Gibault Children's Services - Gibault, Inc.

Michele Madley
Vice President
Terre Haute Campus
Success
MUST
READ!!!!
Recently I was asked the following question: What
percentage of Gibault children are successful? I
often hesitate when I am asked that question, because I know
I am quite capable of presenting a percentage that explains how many
were discharged with completion of their goals and how many have been
incarcerated within one year following discharge. So why do I hesitate?
I hesitate because the staff at Gibault view success differently than a
percentage and the story below will hopefully explain our defi nition of
success.
Caitlyn is a 15-year old child with a diagnosis of Asperger’s disorder (Autism
spectrum), ADHD, Oppositional Defi ant Disorder, Reactive Attachment
Disorder, and a learning disorder. During her very early years of development,
she experienced a history of neglect and possible physical abuse as an infant.
Fortunately for Caitlyn, she was removed from home and placed with invested
relatives who later adopted her. Caitlyn’s adoptive parents revealed many
struggles with Caitlyn over the years. She displayed physical aggression, harm
to herself, social problems, unprovoked violent behaviors and explosive and dangerous behaviors toward
others when frustrated.
Caitlyn’s adoptive parents pursued assistance from the Public School System, Intensive Community Based
Services, Physicians, Psychiatrist, etc. Eventually the parents’ persistence resulted in Caitlyn’s admission into
our Day Treatment Program. This program provided Caitlyn the opportunity to travel to Gibault daily by bus
and participate in our specialized classroom for children on the Autism Spectrum. This is when we learned,
even Gibault staff can be greatly challenged. Caitlyn refused to participate in classroom lessons, insisted on
sleeping, refused to write, read or even leave an area if it was not her decision. Her behavior management
plan was changed quite often, she would cry and refuse to attend school. Numerous diffi culties occurred
on the bus and her parents and staff were often challenged by Caitlyn. In addition lack of progress required
increased treatment meetings, discussion pertaining to medication regime, etc. Caitlyn’s mother presented
a light for all at the end of the tunnel when she reminded Gibault staff and the Special Education Co-Op that
although we were experiencing diffi culties, she was actually progressing more at Gibault than she had in the
past. At this time it was decided Caitlyn would move into the CARE program to live on Gibault’s campus and
she would receive an individual staff member to work with her during daytime hours.
As Caitlyn began living on campus and attending on grounds school, Gibault staff learned a great deal from
Caitlyn and her parents. Apparently when Caitlyn attended public school she refused to take the ISTEP,
refused to read and write and would sleep or go out of location leaving school regularly. Caityln’s mother
reported she had never taken the ISTEP and she was informed Caitlyn would never write more than two
sentences her entire life.
Today, Caitlyn keeps a journal, she writes daily, she reads out loud in class, she has lost weight, her personal
hygiene has improved, she recently earned the education most improved student award, she receives
constructive criticism more frequently, she has reduced the number of self harming incidents, she is
participating in weekend visits with her family and she has displayed increased patience with certain
situations.
Caitlyn continues to become frustrated with events, she experiences diffi cult days in school, continues to
give up easily, requires assistance with almost all math work, has gone out of location off campus when
frustrated, at times curses at staff when she does not agree with a decision, experiences social problems in
some situations and struggles with interpersonal skills.
All adults involved in Caitlyn’s life understand once she leaves Gibault, she will most likely require assistance
for a very long time. However, I now ask you a very simple question: How do you measure success?
26 MESSENGER | Vol.50 No. 1 2010