3rd Annual FUSE Celebration Fundraiser

Boston Marriott Burlington

Saturday, April 6th 7:30-11:00


 FUSE Social Groups

Winter & Spring Social Groups 2019

Social groups run weekly from January 7 – May 25, 2019

2019 Winter & Spring Social Group Schedule and Rates



Space is Limited, Register Now!

February & April FUSEcation Camps
FUSE Summer Camp 2019


Click Here for more camp information! 

Join us for Summer Fun at FUSE

**This camp must comply with regulations of the Massachusetts Department of Public Health and be licensed by the local board of health.**

Where our unique small ratio and hands on approach provides campers with an environment conducive to learning life long skills in play and problem solving while building meaningful relationships with friends for a summer to remember.


Every day we build excitement into our schedule with activities like:

⋅ Water games and free play on our water slides!

Version 2⋅Theme based special guest visitors like magicians, veterinarians, and the aquarium

⋅Outdoor Sports and Games


As is the philosophy of FUSE, we have uniquely combined the philosophy and theories of Relationship Development Intervention by Steve Gustein, Social Thinking by Michelle Garcia Winner and Zones of Regulation.


FUSE Summer Camp 2018 is our 7th annual summer program providing social enrichment for children ages 3.5 to 8 based in Lexington, MA. The FUSE program provides intensive work on increasing children’s social engagement and problem solving with peers through high motivation, fun, child centered activities.


Each week will have a theme related to children’s everyday experiences (e.g. sports; beach). All activities are designed to foster happy social engagement through which social skills teaching will be seamlessly integrated.

Theories we are FUSEing


Social Thinking: (www.socialthinking.com)

Social Thinking Social thinking is what we do when we interact with people: we think about them. And how we think about people affects how we behave toward them, which in turn affects how others respond to us, which in turn affects our own emotions. Whether we are with friends, sending an email, in a classroom, or at the grocery store, we take in the thoughts, emotions, and intentions of those around us.

Social Thinking strategies teach individuals

  • How their own social minds work – why they and others react and respond the way they do;
  • How their behaviors affects those around them;
  • And from this, how behaviors are affecting their own emotions, responses to and relationships with others across different social contexts.
  • Recognize the different levels of their own and others’ social minds;
  • Navigate their behaviors for more rewarding social outcomes, which include considering how others perceive and respond to these behaviors;
  • Learn to adapt to the people and situations around them, across contexts, from formal (classroom) to casual settings (recess, etc.)

Zones of Regulation (http://www.zonesofregulation.com/index.html)

The Zones is a systematic, cognitive behavior approach used to teach self-regulation by categorizing all the different ways we feel and states of alertness we experience into four concrete zones.  The Zones curriculum provides strategies to teach students to become more aware of, and independent in controlling their emotions and impulses, managing their sensory needs, and improving their ability to problem solve conflicts.

By addressing underlying deficits in emotional and sensory regulation, executive functions, and social cognition, the curriculum is designed to help move students toward independent regulation.

The Four Zones:  Our Feelings & States Determine Our Zone

The Red Zone is used to describe extremely heightened states of alertness and intense emotions.  A person may be elated or experiencing anger, rage, explosive behavior, devastation, or terror when in the Red Zone.

The Yellow Zone is also used to describe a heightened state of alertness and elevated emotions; however, one has some control when they are in the Yellow Zone.  A person may be experiencing stress, frustration, anxiety, excitement, silliness, the wiggles, or nervousness when in the Yellow Zone.

The Green Zone is used to describe a calm state of alertness. A person may be described as happy, focused, content, or ready to learn when in the Green Zone.  This is the zone where optimal learning occurs.

The Blue Zone is used to describe low states of alertness and down feelings, such as when one feels sad, tired, sick, or bored.

Relationship Development Intervention (RDI)

Dr. Steven Gutstein is the creator of the RDI (Relationship Development Intervention) program. The program focuses on the following areas of social development.

  • Dramatic improvement in meaningful communication
  • Desire to share their experiences with others
  • Genuine curiosity and enthusiasm for other people
  • Ability to adapt easily and “go with the flow”
  • Increase in the initiation of joint attention
  • Improvement in perspective taking and theory of mind
  • Increased desire to seek out and interact with peers


Core Deficits Targeted by RDI

  • Emotional Referencing: The ability to use an emotional feedback system to learn from the subjective experiences of others.
  • Social Co-regulation / Coordination: The ability to observe and continually regulate one’s behavior in order to participate in spontaneous relationships involving collaboration and exchange of emotions.
  • Broadband Communication: Using language and non-verbal communication to express curiosity, invite others to interact, share perceptions and feelings, and coordinate your actions with others.
  • Dynamic thinking: The ability to rapidly adapt, change strategies, and alter plans based upon changing circumstances.
  • Relational Information Processing: The ability to obtain meaning based upon the larger context. Solving problems that have no right-and-wrong solutions.
  • Foresight and Hindsight: The ability to reflect on past experiences and anticipate potential future scenarios in a productive manner.

The goal of RDI is to build or strengthen dynamic intelligence instead of relying on “static intelligence” (that is, the ability to know information or memorize facts).