Program Outcomes

Program Outcomes

With the application of the CCS learning process, the following outcomes have been observed in both educators and care and support service providers and with the individuals receiving support and care:

  • Individuals with Autism and/or other Developmental Disabilities demonstrating observable “emotional growth,”: for example, measurable increases in ability and willingness to learn in classroom environments
  • Working environments significantly more safe, physically and emotionally, with less “noise”
  • Increased promotion of adaptive behaviours
  • Improved comprehension of holistic engagement on the part of support and/or care recipients
  • Improved emotional self-regulation, crisis intervention skills and intrapersonal insights for educational, support and leadership staff
  • Improved clarity in communication, producing more effective and “contented” relationships between educator, support services workers and leadership personnel
“It (the CCS Process) has been instrumental in helping us to refocus on why we are here and what really matters in what we do. I think these numbers (CCS Outcomes) are rather impressive. Cutting staff time lost due to injuries and replacement of staff on sick leave by half is not insignificant and multiply that by a few programs and it does have a real financial impact”.
Elizabeth Sloan, Director of Human Resources, Community Living Cambridge

Preliminary Qualitative Outcomes:

    The Ontario Community Living Organizations and Family Support Associations have, over the past eight years, begun implementing CCS services and staff development. They have reported the following outcomes when CCS has been integrated with current best practices (versus current best practices alone).

    • measurably increased quality of life for approximately 50% of Community Living individuals and family members supported by CCS-trained workers;
    • significant decrease in frequency and severity of physical risks and challenging behaviours;
    • reduction in staff injuries;
    • decrease in staff sick leave;
    • related financial savings;
    • inter-ministerial coordination, alignment and innovative partnering.

    The top half of this graphic, in gold, presents the specific needs of individuals with ASD that graduates will understand.

    The bottom half of the graphic, in rust, presents the human competencies they will learn.

    This graph tracks the progress of a male with autism/DD over a five-year period. Notice that in the year prior to beginning the CCS implementation, this individual had 1,522 incidents of aggression: that’s an average of four incidents every day! In the first year of full implementation this individual had one incident for the whole year.

    Note: CCS is designed to be completely complimentary with existing medical and behavioural interventions.