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Both research and common sense tell us that a child's success at home is critical to family functioning. Targeted programming to teach children to stay in bed through night, use the toilet for voiding and bowel movements, or communicate using words instead of challenging behaviors can significantly reduce family stress. Early learners may need to learn very basic skills like imitating, requesting, and playing appropriately with toys. Other children may need intensive instruction to more independently dress, shower, brush their teeth, and/or fix a snack. Facing increased social demands, preteens and teenagers may need specific instruction on social skills, social thinking, and perspective taking. Whatever your child's age, diagnosis, or needs, the principles of applied behavior analysis can be employed to build your child's success. Parent education, a critical component to home-based programming, ensures that new and emerging skills are demonstrated with the people who care the most...family members. I use evidence-based procedures to provide:
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As schools face increasing numbers of students with autism spectrum disorders, there may not be the resources necessary to adequately serve those with the unique learning needs that characterize the autism spectrum and other developmental disabilities. Studies show that if challenging behaviors are not effectively addressed by third grade, a successful student outcome can becomes less likely (Dodge, 1993, Dishion, French, & Patterson, 1995; Reid, 1993). Appropriate and thorough assessment, including a Functional Behavior Assessment (FBA), an intervention plan based on that assessment, followed by team training can mean the difference between success and failure for a student with challenging behavior. A Board Certified Behavior Analyst is uniquely trained to support school staff in their efforts to provide an effective education for students with ASD and other developmental disabilities. Services available:
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Many people, professionals and parents alike, are insufficiently prepared for the task of effectively teaching, parenting. and/or supporting individuals with autism spectrum disorders and other developmental disabilities. Addressing challenging behaviors, using ABA at home and in the community, establishing social thinking groups, developing effective school programs, parenting children with special learning needs, and providing effective treatment across the lifespan are training topics generating increased interest. Contact me to discuss these and other training topics:.
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Board Certified Behavior Analyst Supervision
In addition to providing in-person and distance supervision for individuals pursuing certification through independent fieldwork, I have provided supervision to ABA practicum students as an adjunct professor at Montana State University-Billings since 2011. AVAILABLE FOR IN-PERSON AND DISTANCE SUPERVISION OF INDEPENDENT FIELDWORK (1500 hours BCBA, 1000 hours BCaBA) To qualify under the Independent Fieldwork standard at the BCBA level, supervisees must complete 1500 hours of Supervised Independent Fieldwork in behavior analysis. To qualify under this standard at the BCaBA level, supervisees must complete 1000 hours of Supervised Independent Fieldwork in behavior analysis. A supervisory period is two weeks. In order to count experience hours within any given supervisory period, supervisees must be supervised at least once during that period for no less than 5% of the total hours spent in Supervised Independent Fieldwork. For example, 20 hours of experience would include at least 1 supervised hour. For additional information, visit the Behavior Analysis Certification Board. Contact me for rates. |