primarily qualitative in nature, the formative evaluation will be conducted through interviews and open-ended questionnaires. Parents and student volunteers will be asked about the day-today operation of the Center, the topics covered in the volunteer training program, the attractiveness of the training materials, and other questions to provide feedback for the ongoing improvement of the operation of the Project. The Project Evaluator will meet regularly with project staff to share findings from the formative evaluation effort. Periodic reports will be prepared that identify the major findings of the formative evaluation and how they have been used to improve Project operation. 

Summative Evaluation - Primarily quantitative in nature, the summative evaluation will begin with the establishment of baseline data at the beginning of the Project (using a random sample of parents of young children to assess their communication and life skill needs) and then be conducted at 6-month intervals (just prior to each group of volunteers completing their Project service). Data for the summative evaluation will focus on the two primary goals of the project and the objectives of each.

Goal #1 - Pre/posttests of knowledge gain on the part of the mothers in health and nutrition information 

(Objective 1.1). - Selected interviews of parents to assess their ability to effectively apply information and resources received

(Objective 1.2). - Selected interviews of parents to evaluate changes in the communication and life skills of their child 

(Objective 1.3). Goal #2 - Records of number of students involved in the project (Objective 2.1). - Documentation of agendas/attendance rosters from all training programs 

(Objective 2.1). - Documentation of number of mothers served and number of volunteer hours recorded at the PIAS Center 

A yearly report will be issued that presents the formative and summative findings.

 

Advertising of Project staff positions 

Interviewing of candidates for Project staff positions 

Meetings with community leaders 

Meeting with university administrators 

Finalizing location of Center 

 

Retrofit Center and assess building for student needs 

Preliminary advertising of Center operation

Meet with State Licensing Board

Selection/hiring of Project staff members 

Preparation for Center operation

Hosting community meetings at Center 

Collection of baseline data on mothers of young children

Recruitment/selection/training of student volunteers 

Conducting of regular formative evaluation 

Final summative evaluation at end of twelfth month

Background/Organization Background

Being a mother of two boys with autism has fueled my passion to be a trailblazer in the autism community. When my boys were growing up there were no services or daycare facilities that offered daycare services, therapy, support groups, parent workshops, assessments and evaluations and intervention support all under one plan. My husband and I struggled to make sure our boys had everything they needed to be successful individuals. As I learned more about autism and how to not only love them and their differences, but I also learned the importance of acceptance and inclusion; how this was a major factor in their ability to grow and develop. I fought for them in school and out in the community, becoming their advocates making sure that their IEP’s met their needs and not just the needs of the schools. I fought for one-on-one intervention support. It was tough and I didn’t always get what I wanted. I vowed that I would continue to fight and make it happen for not just my boys but every other boy and girl with autism. 

Although we are not currently in a brick-and-mortar building, we have served several children and their families within home respite care, resources and education in the Henry and Clayton County Area.

ü  The Zokha Autism Center Inc was founded on May 11, 2021

ü  Our online community consists of over 2500 followers so far

ü  Our services extend from Henry County’s 4 regions to all of Georgia

ü  We’ve provided education, resources to over 80 families

The Zokha Autism Center has raised almost 2500 in raffle and small fundraisers like the ‘Sockathon”, “SipWithSass” wine fundraiser, and a Frozen Winter Basket raffle. We’ve created a calendar event for every month this year with the goal of raising $500,000 by years end.