The Heart of OMC

OMC services support clients to address behavioral challenges. But unlike traditional ABA approaches, we do not assume the source of the “problem” is centered in the individual, or that traditional ABA methods of reinforcement and skills acquisition designed to change how the individual responds to the environment will correct the “problem.” While these methods may sometimes reduce distress or disruption to others in the individual’s environment, they rarely meet the underlying needs or support the long-term wellbeing of the individual. This is because often the behavior the individual experiences and that creates challenges in their lives is actually a response to internal distress caused by a mismatch between any number of a person’s individual neurophysiological characteristics and aspects of their physical/relational environments.

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Assessment Leads to Better Understanding​

​Supporting people to address behavioral challenges requires that we begin by trying to understand these mismatches. The first step is working to ascertain a clear picture of the individual’s unique neurophysiological characteristics through rigorous assessment using observational methods, interviews with clients and their key supporters, ongoing one-on-one exploration, and various questionnaire tools. This assessment process results in the production of a living document that describes the individual’s current functional-emotional developmental capacities and their foundational characteristics across six domains of functioning (sensory, emotional, cognitive, social, motor, and communication). This document, called the neurodevelopmental profile, then guides the second step of discovery to understand any mismatches between the individual’s profile and elements of the various environments in which they live.

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Understanding Shapes Support

Once potential mismatches are identified, a program is developed for addressing the mismatches. Programs typically include a combination of the following components: Support for the individual to learn about their unique characteristics; Suggestions for modifications that can be introduced into the various environments; Strategies and accommodations that the individual and their key supporters can use to improve conditions and mitigate challenges. The purpose of OMC programs is to increase the individual’s short and long-term wellbeing and increase their capacities for accessing personally meaningful opportunities and meeting personally important goals.

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Success Requires Trusted Relationships

​A primary factor of program success is the establishment of a positive relational “container” between the individual and/or caregivers (as applicable and appropriate), and the OMC clinician. Humans are an interdependent and relational species. Learning and positive development across the lifespan requires that we (1) feel safe and (co-)regulated, (2) have our internal experiences validated and respected, and (3) are provided with learning guidance that is matched with and appropriately paced for our developing capacity levels.

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Affirming Developmental Diversity

The second core factor for program success is that programs are developmentally structured, sensitive, and responsive. OMC follows a developmental diversity model rather than a milestones model of development. The developmental diversity model better describes the idiosyncratic nature of neurodivergent people’s development which tends to be less linear than is expected by a stage-based or milestones model. Instead, neurodivergent development tends to progress on a timeline suited to the individual’s specific neurophysiological characteristics. The developmental diversity model does not presume that developmental progress that deviates from typical milestone expectations is deficient or a problematic – where others see “red flags,” we see information about the just-right types of opportunities and interactions we can provide to support positive growth. OMC programs include neurodiversity-affirming developmental strategies/skills, supportive accommodations, communication methods, and learning activities that are aligned with the individual’s current developmental progress. All program goals are designed to be developmentally sequential, starting with building strong foundational skills and capacities (i.e., regulation, engagement, and communication) first, and then progressing to more complex skills and abilities. Development-based programs also incorporate rich learning opportunities that are personally meaningful. Examples include:

• Play-based activities for children aligned with their natural interests

• Activities that provide individualized sensory-motor stimulation for nervous system and emotional regulation

• Engagement activities that are aligned with the individual’s social needs and sensitivities

• Interest-based activities that are aligned with the individual’s passions and identity-development