Expect Intelligence

aka TRAP   |   Santa Barbara, CA   |


TRAP’s educational program is designed for people of all ages with various intellectual and developmental differences as well as children in typical pre-schools and lower elementary grades. Our unique methodology inspires everyone to learn important life skills including reading, writing and arithmetic. Teachers and facilitators integrate drums and percussion instruments as creative learning tools that enhance the mind, body, and spirit. TRAP makes learning fun!

Notes from the nonprofit

What comes to mind contemplating the years of service we’ve happily devoted to The Rhythmic Arts Project is primarily gratitude. How fortunate to have witnessed little miracles on a regular basis for 23 years. When you look into the eyes of a child or an adult with Down Syndrome, God is looking back through the eyes of Angels. The Rhythmic Arts Project is a non-profit 501(C)(3) company. We honor and celebrate diversity, regardless of disability, religion, race, creed, or ethnicity.

Ruling year info



Mr Eddie Tuduri

Main address

11151/2 North Milpas St

Santa Barbara, CA 93103 USA

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NTEE code info

Specialized Education Institutions/Schools for Visually or Hearing Impaired, Learning Disabled (B28)

IRS filing requirement

This organization is required to file an IRS Form 990 or 990-EZ.

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Programs and results

What we aim to solve

SOURCE: Self-reported by organization

The key to success in our program isn’t as much that we believe in ourselves as much as it is that we believe in our students, a concept that has been ignored in too many institutions and organizations for years. I’ve traveled the world working with this population, young and old, for over 23 years and still find administrators, as well as teachers, doubting the capability of their students. Thank God this attitude is diminishing in recent years as our Special Education Teachers and many forward-thinking Directors and Coaches in the field and more to the point, our friends with Intellectual Differences, have proved them wrong. The Rhythmic Arts Project changes this perception every day.

Our programs

SOURCE: Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

The Rhythmic Arts Project

The TRAP model is becoming more recognized for its potential to augment healing therapies for a variety of cognitive, emotional, and physical disabilities. Through rhythmic exercises, the program teaches and enhances basic life skills, such as: maintaining focus, using memory, socialization, turn-taking, developing leadership, recognition, and use of numbers, shapes, and colors, spatial awareness, fine and gross motor coordination, following instructions, and communication. Group teaching occurs in an environment that is supportive, cooperative, and fun, and members naturally develop confidence and a positive self-image.

Population(s) Served
People with intellectual disabilities
Children and youth

Where we work


USC Peer study/ Triton Academy 2017

TRAP evaluation 2015

Affiliations & memberships

Global Citizen Award 2013

Our results

SOURCE: Self-reported by organization

How does this organization measure their results? It's a hard question but an important one.

Number of students who demonstrate improved overall literacy

This metric is no longer tracked.
Totals By Year
Population(s) Served

Ethnic and racial groups, Age groups

Related Program

The Rhythmic Arts Project

Type of Metric

Output - describing our activities and reach

Direction of Success


Context Notes

We have worked diligently in several countries over the past 23 years. To identify how many children and adults we work with within any given year would be impossible to track. *2000 is more or less

Goals & Strategy

SOURCE: Self-reported by organization

Learn about the organization's key goals, strategies, capabilities, and progress.

Charting impact

Four powerful questions that require reflection about what really matters - results.

The Rhythmic Arts Project (TRAP) founded in 1997 touches hundreds of lives locally in the Santa Barbara and Ventura Counties and the world at large. Our program focuses on educating individuals with intellectual and developmental differences by embracing a curriculum that encompasses rhythm as a modality to address basic life and learning skills as well as reading, writing, and arithmetic. The TRAP program accomplishes amazing learning results documented throughout its nearly 23 years of existence. TRAP's ongoing efforts provide students with the tools and confidence needed to succeed in the world. Members naturally develop confidence and a positive self-image. Most important is that group teaching occurs in an environment that is supportive and fun!

Training, Training, Training
As we are all aware, our students are often on different levels intellectually. In any given class, we may need to adjust our lesson plan depending on the individual ability level. This is simply achieved as the exercises are designed to modify in accordance with the student’s capabilities.

*Example: One student may struggle with adding 2 + 2, while another may excel in math, therefore, performing a more difficult solution. In our TRAP Math video, you can see how adjusting the numbers and drums can enable the lessons quite efficiently for each student. From something as simple as adding 1-2-3, to an involved mathematical equation, this is fun while significant tutorial.
In the navigation on the TRAP website, look to the bottom of the page where it says;
Continued education: TRAP Math
Here you’ll find the video explanation including “Rolling the Dice” as an added fun assignment.

*So, let's establish our initial classes together.
I believe we should deviate slightly from the penned curriculum. What we have discovered in our experiences is that classes need a specific design and tailored facilitation. So ... let’s choose those lessons that meet the needs of our individual students. We will see that each lesson has room to expand and room to innovate.
From the top of the book: Source,
At TRAP, we expect Intelligence

Program & Services

The Rhythmic Arts Project is an inclusive, innovative educational program serving the special needs community as well as typical preschools and lower grades. The curriculum is comprehensive offering a wide range of subjects addressing various ability levels. Our Members represent diverse ethnic backgrounds and range in age from 1 to more than 85 years old. Diagnoses range from mild to profound cognitive disabilities, cerebral palsy, Down syndrome, attention deficit hyperactivity disorder (ADHD), Alzheimer's, Autism, mobility/hearing/vision impairments, and traumatic brain injury.
The methodology is based on perceptual-motor match, visual, tactile, and auditory combined with speech. The students can see, feel, and hear the lessons and simultaneously speak the answers.
The program is facilitated in no less than 14 countries. Sites include Special Education Schools, Organizations and Foundations who serve people with various disabilities as well as preschools where both "typical" and Intellectually Disabled children attend.
*We continue to add organizations, schools, new teachers all over the world, and innovations in the curriculum in several languages. We've just begun, our digital footprint is deep and in practice every day in many places in the world.

Here at TRAP, we’ve been working every day to make the lives of those we serve a little better through education and purposeful, productive time spent whether in quarantine or out in the community. Many of our folks are essential workers and are out there every day as part of that workforce providing us with our necessities. We have an entire United Cerebral Palsy / WORK INC. Crew working to keep the Santa Barbara Harbor safe and clean during this time of Corona. Others are working in warehouses, grocery, and various stores across the country, proudly taking their place as everyday heroes.
We are reminded of how essential our friends with Intellectual and Developmental Differences are in our world, especially in these times.

TRAP classes have been made available free of charge throughout this time of uncertainty and we will continue to serve. Our favorite teacher, a facilitator from Quito, Ecuador, Piqui has donated her expertise and precious time to entertain our young ones every day with various readings from several of her favorite children’s books and with Zoom TRAP classes as well. They can be found on our Facebook pages @ TRAP online classes

I have made our curriculum from the TRAP website available to anyone working in our population with children or adults at home. This, with personal guidance and direction for the asking. It’s a wealth of peer studied, published information.
All We've done in the past 5 years has been to ensure the longevity and the integrity of The Rhythmic Arts Project. We've aligned the project with like-minded, dedicated teachers, and administrators who fully embrace the educational quality of the methods we employ.
"TRAP makes Learning Fun" is still the essence of the facilitation though
education is clearly the onus for those working directly with our students, young and old.

I've done my best to position the company as an innovative, viable way to enhance the lives of people with disabilities and their typical peers. Having surrounded me with brilliant therapeutic and pedagogical minds has made the curriculum what it is. This collaborative effort has become the fabric of the methodology.

Again, we have only just begun.

How we listen

SOURCE: Self-reported by organization

Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.

done We demonstrated a willingness to learn more by reviewing resources about feedback practice.
done We shared information about our current feedback practices.
  • How is your organization collecting feedback from the people you serve?

    Electronic surveys (by email, tablet, etc.), Paper surveys, Focus groups or interviews (by phone or in person), Case management notes, Peer Study,

  • How is your organization using feedback from the people you serve?

    To identify and remedy poor client service experiences, To identify bright spots and enhance positive service experiences, To make fundamental changes to our programs and/or operations, To inform the development of new programs/projects, To identify where we are less inclusive or equitable across demographic groups, To strengthen relationships with the people we serve, peer study,

  • What significant change resulted from feedback?

    Virtual online classes depend on feedback almost exclusively. TRAP monitors and evaluates the success of every class, every student, every teaching practice. This is achieved by meeting with facilitators after every class to determine how each student has performed and by this knowledge we clarify and modify the curriculum to meeting individual needs. This would not be possible without consistent monitoring and sharing thoughts and ideas.

  • With whom is the organization sharing feedback?

    The people we serve, Our staff, Our board, Our funders, Our community partners,

  • Which of the following feedback practices does your organization routinely carry out?

  • What challenges does the organization face when collecting feedback?

    We don't have any major challenges to collecting feedback,



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The people, governance practices, and partners that make the organization tick.


Connect with nonprofit leaders


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Connect with nonprofit leaders


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  • Analyze a variety of pre-calculated financial metrics
  • Access beautifully interactive analysis and comparison tools
  • Compare nonprofit financials to similar organizations

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Board of directors
as of 11/26/2020
SOURCE: Self-reported by organization
Board co-chair

Mr. Dick Jensen

The Rhythmic Arts Project

Term: 2019 - 2022

Board co-chair

Mr Arno Jaffe

The Rhythmic Arts Project

Term: 2010 - 2022

Arno Jaffe


Dick Jensen


Sandy Lipkin


Carolina Ulloa

Vice President

Board leadership practices

SOURCE: Self-reported by organization

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.

  • Board orientation and education
    Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? Yes
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? Yes
  • Ethics and transparency
    Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Yes
  • Board composition
    Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Yes
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? Yes

Organizational demographics

SOURCE: Self-reported; last updated 11/25/2020

Who works and leads organizations that serve our diverse communities? GuideStar partnered on this section with CHANGE Philanthropy and Equity in the Center.


The organization's leader identifies as:

Race & ethnicity
Gender identity
Male, Not transgender (cisgender)
Sexual orientation
Heterosexual or Straight
Disability status
Person with a disability

Race & ethnicity

No data

Gender identity

No data


No data

Sexual orientation

No data


No data