Residential Program

Residential Program

For the parent of a young adult with autism, ADHD, and learning disorders, the decision to choose a residential program is a difficult one. The Residential Program at Monarch School provides an enriched living environment designed to meet each young adult’s specific needs. The goal is to help our residents move toward greater independence while offering a progressive environment that motivates learning and stimulates personal growth.

The Residential Program at Monarch School & Institute is not a residential treatment facility, but rather a program that helps our adult students to reach their maximum potential in independent living and collaborative strategy development to become more self-sustaining.

Program at a Glance

The Residential Program welcomes young adults 17 years & up with neurological differences. These students must be either currently enrolled or will soon be enrolled in Monarch’s Butterfly or Transition Services Day Program and meet residential criteria for admission.

Our Residential program incorporates structured learning experiences and supported real-life practices to foster skill development in areas such as:

  • Hygiene
  • Physical health
  • Nutrition
  • Budgeting
  • Time management
  • Meal planning and preparation
  • Laundry
  • Cleaning
  • Community integration
  • Medication management
  • Self-regulation
  • Safety
  • Socialization

These residents live near campus in homes or apartments designed to provide a safe, comfortable environment that motivates learning and stimulates personal growth. Monarch strives to ensure that our residents pursue their interests, learn to care for their needs as independently as possible, and become active members of their communities.

Education is not just about the school/classroom experience; it is also about the learning that happens outside the school/classroom. We challenge our residents to take part in their community by advocating for themselves, building new friendships, managing those relationships, interacting with peers and faculty, and exposing themselves to new and different opportunities and perspectives. We believe these areas embody the learning outcomes needed for our residents to be highly successful and contributing citizens.

Our Residential Professional Educators work closely with each resident, Day Program faculty/coaches, and their family in developing residential goals. This partnership is important so that newly learned skills can be used if/when residents visit their home on weekends and holidays.

Unique Program Attributes

Monarch’s unique Residential Program utilizes proactive support strategies to encourage life and social skill development for each resident while enhancing their quality of life through three progressive sub-programs, as appropriate:

Supported Home Living

Adult residents live in a home with up to two other roommates and a Residential Professional Educator. Each resident creates an individualized plan with guidance from the Education to help achieve independence with daily living.

Semi-Independent Apartment Living

When an adult resident reaches a level of independence that has reduced potential safety risks and require less oversight, they will be recommended for apartment living with a roommate. A Residential Professional Educator checks in with the residents at a minimum of twice a day to ensure consistency with what they have previously learned.

Case Management

Once the terms of consistency, generalization, and criteria previously set by the learner, family, and Monarch team have been established and met, our residents may be recommended for case management. We will provide coaching and check-ins once a week to ensure self-management is occurring in all areas of life.

Profile of Typical Monarch Young Adult in our Residential Program (prior to admission):

  • A history of being misunderstood and mistreated
  • A history of other people “overfunctioning” for them and not being held accountable for their responsibilities or actions
  • A history of denying, avoiding or hiding from challenges that are interfering with their ability to grow
  • A history of relying on splinter skills without a developmental foundation and integration
  • Little apparent self-motivation for improvement
  • Encountering numerous obstacles that interfere with competence
  • Feeling overwhelmed with the need to process and organize information presented to them
  • Functioning in the present moment, with difficulty considering past experiences or anticipating future goals or consequences
  • Social challenges, such as relying on others to initiate, maintain and repair social encounters, not understanding the true meaning of a relationship or a friendship, or using other people as means to an end
  • Minimal responsibility for self-regulation of emotions, blaming others for their emotional reactions
  • Passive style of learning
  • Limited self-awareness

Young Adults Who May Not Be Appropriate for our Residential Program

Not everyone is suitable for admission into the Monarch School Residential Program. This includes young adults facing situations like:

  • Young adults with primary drug and alcohol problems
  • Young adults with primary conduct disorder and other anti-social behavior problems
  • Young adults whose cognitive deficits indicate a limited potential for engaging in problem solving and independent functioning (e.g., with severe intellectual impairment)
  • Young adults who are not yet ready to benefit from the program’s structured social environment
  • Young adults in active phases of psychoses, schizophrenia or thought disorder
  • Young adults who pose a risk of harm to themselves and/or others
  • Young adults who require day hospitalization rather than a therapeutic day school
  • Young adults who are evaluated as unlikely to benefit from Monarch’s Residential Program
  • Young adults with primary sexually problematic behaviors
  • Young adults who require 24-hour awake staff and supervision
  • Young adults with severe medical needs

Secure Facility vs. Non-Secure Facility  

Our Residential Program is not considered a “secure” facility, as we are not a lockdown facility. The residential homes are located in a safe neighborhood in the Spring Branch area, less than one mile from the school, a gated complex on Kempwood Dr. We take pride in providing a true home-like atmosphere in a diverse and integrated community, free from restrictions like those seen in lockdown institutions.

Treatment Modalities & Interventions Used

The Monarch School & Institute provides a therapeutic, innovative residential program focused on our Four Core Goals:

  • Self-Awareness and Self-Regulation
  • Relationship Development
  • Executive Functions
  • Academic and Professional Competence 

These goals are met in collaboration with our Transition Services Day Program  and/or our Butterfly Program