LEAP Program
In 2017, New Hope officially launched the Learning Enriched Autism Program (LEAP). LEAP provides specialized programming for males ages 12 to 18 who are diagnosed with autism spectrum disorder (ASD), both with and without intellectual and/or language impairments. The program includes enhanced staff support, is completely self-contained and offers a full array of behavioral, speech and occupational therapies designed to help youth on the autism spectrum manage and adjust to the common challenges associated with ASD.
With the growing need to serve more youth with ASD, New Hope broke ground on the newly expanded LEAP program in early 2024. The nearly $1 million dollar investment doubled the program to now include 20 beds, a brand-new shower and bathroom area, new floors, new furniture, new ceiling structures in the hallway and new lights. Additionally, two classrooms, therapist offices and a staff breakroom were added to the community
Our Learning Enriched Autism Program, LEAP, works with youth on the autism spectrum with complex needs and challenging behaviors. A recent graduate of LEAP came to us with a host of challenges that we knew would require an extra special effort from the team. When he first arrived, he was incredibly quiet most of the time and when he spoke it was difficult to understand him. He would isolate himself in his room and destroy his clothes. In the education classroom, staff would have to read his assignments to him and write his responses. One of our staff members, Grant Peters, said that the resident was going to really put everyone to work. He did just that, so we did what LEAP does, we leaned into the difficult behaviors that went beyond physical aggression. This young man progressed from struggling to following directions, interacting inappropriately with peers, stealing from others and having low self-esteem to significantly reduced impulses to steal. He followed program schedules without issues, rarely picking arguments and being inappropriate with peers to being comfortable communicating his needs and wants. He is now confident in who he is, working independently on school assignments, excelling in outside physical activities and learning to read and write. He has gone from a fragile young boy to a confident teenager that consistently takes pride in his appearance and shows initiative to complete task that are regularly expected of him.