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Classes and Training Modules

Beyond the basic academic, internship, counseling, residential, and recreational supports; the Berkeley Center offers individual training modules designed specifically for students with Aspergers and Learning Differences.

Reframing Process


Reframing is designed to assist students in understanding and assessing their assets and differences, allowing for a new understanding of themselves, and shifting their future direction and goals.

Emphasis is put on deriving the benefits from the students learning differences by focusing on the utilization of special interests to expand underdeveloped social competencies.

Students develop an understanding of their learning style and and the sensory issues they need to deal with. This process is a foundation for new growth.


Theory of Mind / Social Thinking


The social cognitive learning disability is the most abstract of all learning disabilities. In the Theory of Mind class students learn to track what others are thinking and feeling by attempting to take their perspective.

Some topics discussed in this class are whole body listening, social inference, using memory to facilitate friendship and the “social fake”. Videos are used as an aid to determine the perspective of other individuals. This has been a component enjoyed by all of the students in the class.


Executive Functioning class


In order to be successful our students need to learn to be organized in the many facets of their life.

In this class we start at the school/business organization skills and work into the ways that these skills merge into all other areas of a successful life. Thinking about organization can be an important key to unlock doors for students on the spectrum.


Hidden Curriculum class


Many social situations that the neurotypical "just learns" need to be taught to student on the spectrum. This is the forum. We teach skills like introducing yourself or a friend, making a good impression, listening, starting and ending a conversation, giving and accepting negative feedback and compromising and negotiating just to name a few.

The students practice the skills with social situations and scripts. A video camera is often employed to give the students some real world visualization. Practice with metaphors and idioms is also taught in this class.


Sensory Integration


Learning about sensory integration and the impact it has on everyday tasks. The class uses both lecture and active class participation which include gross and fine motor movement activities as will as sensory activities.

The class sets out to study each individual sense (tactile, vestibular, proprioceptive, auditory, visual, and olfactory) and complete sensory activities targeted for each. Calming and alerting strategies are also discussed as part of the curriculum.


Human Sexuality and Relationship Development


This course is designed to help the students explore attitudes and values regarding healthy relationship development with consideration of specific issues related to the Autism Spectrum.

Topics presented include sexuality education, establishing friendships, communication skills, dynamics of relationships and more. The course materials are presented in a multi-sensory fashion.

The format of the class will include lecture, discussion, review of assigned readings and interactive exercises. Future plans for the course include information in RDI-Relationship Development Intervention.


Career Class


Our career curriculum consists of in-house CIP classes and internships.

For those student's whose focus is college academics, they participate in vocational classes which include value clarification questionnaires, skill assessments, career exploration for those with Aspergers and Learning Differences and discussions on such topics as dealing with workplace culture issues.

We investigate the interview process with employer's expectations as a background. We also videotape mock employment interviews and provide feedback.

Students also participate in an internship of a few hours a week. For those whose primary focus will place them on a vocational track, in addition to our in house classes, they will be involved in a more extensive internship in their first year, with possible paid positions thereafter.


Social Mentoring


Research shows that in vivo modeling by positive peer mentors in real-life situations carries the highest degree of success. Social Mentors serve as generational translators for students with Learning Differences.

They are similar in age to the student and act as role models for social and problem-solving skills. Social Mentors assist the student in social understanding while participating with the student in a special interest or recreational activity. They may also mentor during activities like food shopping or preparation.

While these activities are being accomplished, the Social Mentor is teaching a pro-social script to the student. If completed skillfully, the student is unaware that this is occuring. The scripts range from simply "How to Introduce Oneself" to more complicated scripts like "The Subtleties of Dating."

Social Mentors have a huge responsibility and impact. They can release a student from a life of isolation and confusion. Social mentors are of strong character and possess good values.


Wellness Program

Modern and Innovative Techniques to Create Healthier Lifestyles

At the core of the program, CIP is committed to address the wellness of each student. CIP offers individual and group wellness sessions as a means to reduce stress and promote a healthy lifestyle. The benefits of exercising can be seen both physically and mentally. In addition to being in great shape and strengthening the immune system, exercising can increase energy and promote positive social behaviors, while also reducing stress, depression, anxiety and trouble sleeping.

An individual assessment with an Occupational Therapist involves the areas of nutrition, hygiene, sensory issues, weight control and physical fitness as well as instruction on creating a more active lifestyle. A student receives additional staff support, coordination and supervision of their individual wellness plan, outlining specific steps to increase health and well-being.

*A student’s Level of Support determines the amount and type of Wellness services they receive.

While each student's plan is individualized, examples of group wellness activities may include:


Bookends Program


Executive Functioning Skills Prepare Students for Academic Success

The Bookends Program consists of executive functioning skills groups in which students come up with organizational strategies for their academics and career internships. Students learn to prioritize tasks, set goals, plan ahead and communicate more effectively. Working in small groups and using visual prompts, students receive instruction on how to carry these skills forward into the workplace and daily life. This program is offered on Mondays and Fridays, serving as “bookends” for each week.

At school, students are asked to be organized and keep track of important materials, set goals to fulfill requirements, plan and prioritize to get work completed and communicate with instructors and classmates. The same basic ideas are carried through to the workplace.

5 Main Areas of the Bookends Program


Bookends Executive Functioning Skills Teams

Within the Bookends Skills Teams, students create their own organizational system, choosing the method that works best for them. Within the organizational system are items such as monthly and weekly calendars, instructor sign in sheets, course syllabi and Gantt charts.

Setting a goal, following through to it's completion and not being put off by or distracted by competing interests, students work to break larger goals down into smaller, achievable steps.

These Teams Serve 3 Key Purposes