Podcasts about board certified behavior analyst bcba

Leila Farschian, Special Educator and Board Certified Behavior Analyst (BCBA), is someone who gets things done. She has lived these problems in the field and is actively working to solve them. Her story offers practical insight and inspiration to you in your daily work. As founder of the Global Schoolhouse Project, Leila partners with the International Healthcare Network on Closing the Digital Divide, a project bringing digital devices into schools in Johannesburg, South Africa. It's not just about providing tech. She works directly with teachers and students to train them in effective use while identifying the barriers and gaps that limit access.Through her BCBA work, Leila also developed a range of lessons, curriculum, and tools. To share these more broadly, she created ABA Toolbox, a per-learner platform that automates and scales her resources across clinics. It supports her own practice and others in the district, all with a multidisciplinary, child-centered approach.Leila's work is a reminder that real progress often starts with individuals who take action. Whether she's expanding tech access in underserved schools or streamlining care with practical tools, the best businesses are started by those who understand the problems. #autism #speechtherapy What's Inside:The difficulties and differences between jobs in the ABA field.Closing the Digital Divide with the Global Schoolhouse Project.What is the ABA Toolbox?Mentioned In This Episode:ABA ToolboxGlobal Schoolhouse Project Speech Membership - ABA Speech  ABA Speech: Home

Dr. Stephanie discusses ABA and Autism with Converge Autism Summit speaker Courtney Lasky, PHD candidate. About the speaker: Courtney Lasky, M.Ed., BCBA, LBA Courtney Lasky is a Board Certified Behavior Analyst (BCBA) amd PhD candidate with over a decade of experience in Applied Behavior Analysis (ABA). As the Director of Clinical Operations for ABS Kids, she leads clinical teams in providing high-quality, compassionate care to children and families.Recognized as a subject matter expert, Courtney has been featured on Crime Stories with Nancy Grace and the Dr. Drew Podcast, where she shares her insights on behavior analysis and its broader applications. She is passionate about leadership, staff training, and fostering psychological safety within clinical teams.Beyond her professional work, Courtney is a dedicated wife and mother of six, living in Irmo, South Carolina. Balancing a thriving career with a full and adventurous family life, she brings both expertise and heart to everything she does.

In the sixth episode of season 4, special host Dr. Cara English, Chief Executive Officer (CEO) and Chief Academic Officer (CAO) of Cummings Graduate Institute for Behavioral Health Studies (CGI), is joined by a panel of Doctors of Behavioral Health (DBH) trained experts to respond to recent national headlines surrounding Autism Spectrum Disorders. This episode explores the rise in autism diagnoses, debunks outdated myths about vaccines and causation, and takes a look at how political rhetoric impacts families and individuals living with autism. The conversation also highlights the gaps in caregiver support, the importance of co-occurring diagnoses, and why holistic, evidence-based care is essential to the future of integrated behavioral health.About the Guests:Dr. Liliane Rocha, DBH, BCBA, QBA, CGI DBH program alumna, is an internationally renowned professional in the field of Behavior Analysis, with over 20 years of experience transforming lives and impacting organizations. As a Board Certified Behavior Analyst (BCBA) and Qualified Behavior Analyst (QBA), Dr. Rocha has dedicated her career to working with people with developmental disabilities, severe mental disorders, parents, and individuals seeking personal and professional growth. Founder and CEO of The Behavior Web, Dr. Rocha leads an organization that provides innovative consulting for schools and hospitals in the United States and international projects, including in her home country, Brazil. With a person-centered approach, she is a certified Master Coach, instructor, and facilitator of the ACT Matrix, using the principles of Acceptance and Commitment Therapy (ACT) to help people and organizations overcome conflicts and act toward values ​​and purposes. Her work stands out in the integration of behavioral health, especially in improving care for individuals with autism spectrum disorder (ASD) from the pediatric setting. Dr. Rocha is also a faculty member in the prestigious Doctorate in Behavioral Health program at the Cummings Graduate Institute for Behavioral Health Studies. Recognized for her academic contributions, she has published articles in the International Journal of Integrated Care and the Journal of Applied Behavior Analysis, as well as chapters in influential books in the field. Her impact is frequently shared at national and international conferences, where she inspires professionals with her innovative vision and evidence-based practice.Dr. Cory Cannady, DBH, BCBA, LBA, IBA, CGI DBH program alumni, is a Board Certified Behavior Analyst and the Assistant Clinical Director at Elevate. He is from a small town in west Tennessee and moved to Chattanooga in 2009 to attend UTC. After earning his Bachelor's in Secondary English Education, he taught for the Hamilton County Department of Education for 5 years. While teaching, he obtained his Master's Degree in Applied Behavioral Analysis from the University of Cincinnati in 2017. He obtained his Board Certification and licensure in 2019. Cory has recently completed his Doctor of Behavioral Health degree from Cummings Graduate Institute for Behavioral Health Studies.

Lauren Ross is a proud member of a rare group—one of fewer than 500 professionals dually certified as both a Speech-Language Pathologist (SLP) and Board Certified Behavior Analyst (BCBA). In 2022, she founded Precision Therapy, a Medicaid-funded therapeutic consultation service designed to deliver impactful, client-centered care.Her innovative model blends naturalistic developmental behavioral interventions (NDBIs) with hands-on caregiver training to support meaningful, individualized goals. What sets Lauren apart is her commitment to serving individuals beyond the “services cliff,” working with clients across the lifespan—including adults well into their 80s!Through a thoughtful combination of Acceptance and Commitment Therapy (ACT), collaboration, and ongoing data-driven planning, Lauren and her team create customized support plans that fit both the client's goals and the caregiver's capacity.At the heart of her work is the belief that true progress lies in generalization—the ability to apply learned skills in real-life settings. By using naturalistic interventions embedded in daily routines, Lauren helps adults not just build skills but live them.#autism #speechtherapy What's Inside:Why is naturalistic intervention important?The adult services “Cliff”.Caregiver training through therapeutic consultation.Mentioned In This Episode:Precision Therapy PLLCPrecision Therapy PLLC (@precisiontherapyva) on InstagramMembership - ABA Speech  ABA Speech: HomeHeart to Heart Parents: Mindful Tools for Raising Spiritual and Conscious KidsA space for conscious parents to connect spiritually and mindfully with their kidsListen on: Apple Podcasts Spotify

Send us a textABA on Tap is proud to present Suzanne Juzwik. This podcast has been an incredible journey for Dan and Mike, and along the way they have earned the privilege to encounter a spirit of true innovation.Suzanne Juzwik is the founder of Innovation Moon and an advocate for ABA business owners. With over 20 years of experience in the ABA/IDD field, Suzanne has worked in various settings, including home-based services, clinics, and schools. As a Board Certified Behavior Analyst (BCBA), she leverages her expertise in Organizational Behavior Management (OBM) to help ABA entrepreneurs streamline their operations, improve profitability, and lead with confidence.​Suzanne's work is deeply inspired by her daughter, giving her the strength of a 'mama bear' along with the deeply personal understanding and unique viewpoint as a professional. Suzanne is committed to fostering compassionate, neurodiversity-affirming care within ABA businesses. She is passionate about helping ABA businesses maintain the highest standards of care and also succeed .ABA on Tap was so impressed with Suzanne, that we are so very excited to announce her role as our brand new partner in the brewing room. Welcome Suzanne to the ABA on Tap team. Enjoy our conversation with Suzanne and continue to analyze responsibly.To learn more about Suzanne Juzwik, click the link below:https://www.innovationmoon.com/*This is part 1 of 2. The second part will be published a week after Part I. Support the show

Cristina Salvador Klenz new photo project is called INTERSECTIONS In Time. She makes images from her car. She only leaves to talk to the subjects. We talk about the project and then for a first time I go along on the shoot to see her work her magic.Cristinaa photojournalist, freelance photographer, and Board Certified Behavior Analyst, graduated from the University of Missouri-Columbia with a Bachelor of Journalism degree majoring in Photojournalism (1986). Cristina's documentary photography work on the Roma culture has been published worldwide in Aperture, Geo France, Interfacemagazine in Paris, and the textbook Photojournalism the Professional's Approach. She also received a National Endowment for the Arts/WESTAF grant for her work on the Roma culture. She was a grant finalist for the Alicia Patterson Foundation and the Nikon Documentary Grant. Her Roma images are in the collection of The Romani Archives & Documentation Center at the University of Texas at Austin.Cristina's interest in psychology inspired her to purse an additional Bachelor of Arts Degree in Psychology from Cal State University Long Beach (2005) and a Master of Education Curriculum and Instruction/Applied Behavior Analysis from Arizona State Univeristy (2015). In 2020 she became a Board Certified Behavior Analyst (BCBA).She currently works as a behavior intervention assistant for Long Beach (CA) Unified School District.

n the most recent episode of The No Offense Podcast, listeners and viewers were introduced to the dynamic independent artist BigBabyMal. With a unique blend of personal storytelling and musical talent, BigBabyMal is carving out a niche for himself in the music industry. His journey, marked by resilience and authenticity, offers a refreshing perspective on what it means to be a modern artist. Roots in Florida BigBabyMal, originally from Sarasota, Florida, has a deep connection to Tampa, where he spent considerable time due to his father's role as a pastor. This duality has shaped his worldview and musical style. “I grew up between two cities, and each one taught me something different,” he shared during the interview. The cultural diversity in both Sarasota and Tampa has influenced his music, allowing him to draw from a rich pool of experiences and sounds. The Influence of Music From an early age, BigBabyMal was surrounded by music. He cites a variety of influences, ranging from battle rap to mainstream artists like T-Pain and Plies. “I listened to a lot of battle rap growing up. It taught me about wordplay and lyrical depth,” he explained. His love for lyrical rappers such as Kendrick Lamar and J. Cole also shines through in his own work. “I want my music to make people think and feel something,” he added. BigBabyMal's commitment to authenticity is evident in his lyrics. He aims to create music that resonates with listeners on a personal level. “I want people to hear my songs and feel inspired. I want them to know they can achieve their dreams, no matter what others say,” he stated passionately. The Journey of Self-Discovery The conversation took a poignant turn as BigBabyMal opened up about the challenges he faced following the passing of his older brother. This loss had a profound impact on his life and music. “Losing my brother was tough. It made me reflect on my relationships and what truly matters,” he shared. This reflection is a central theme in his recent track, “Keep It G.” “Keep It G” explores the complexities of friendships and the importance of surrounding oneself with genuine people. “I wrote this song to remind myself and others that if you're not growing together, it's okay to move on. I'm not holding onto negativity,” he explained. The track serves as both a personal catharsis and a universal message about the value of authenticity in relationships. A Commitment to Positive Impact Beyond his music career, BigBabyMal is dedicated to making a positive impact in his community. He works as a registered behavioral technician, helping children with various challenges, including disabilities and trauma. “I want to be a voice for those who may not have one. It's important to me to give back and help others,” he emphasized. His aspirations don't stop there. BigBabyMal plans to further his education by enrolling in a master's program to become a Board Certified Behavior Analyst (BCBA). “I want to help kids on a larger scale. It's not just about music for me; it's about making a difference,” he stated. This commitment to service reflects his belief in the power of community and support. --- Support this podcast: https://podcasters.spotify.com/pod/show/nooffensellc/support

In this episode of The Autism Dad Podcast, host Rob Gorski speaks with Sarah Pearson, a Board Certified Behavior Analyst (BCBA) at Circle Care Services, to shed light on Applied Behavior Analysis (ABA) therapy in 2024. For many parents of autistic children, ABA therapy is a crucial consideration, yet it can be shrouded in controversy and misinformation. Sarah demystifies ABA, explaining how it has evolved and how today's approach is centered on individualized, ethical support tailored to each child's needs. Topics Covered: - Sarah's Background: Sarah shares her journey from special education teaching to becoming a BCBA, driven by a passion to help kids on the autism spectrum reach their full potential. - Addressing ABA Controversies: Sarah discusses common misconceptions, including the outdated view that ABA is solely compliance-based. Instead, ABA in 2024 focuses on empowering children to gain independence through scientifically-backed, personalized methods. - Inside ABA Therapy: Sarah explains what ABA sessions look like today, from morning routines to skill-building exercises designed to increase independence and reduce parental stress. Parent involvement is highlighted as a key factor in maximizing ABA's effectiveness. - Behavior Management: Aggressive behaviors are addressed thoughtfully, with Sarah explaining how ABA now emphasizes understanding the root cause rather than simply suppressing symptoms. - ABA Therapy as a Transitional Tool: Sarah clarifies that ABA is not necessarily a lifelong intervention. The goal is to provide children with the skills to navigate life independently, ultimately phasing out services when appropriate. - Choosing the Right BCBA: Rob and Sarah stress the importance of finding a BCBA who aligns with a family's values and is receptive to feedback. They emphasize open communication, advocacy, and finding the right fit for each unique situation. Why This Episode Matters: For parents exploring therapy options, this episode offers a balanced perspective on modern ABA, encouraging informed decision-making. Sarah provides guidance on how to spot red flags, what to expect in sessions, and the importance of a collaborative, supportive therapeutic environment. Connect with Circle Care Services: Circle Care Services operates in New Jersey and Georgia, offering a range of services, including ABA therapy, parent support groups, and social skills programs. Circle Care Services About Sarah Pearson: Sara Pearson is a dedicated Special Development Coordinator and Board Certified Behavior Analyst (BCBA) at Circle Care Services, where she has been making a positive impact for the past three years. With a Master of Arts in Special Education, specializing in Applied Behavior Analysis from Seton Hall University, Sara is skilled in working with school-aged children, primarily in private and public educational settings. Follow Rob Gorski:  Website: https://www.theautismdad.com Instagram: @TheAutismDad Today's Sponsors: Dani Plan Introducing Dani Plan, an innovative online tool for organizing and managing care for individuals with special needs. Created by Joel and Debbie Pearlman, this platform lets you securely store medical details, daily routines, and emergency contacts in one place, making care transitions seamless. Try it free for 14 days, and use code "theautismdad" to save 25% on your first year at daniplan.com/theautismdad. Autism 360 Autism 360 is a neuro-affirming app for parents of autistic children, offering 24/7 expert guidance, personalized plans, and practical support for daily challenges. Trusted by thousands, it provides affordable, real-time help. Use the code “theautismdad” to save 10% Autism 360 Learn More: Mightier Mightier helps kids self-regulate emotionally through biofeedback-based video games. Learn more and get a discount at Visit Mightier. Use code “theautismdad22” to save 10%.

This week's guest's journey began with a passion for education and children. Lauren So brings a fresh perspective to entrepreneurship in this week's episode. Growing up with parents who owned private schools, Lauren was inspired to pursue a career working with children, particularly those with special needs. After three years of teaching, she took her mother's advice and dove into the world of behavior analysis, becoming a Board Certified Behavior Analyst (BCBA). It was in this field that Lauren saw an overwhelming demand, leading her to start her own business from the ground up.With just $5,000 in her business account (money she claims to never had to use), Lauren faced the challenges of entrepreneurship head-on. From navigating insurance billing and credentialing to figuring out marketing all on her own (a fault she admits in the episode), she built her business one step at a time. Her marketing strategy? A simple Canva account and a slow start with only three calls. But with persistence, she grew her business, eventually hiring employees—a major milestone that brought new responsibilities and challenges like managing turnover and different work styles.Lauren also shares her journey of balancing motherhood and being a boss. As a mom of three and an entrepreneur, she talks candidly about the need for organization and calmness to keep things running smoothly, both at home and in the business. Letting go of control and trusting her team became key to her success, allowing her to focus on the bigger picture while her employees handled day-to-day tasks.In this episode, we also talk about the bigger challenges Lauren faces in her field, from the gatekeeping of information and the often misunderstood public perception of behavior analysis. She dives into the importance of sharing knowledge within the industry and advocating for better representation of behavioral disabilities in the media.If you're looking for tips on how to balance motherhood with entrepreneurship or how to grow a business from the ground up, Lauren shares her key advice: become an expert, understand the weight of being a boss, and start building your dream while you're young enough to chase it.Thanks for listening to another episode of Young Boss with your host Isabelle Guarino. Be sure to like, share and follow on Instagram and TikTok.And remember, youth is your power.Subscribe to Young Boss with Isabelle Guarino wherever you get your podcasts, and be sure to like, share and follow on Instagram and TikTok.And remember, youth is your power.

In this episode of the Empower LEP Podcast, Jana reconnects with Dr. Jessica Lascano, a school psychologist and Board-Certified Behavior Analyst (BCBA), almost a year after their first conversation. Jessica's business has seen incredible growth, and she shares the ups and downs of navigating that expansion. From learning to fully embrace her role as a business owner to the intricacies of managing school contracts and leading a team, Jessica shares candidly about the lessons she's learned—and the challenges that have tested her resolve along the way.Listen as Jessica opens up about her personal journey, including how she juggles earning her doctorate, running a business, and raising two kids—all while staying true to her core values. Jana and Jessica talk about the complexities of maintaining work-life balance in the demanding world of school psychology, and Jessica offers some amazing perspectives on managing it all while staying grounded.The conversation also touches on critical issues in education, particularly around handling extreme student behaviors and creating neurodiversity-affirming environments in schools. Jessica opens up about the importance of professional development and collaboration when working with tough cases and emphasizes how continued learning helps her stay effective in the field.This episode is packed with relatable stories, heartfelt advice, and practical strategies for school psychologists, LEPs, and educators who are passionate about building supportive, inclusive learning environments for students. Jessica's honesty in sharing her thoughts on her personal and professional growth make this episode a must-listen for anyone in the field.Tune in to Episode 42 of the Empower LEP Podcast on Spotify, Apple Podcasts, or YouTube, and don't forget to subscribe, rate, and leave a review!Connect with Jessica Lascano:Website: Striveabc.orgFacebook: https://www.facebook.com/profile.php?id=100093153159781/Instagram: https://www.instagram.com/practicalschoolpsychology/LinkedIn: https://www.linkedin.com/in/dr-jessica-lascano-37837b97/TikTok: https://www.tiktok.com/@practicalschoolpsych/Connect with Empower LEP:https://empowerlep.comInstagram: https://www.instagram.com/empowerlepFacebook: https://www.facebook.com/EmpowerLEP/and the Empower LEP Facebook Group https://www.facebook.com/groups/583676341308649The website for this show is https://empowerleppodcast.com/If you enjoyed this episode, please leave a five-star rating and review on your favorite podcast platform. Your support helps us continue to bring you more inspiring stories for LEPs and supporting professionals.

Dr. Rick Kubina, a distinguished Professor of Special Education at The Pennsylvania State University, has had a dynamic career, collaborating with prominent figures in the fields of special education and applied behavior analysis (ABA). In our discussion, we delve into a topic that is close to my heart as both a Speech-Language Pathologist (SLP) and Board Certified Behavior Analyst (BCBA): the critical role of data in effective decision-making. Dr. Kubina emphasizes that the foundation of quality decision-making lies in the integrity of the data collected. Without accurate baseline data, it's impossible to chart a meaningful course toward improvement. He advocates for standardized measurement tools, arguing that consistent data collection is key to achieving standardized outcomes, which are crucial for comparing and understanding progress across diverse populations.In addition to his academic work, Dr. Kubina serves as the research director for CentralReach LLC, a company that provides innovative practice management and clinical solutions for therapy service organizations, particularly those focused on ABA, speech therapy, and occupational therapy. CentralReach's platform offers a comprehensive suite of tools for data collection, billing, scheduling, and staff management, all designed to streamline operations and enhance outcomes for clients, especially those with developmental disabilities like autism. As the field evolves, Dr. Kubina is keenly aware of the potential and challenges posed by artificial intelligence (AI). CentralReach is committed to harnessing the power of AI to improve data-driven decision-making while addressing concerns about its integration, ensuring that AI serves as a powerful, supportive tool for practitioners in the future of therapy and education. #autism #speectherapyWhat's Inside:Why quality decision-making is critical to data.Streamlining the data process and creating standardized outcomes.How AI can serve as a powerful, supportive tool for the field of ABA.Mentioned In This Episode:Rick Kubina - CentralReach, LLC | LinkedInCentralReachJoin us in the ABA SPEECH Connection Membership Register for our Naturalistic Interventions Course Rose Griffin-Autism Speech Therapy Tips (@abaspeechbyrose) • Instagram

Meet Jenny Owens, a psychology graduate turned Board-Certified Behavior Analyst (BCBA). Jenny's journey started with babysitting and camp counseling, but it took a meaningful turn when she began working with children with special needs in 2010. In this episode, discover how her passion led her to a master's degree in Behavior Analysis, where she now provides compassionate and neurodivergent-affirming behavioral support. Jenny works closely with parents to create tailored strategies, both in-person and remotely. Join us as we delve into Jenny's inspiring story and her dedication to raising happy campers on this episode of the 'Raising A Happy Camper Podcast.'

In this episode of the 3 Pie Squared - ABA Business Leaders podcast, we continue our consult with Alecia Barrett from A. Barrett Academy LLC. Alecia shares her journey of navigating growth, managing overwhelm, and balancing priorities as she expands her ABA practice. We discuss practical strategies for onboarding new staff, time management, and maintaining work-life balance.A. Barrett Academy LLC specializes in delivering Applied Behavior Analysis (ABA) services to support families and children across Toledo, Ohio, and its surrounding regions, including Southeast Michigan. Their dedicated team offers flexible service delivery options, including in-home, community-based, and remote sessions, tailored to the unique needs and preferences of each individual and family. Furthermore, Alecia Barrett, a Board Certified Behavior Analyst (BCBA), provides invaluable fieldwork experience supervision for those aspiring to achieve BCBA certification. Join them in creating positive behavioral changes and empowering individuals to reach their fullest potential. Visit their website: https://www.abarrettacademy.org.Starting a practice and not sure where to start? Want to make sure you have everything needed for your established practice? Download our free start-up list here: https://3piesquared.com/productDetails/the_aba_business_start_up_list. Explore membership options with 3 Pie Squared and access exclusive resources for ABA business leaders. Click here: https://3piesquared.com/productDetails/aba_business_leaders.

Join us for an insightful episode of the 3 Pie Squared - ABA Business Leaders podcast, where we have a special guest, Alecia Barrett from A. Barrett Academy LLC. Alecia, one of our dedicated Business Leader Members, participates in a recorded consultation session with April and Stephen. During the session, they help Alecia navigate growth in her ABA practice by developing a priority list and identifying key tasks.About A. Barrett Academy LLC:At A. Barrett Academy LLC, we specialize in delivering Applied Behavior Analysis (ABA) services to support families and children across Toledo, Ohio, and its surrounding regions, including Southeast Michigan. Our dedicated team offers flexible service delivery options, including in-home, community-based, and remote sessions, tailored to the unique needs and preferences of each individual and family. Furthermore, Alecia Barrett, a Board Certified Behavior Analyst (BCBA), provides invaluable fieldwork experience supervision for those aspiring to achieve BCBA certification. Join us in creating positive behavioral changes and empowering individuals to reach their fullest potential. Visit their website here: https://www.abarrettacademy.org.Starting a practice or need to streamline your established one? Download our free start-up list here: https://3piesquared.com/productDetails/the_aba_business_start_up_list.Explore membership options with 3 Pie Squared and access exclusive resources for ABA business leaders. Click here: https://3piesquared.com/productDetails/aba_business_leaders.

Hey ladies! Welcome to another episode of the Revitalized Womanhood podcast. We've got the amazing Mandy Grass with us today. Mandy is a Board Certified Behavior Analyst (BCBA) and Mom. And she's dropping some serious wisdom bombs on parenting!  Mandy shares her journey and gives us the lowdown on everything from handling tantrums and sibling rivalries to fostering awesome parent-child relationships. And for those of you with teenagers, you'll love this: we talk about handling those sneaky emotional tactics they use to get out of trouble. Spoiler alert: Mandy has some genius advice on keeping things real with them. Sharing with us the secret for balancing discipline with love and navigating screen time. Trust me, you don't want to miss this one!  Connect with Mandy Grass online: https://www.thefamilybehaviorist.com/ https://www.instagram.com/thefamilybehaviorist/ Connect with us on all social media platforms! ✅ Facebook: https://www.facebook.com/revitalizedwomanhood ✅ Instagram: https://www.instagram.com/revitalizedwomanhood/ ✅ Spotify: https://open.spotify.com/show/6kO4VA94zZlKY3VS3cdbeP?si=3ec91bf5ea4c43a8

This week, we are joined by Milena Suarez, a passionate advocate for the autistic community. Born in Bogotá, Colombia, Milena pursued psychology at the Universidad Católica de Colombia, working with victims of domestic violence before moving to the U.S. in 2020. She recently completed her master's in ABA and is now on her way to becoming a Board-Certified Behavior Analyst (BCBA). Milena is driven by the potential of Applied Behavior Analysis to transform autism services in Colombia and beyond. Join us as we discuss her journey, vision, and the global impact she aims to make. Download to learn more!  From Bogotá to the global stage, Milena's journey from legal psychology to applied behavior analysis exemplifies our mission at ABS Kids. Her story sets the tone for the transformative narratives we'll be sharing in the What's Your WOW series.   Read her blog all about her journey to Kenya here.  We also would like to congratulate Milena on recently receiving her BCBA certification!  ................................................................ Autism weekly is now found on all of the major listening apps including apple podcasts, google podcasts, stitcher, Spotify, amazon music, and more. Subscribe to be notified when we post a new podcast. Autism weekly is produced by ABS Kids. ABS Kids is proud to provide diagnostic assessments and ABA therapy to children with developmental delays like Autism Spectrum Disorder. You can learn more about ABS Kids and the Autism Weekly podcast by visiting abskids.com.

As Autism Acceptance Month comes to a close, we are talking about how to design a learning space that caters to the specific needs of autistic children. In this episode, Naeemah chats with Whitney Bolle, Executive Director of Peachtree Autism Services in the Atlanta area. She shares invaluable insights on sensory-friendly layouts, practical tips, and innovative strategies to foster engagement, comfort, and growth in educational settings. Whitney Bolle, M.A., BCBA, has been a Board Certified Behavior Analyst (BCBA) since 2009 with over 18 years of experience working with children, adolescents and young adults with autism and related disabilities. She holds a Master's degree in Clinical Psychology with a focus in Applied Behavior Analysis from the University of North Carolina Wilmington, where she received extensive training in assessment of learning needs, language acquisition and functional assessment of problem behavior through her internship program at The Bay School, a school for children with autism and related disabilities in Santa Cruz, California.Prior to relocating to Georgia with her husband in 2014, Whitney worked as a consultant for the May Institute and as a program supervisor for The Ivymount School's Multiple Learning Needs High School Program in Rockville, Maryland. As a consultant for the May Institute, she worked directly with military families and their children with autism providing in-home ABA services, parent training and school consultation. As program supervisor at The Ivymount School, Whitney oversaw a self-contained classroom for students with communication deficits who engaged in significant problem behavior.Whitney founded Peachtree Autism Services in 2015 and currently serves as Executive Director. In 2021, Whitney received Atlanta Business Chronicle's 40 Under 40 Award for outstanding excellence in business leadership. Whitney's areas of professional interest include promoting independence for individuals with autism, language acquisition and assessment of learning needs. To learn more about Peachtree Autism Services, visit their website www.peachtreeautism.com To learn more about Naeemah, visit her ⁠⁠website⁠⁠ ⁠⁠naeemahfordgoldson.com⁠⁠ Follow us on Social Media! ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.instagram.com/organizemeradio⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.facebook.com/OrganizeMeRadio⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ --- Send in a voice message: https://podcasters.spotify.com/pod/show/naeemah-ford-goldson/message

I really enjoyed my chat with Jenny Hubanks. She is an educator, author and advocate and we had a great conversation about her work in special education, her book THRIVE: Special Needs Strategies that Work. Jenny shares some great strategies, quick tips, and valuable insight for educators and families. Enjoy! About Jenny: Jenny Hubanks is a dynamic force in the world of special education! With 18 years of experience in the field and 8 years as a Board Certified Behavior Analyst® (BCBA®), she's a passionate advocate for individuals with autism and multiple disabilities.In 2023, Jenny took her expertise to the next level, opening Maven Learning Innovations to serve educators and families. She's not just a BCBA®; Jenny is also a certified Safety Care crisis prevention and management trainer, well-versed in the Picture Exchange Communication System (PECS), and a pro at collaborating with Speech Pathologists to teach augmentative communication.Jenny's love for evidence-based practices and commitment to lifelong learning shine through in her work. In every area of her work, she brings services that are well-researched and very effective to individuals with disabilities.When she's not transforming lives, you'll find Jenny immersed in family time with her husband, two energetic sons (ages 5 and 3), and their trusty dog, Hooey. And if she's not dedicating her free time to pursuing a doctoral degree in performance leadership improvement, you might catch her indulging in a love for glitter that adds an extra sparkle to her vibrant life!Learn more about Maven Learning: www.mavenlearninginnovations.com Subscribe to the podcast and my newsletter: bit.ly/pothnews1

Dr. Lori Ochoa is the founder and owner of Life by Design Inc., a company specializing in personal development coaching and training. She received her doctoral degree in psychology with an emphasis in Behavior Analysis and has been a Board Certified Behavior Analyst (BCBA) since 2008. She is a coach, speaker, and workshop leader in the area of personal development for individuals, companies, and organizations. Dr. Ochoa is the executive director and co-founder of Bloom Behavioral Health, a company specializing in behavioral health therapy. In addition, Dr. Ochoa consults and is on the board of directors for The Women's Empowerment Network and The Local Wellness Foundation. Within her coaching, training, and mentorship, Dr. Ochoa utilizes an evidence-based process called Acceptance and Commitment Training (ACT). Her mission is to help individuals maximize their potential, optimize their well-being, and thrive in life utilizing the science of psychology and behavior.In this episode, we discover the following: 1. How to cope with anxiety and painful emotions. 2. The benefits of acceptance. 3. The attachment we give to our narratives. 4. How to sharpen our perspective.With podcast host: Mark SephtonHope you'll enjoy the episode! Hosted on Acast. See acast.com/privacy for more information.

Episode 120 is a conversation with Dr. Eziafakaku Nwokolo, a Board Certified Behavior Analyst (BCBA) and a Qualified Behavior Analyst (QBA). Notably, she is the only BCBA in the entire resident Nigerian population and one of the growing numbers of QBAs in the country. She is the Founder and CEO of Shades of Life Care Limited (SOL), a centre that provides assessment, diagnosis, and intervention strategies to families with children that have behavioural challenges, autism spectrum disorder (ASD), as well as intellectual and developmental disabilities (IDD). The facility also offers training and supervision services to Behaviour Analysts and Technicians in Nigeria. She holds a Ph.D. in Intellectual and Developmental Disabilities from the University of Kent, where her thesis focused on “Screening for Autism and Intellectual Disabilities Amongst the Nigerian Adolescent Population”. Her thesis represents a significant milestone in Nigeria, as this study is the first of its kind in the country and will help support diagnosis and intervention for Autism and other Intellectual Disabilities because it highlights the need to create a more comprehensive screening methodology for Nigerians and Africans that is culturally appropriate.  Continuing Education Units (CEUs): https://cbiconsultants.com/shop BACB: 1.0 Learning  IBAO: 1.0 Cultural QABA: 1.0  DEI Contact: Shades of Life https://shadesoflifecare.com/about-us/ https://www.instagram.com/shadesoflifecare LinkedIn: https://www.linkedin.com/in/eziafakaku-n-4b88a25/ Instagram: https://www.instagram.com/eziafakaku/ Twitter: https://twitter.com/proverbs22v1 Articles Referenced: Nwokolo, E.U., Langdon, P.E. & Murphy, G.H. Screening for Intellectual Disabilities and/or Autism Amongst Older Children and Young Adults: a Systematic Review of Tools for Use in Africa. Rev J Autism Dev Disord (2022). https://doi.org/10.1007/s40489-022-00342-6 Nwokolo, E. U., Murphy, G. H., Mensink, A.-M., Moonen, X., & Langdon, P. E. (2023). Using the consensus group method to select the best screening tools for autism and intellectual disability for use with Nigerian adolescents. Journal of Policy and Practice in Intellectual Disabilities, 1–17. https://doi.org/10.1111/jppi.12466 Nwokolo, E. U., Murphy, G. H., & Langdon, P. E. (2023). Validation of the social communication questionnaire amongst Nigerian adolescents. Autism Research, 1–12. https://doi.org/10.1002/aur.3038

Eilís O'Connell-Sussman is a Board-Certified Behavior Analyst (BCBA), New York State Licensed Behavior Analyst (LBA-NY), and certified special educator. She earned her master's degree in autism and intellectual disabilities at Teachers College, Columbia University, and continued her education in applied behavior analysis (ABA) at the Florida Institute of Technology. She is currently a Ph.D. student in Endicott College's ABA program under the advisement of Dr. Mary Jane Weiss. She is the Lead Behavior Specialist for Long Island University (LIU)- Center for Community Inclusion (CCI), Regional Partnership Center and has adjunct faculty positions at LIU-Post and Endicott College. Her research interests focus on applying the science of ABA to individuals with intellectual disabilities, specifically Down syndrome. She is interested in researching programs that address the Down syndrome phenotype and can shape early intervention protocols to support child development. Recently, she was awarded the Sidney W & Janet R. Bijou grant to study caregivers and infants with Down syndrome interactions to increase canonical babbling. Additional interests include culturally sensitive interventions and treatment outcomes related to the family as a whole and compassionate care skills for behavior analysts. Center for Community Inclusion | Long Island University https://www.liu.edu/Post/Academics/College-of-Education-Information-and-Technology/Centers-Resources/Center-for-Community-Inclusion The Controversy Around ABA - Child Mind Institute https://childmind.org/article/controversy-around-applied-behavior-analysis/#:~:text=Studies%20have%20shown%20that%20ABA,because%20it%20is%20so%20repetitive. RBT and Autistic Advocate with Michelle Vinokurov https://open.spotify.com/episode/45xI6S3xRtGCg0PfP5EcNp _______________________________________________________ ⁠Become a JOWMA Member!⁠ www.jowma.org  ⁠Follow us on Instagram!⁠ www.instagram.com/JOWMA_org  ⁠Follow us on Twitter!⁠ www.twitter.com/JOWMA_med  ⁠Follow us on Facebook! ⁠https://www.facebook.com/JOWMAorg/ ⁠Stay up-to-date with JOWMA news! Sign up for the JOWMA newsletter! ⁠https://jowma.us6.list-manage.com/subscribe?u=9b4e9beb287874f9dc7f80289&id=ea3ef44644&mc_cid=dfb442d2a7&mc_eid=e9eee6e41e

Womeness team member and Board Certified Behavior Analyst (BCBA), Amber, joins Gen to cohost this week's episode with Gen's bestie and sensory guru, Rachel Harrington. Their convo brings up a diet we can all get on board with, a sensory diet. Do you find yourself feeling over stimulated? Run down? Depleted? Anxious? All the above? Then a sensory diet could be the missing link in your regimen. Rachel, COTA/L, AC, CPRCS uses her experience with helping kids and parents understand sensory processing as it relates to daily life to help our community better understand our own nervous system and how to thrive in our own lives. As a mom of 2 and entrepreneur, Rachel shares relatable experiences in her own life including her symptoms of ADHD as an adult and how she claims her sanity and strives to live boldly in her own identity. Amber and Gen challenge their senses through a game of “Lip Sync Challenge” with Rachel and you may, or may not, be surprised at what comes out of their mouths! Join Womeness and Rachel on Saturday, October 14th at 10 am for a kid friendly hike and meditation at Camel's Back. Resources from today's episode:   Rachel Harrington's Social Handles: @thesensoryproject208 / @sensationalbrain / @allthingssensorypodcast / @harkla_family  The Sensory Project  Sensational Brain   Womeness Website   Womeness Events

Welcome to another episode of The Action and Ambition Podcast! Joining us today is Amber Nelms, the founder and CEO of Triangle ABA, a behavioral health practice that provides autism therapy services in North Carolina. With over 15 years of experience in the field of Applied Behavior Analysis (ABA), Amber is a Board-Certified Behavior Analyst (BCBA) who is passionate about using evidence-based practices to help children and families affected by autism. She is dedicated to providing personalized and compassionate care to her clients, and she works closely with her team to ensure that they deliver high-quality services that meet the unique needs of each individual. Amber is also building a parent training program that presents a more practical approach to ABA while leading her non-profit organization known as The Global Behavior & Wellness Alliance, which focuses on donating funds around the globe to provide care for families with children with autism. Tune in to learn more!

Dr. Holmes and Dr. Clark discuss the importance of resilience and mindfulness in stressful environments be it a hospital, education or home environment. Dr. Clark discusses his research on resilience, defines resilience and how to take steps toward resilience. One of those keys is mindfulness or meditation. Brandon Clark is a Board Certified Behavior Analyst (BCBA) and has a doctorate degree in psychology. Brandon began his career in the field of Applied Behavior Analysis in 2010. Since then, he has worked in treatment schools, private settings, crisis intervention settings, day program facilities, and owned a private practice for several years. He is the Clinical Director for Springbrook Behavior Hospital where he focuses on making organizational improvements using psychology basedinterventions with data driven approaches.

As someone with a twin brother who has autism, this topic is very near and dear to my heart. It's important to me to have this discussion with a professional so that more people can understand autism, what it means, the signs and symptoms, and how families can get help. The CDC recently released data showing 1 in 36 children is now affected by ASD. Now more than ever, we all need to understand autism better. Who is Jana Sarno? Today we have Jana Sarno as our guest! Jana is a Board Certified Behavior Analyst (BCBA) with extensive educational, clinical, and professional development experience in the field of Applied Behavior Analysis. She earned her Bachelor of Science from Western Michigan University (WMU). Jana then attended The University of Southern Mississippi for her PhD. in school psychology. During her time at USM, she worked with children enrolled in Head Start/Early Head Start, local school districts, a multi-disciplinary setting for children with communication and developmental disorders, and the USM School Psychology Clinic. After her time at USM, Jana completed a year-long internship at the Marcus Autism Center, an NIH Autism Center of Excellence in Atlanta, GA. While at Marcus, Jana received intensive clinical experience in the assessment and treatment of severe problem behavior, verbal behavior, and feeding disorders.  It's evident that Jana is an expert in her field, and we are grateful to spend some time with her to chat about autism, early signs and symptoms, and the steps to take if your child is exhibiting any of them. We came with a lot of questions, and she delivered. If you or anyone you know has questions about ASD and wants to learn more, this episode is for you. Jana's Resources Hopebridge Instagram: @hopebridge360 Facebook: @hopebridge360 Twitter: @Hopebridge360 LinkedIn: @hopebridge YouTube: @hopebridge Association for Science and Autism Treatment We hope you found this episode helpful. If you did and enjoyed it, please subscribe to our podcast, Chick Chat, and leave us an honest review. Learn more about your ad choices. Visit megaphone.fm/adchoices

Our 2023 Employee Satisfaction Report shows that 40% of craft beer industry professionals do not believe they were properly trained for their role. However, 90% of respondents want to continue learning and growing at their brewery. In this session, we will speak with Sasha Zalob, a Board Certified Behavior Analyst, on how to improve staff performance and the importance of positive reinforcement. Sasha will share strategies on how to provide critical feedback, how to diagnose performance issues, and discuss the impact improving staff performance can have on your entire operation. Sasha Desmarais Zalob is a Board Certified Behavior Analyst (BCBA) with over 15 years of experience in the field of Applied Behavior Analysis (ABA). He has worked with a wide variety of children and adults, specializing in the treatment of autism and other developmental disorders. Sasha also has gained experience in Organizational Behavior Management (OBM), the behavior analytic approach to improving employee performance within a business context. Join us in-person for CBP Connects | Half workshop, half networking Milwaukee, WI | June 19-21, 2023 Grab your spot now at https://www.eventbrite.com/e/cbp-connects-milwaukee-presented-by-arryved-pos-june-19-21-2023-tickets-420534529097?aff=oddtdtcreator

Join Dr. Holmes and Dr. Killion as they talk about Functional Independent Skills from Dr. Killion's Functional Independence Skills Handbook.Dr. Killion possesses 40 plus years of direct experience with individuals with developmental disabilities including autism (see attached resume). He possesses a B.S. in Speech Pathology with a minor in Psychology, a M.Ed. in Special Education and a PhD in Developmental Psychology. He is a Board Certified Behavior Analyst (BCBA), license #1107105, which also endorses him to supervise Board Certified Assistant Behavior Analysts (BCaBAs) and Registered Behavior Technicians (RBTs). He has been employed at Spring Brook Behavioral Health for over 10 years as a Behavioral Psychologist. He is the author of the Functional Independence Skills Handbook or F.I.S.H. developmental program, published by Pro-Ed Inc.

This week, we are joined by two board members from BABA, Black Applied Behavior Analysts. Dr. danyelle beal is a Clinical Psychologist whose dissertation research focused on resiliency factors in Black women who have survived trauma in their youth. She obtained her undergraduate degree at CSU Long Beach in Child Development and Psychology with a minor in Communicative Disorders and went on to obtain a Master's of Art in Teaching (Deaf and Hard of Hearing Studies) with an emphasis in Applied Behavioral Analysis. Camille "Cammie" Williams is a Black, lesbian, cisgender woman who holds the title Board Certified Behavior Analyst (BCBA). Her work focuses on diversity, equity, and inclusion (DEI), social justice, autism and exceptional needs services, mentorship, advocacy for Ovarian Cancer and systematic self-love & self-care.Today we will talk about Trauma Assumed Care and the need for support for Black Clinicians and the Black Families they service. Dowload lastest episode to learn more! Resources: https://msha.ke/danyellebeal  Instagram: cammiepartonspears Facebook: Cammie Morgan   Why Are All The Black Kids Sitting Together In The Cafeteria, Post Traumatic Slave Syndrome: America's Legacy of Enduring Injury and Healing, The Role of the Behavioral Scientist (written by Dr. Martin Luther King Jr)   White Tears Brown Scars by Ruby Hamad   . . . . . . . . . . . . . . . . . . . . . Autism weekly is now found on all of the major listening apps including apple podcasts, google podcasts, stitcher, Spotify, amazon music, and more. Subscribe to be notified when we post a new podcast. Autism weekly is produced by ABS Kids. ABS Kids is proud to provide diagnostic assessments and ABA therapy to children with developmental delays like Autism Spectrum Disorder. You can learn more about ABS Kids and the Autism Weekly podcast by visiting abskids.com.

[VIDEO PODCAST] on YouTube HERE Bonus Mini Episode with Jill Jaramillo For over 22 years, Jill has spent her time working with children. From after-school programs, children's ministry coordinator and youth group leader, to Special Education teacher and now, mom to two littles. She holds a Master's of Arts in Teaching and is a Board Certified Behavior Analyst (BCBA) currently overseeing a team of Special Educators. Her passion for sharing the love of Jesus with kids in a tangible way is woven into all of her life's choices. It wasn't until she became a Mom that she found herself finding new and creative ways to teach Biblical truth in ways that her young kids could grasp. With her understanding of child psychology and the heart of a Mom, Jill seeks to help parents share Biblical truths with their families. Count the Fruit is the story of a boy discovering how the Fruits of the Spirit can be evident in all areas of his modern life. In everyday, ordinary moments, such as when he is playing with his little sister who likes to mess up his toys, or waiting for his turn on the playground, he begins to understand that when his Mom talks about Fruit, she isn't talking about the peaches on the tree in his backyard. His story walks the reader through the nine fruits of the Spirit and invites the reader to notice and count the fruit in their own life.Show Links:Purchase your copy of Count the Fruit HereTo see more, please check out @JillJaramillo_ on InstagramQuestions? OR if you or someone you know might be interested in sharing their story contact info@scvconnected.comSupport for the show: Hit follow on your favorite podcast app. SCV Connected is on Instagram, Facebook, and YouTube.

The Wisdom Factor What is wisdom and how do we become wise? What makes us human? How can we, as individuals, make the world a better place? In my interview with Darnell and Carlos, we discuss The Wisdom Factor and how we can develop greater wisdom so that we can have a more positive impact on our lives and the world. Enjoy! Pick up a copy of the The Wisdom Factor here. Guest Bio. Dr. Alice Darnell Lattal has spent a lifetime on issues of coercion and its fallout across educational, health, mental health, and workplace settings. A behavior analytic clinical psychologist by training, she spent her first two decade of professional life in special education, adult clinical, and community mental health, while addressing the suppressive effects of poverty on infant development, child and spousal abuse, and literacy in rural America. She established her own consulting company, Context Management, Inc. in 1980. Carlos Zuluaga, M'S. BCBA, has been a Board Certified Behavior Analyst (BCBA) since 2007 and received his master's in applied behavior analysis from Florida Tech in 2006. Carlos' master's thesis was published in the Journal of Applied Behavior Analysis. As a member of the ABA Technologies team, Carlos has been a co-instructor for the ABA Online program since 2010.

Within public education, there is a classification of "Affective Education," or students with emotional & behavioral disorders. These students may have mental health issues, such as Obsessive Compulsive Disorder (OCD), Oppositional Defiance Disorder (ODD), Attention Deficit Hyperactivity Disorder (ADHD), Autism, or other diagnoses that include an emotional/behavioral element. This population of students may have average to above average academic skills, but they are sidelined by their struggles with managing the classroom environment, emotional regulation, and/or social interactions. It is not uncommon for these students to be overlooked when we are talking about the impact of virtual learning or social emotional learning because we may not see how this additional layer of complexity is directly impacting them and their educational experience.In this episode, we talk with 3 seasoned educators who work directly with students who fall within this category. Celeste Dunlap, an elementary special education teacher who specializes in working with students with emotional & behavioral disorders. Ryan Montgomery, who has worked as an educational assistant/paraprofessional and teacher for secondary students with emotional and behavioral disorders. Lastly, Elyssa Clark, Board Certified Behavior Analyst (BCBA) who works with students with emotional and behavioral disorders of all ages in schools, community, and home settings. They share their professional experiences and insights on the ways that CoVid has impacted this population students. Celeste gives a clear, simplified explanation of what "Social Emotional Learning" IS, and what it is NOT."How bad can it be?" you may ask. After participating in virtual learning, many of these students are struggling with in person classroom expectations: rolling around on the floor in the middle of a lesson. Leaving the classroom without warning. Celeste, Ryan and Elyssa share how these students are demonstrating that they experienced trauma during CoVid. How we ALL experienced a collective trauma. And how education is impacted by the fallout.As test scores nationwide indicate the devastating impact of CoVid, these scores also tell us that current methodology is proving ineffective. Is it time to consider non-traditional ideas and methods as options? If what we are doing is NOT working, maybe it is reasonable to consider ideas that outside of the box. Should we entertain the idea of lowering expectations and finding a baseline that ensures engagement and success for all students; then "scaffold" expectations (and academic activities) to increase skill over time? Listen in to this episode to hear where we are and creative concepts that may help move this population of students forward successfully.If you or someone you know is struggling with mental health issues, and would like help, please reach out to nami.org or dial 988 to access support

Cristina Salvador Klenz, a photojournalist, freelance photographer, and Board Certified Behavior Analyst, graduated from the University of Missouri-Columbia with a Bachelor of Journalism degree majoring in Photojournalism (1986). Cristina's documentary photography work on the Roma culture has been published worldwide in Aperture, Geo France, Interfacemagazine in Paris, and the textbook Photojournalism the Professional's Approach. She also received a National Endowment for the Arts/WESTAF grant for her work on the Roma culture. She was a grant finalist for the Alicia Patterson Foundation and the Nikon Documentary Grant. Her Roma images are in the collection of The Romani Archives & Documentation Center at the University of Texas at Austin. Cristina's interest in psychology inspired her to purse an additional Bachelor of Arts Degree in Psychology from Cal State University Long Beach (2005) and a Master of Education Curriculum and Instruction/Applied Behavior Analysis from Arizona State Univeristy (2015). In 2020 she became a Board Certified Behavior Analyst (BCBA). She currently works as a behavior intervention assistant for Long Beach (CA) Unified School District. --- Support this podcast: https://anchor.fm/matt-brown57/support

Dr.  Alice Shillingsburg, Director of the Integrated Center for Autism Spectrum Disorders at Munroe-Meyer Institute, received her Ph.D. in clinical psychology from Auburn University and completed her pre-doctoral internship and post-doctoral fellowship at the Marcus Autism Center. She previously served as the Director of the Language and Learning Clinic at the Marcus Autism Center and was Associate Professor at Emory University in the Division of Autism and Related Developmental Disabilities.Dr. Shillingsburg is a licensed psychologist and Board Certified Behavior Analyst (BCBA) at the doctoral level. Her clinical expertise includes the development of language and behavioral programming to address a variety of behavioral difficulties and social communication deficits associated with autism and other developmental disabilities. Dr. Shillingsburg has published over 45 empirical papers on interventions for children with developmental disabilities. She is currently an Associate Editor of the Journal of Applied Behavior Analysis and an editorial board member for Focus on Autism and Other Developmental Disabilities. She is a a former Associate Editor of The Analysis of Verbal Behavior.

LAUSD Main Offices - Downtown Los Angeles   The school year hasn't even started yet and Los Angeles Unified School District (LAUSD), the second-largest school district in the country, has already hit the ground running with illegalities left and right, not the least of which is the systemic policy issue that I'm focusing on in today's post. It's hardly the only violation, but its a systemic one that stands to continue hurting a lot of children with disabilities, particularly our kiddos on the autism spectrum.   What I'm about to tell you would sound far-fetched if it was not for the fact that the United States is currently engaged in a soft civil war in which right-wing extremists are attempting to change us from a democratic republic to a ethno-religious dictatorship. The evidence indicates these decades-long plans were started at the local level in city councils, school districts, and various county agencies, then percolated upward into our federal agencies before culminating in the January 6, 2021 insurrection against our democratic republic.   The reality is that I've been dealing with these kinds of behaviors from local education agencies for the last 31 years, and there is no end in sight for many families in local education agencies as large as LAUSD. It's the Titanic, it's been on a direct course for an iceberg for decades, and it will collapse and sink under its own weight before too much longer at the rate it's currently going.   This is particularly the case as the pro-democracy backlash to recent fascist efforts to overthrow our system of government is gaining momentum as more and more high-ranking fascist individuals at the federal level face the consequences of their actions with the J6 Hearings and related Department of Justice (DOJ) investigations. When the example is finally set at the national level and all of those responsible for J6 are either behind bars or being pursued by the feds and Interpol after fleeing the country, the trickle-down of legal consequences to State and local government agencies that have been engaging in fascist practices all this time will be severe.   But, we're not there, yet. The only way to really get there is to make public what the heck is really going on so that taxpaying registered voters in Los Angeles can make informed decisions about the people they entrust with the responsibility of educating their children, particularly their children with disabilities. So, let me get into the actual issue to which I want to call immediate attention, that being LAUSD's unlawful and unethical method of conducting Functional Behavioral Assessments (FBAs), which it has implemented as a policy, district-wide, according to District personnel.     Title 34, Code of the Federal Regulations (34 CFR) Section 300.304 describes the parameters for how special education assessments are supposed to be conducted. 34 CFR Sec. 300.320(a)(4) mandates the application of the peer-reviewed research to the design and delivery of special education, which includes the assessment process. Taken together, these laws require that competent assessors acting within the scope of their qualifications conduct assessments according to the professional standards that apply to each of the various types of assessments being conducted, in conformity with the peer-reviewed research.   There is no standardized measure, like an IQ test, when conducting an FBA, though there are assessment tools and instruments that can help inform the process. Instead, the applicable science describes the types of critical thinking and lines of inquiry a properly trained behaviorist must apply when determining the function of a maladaptive behavior and the most appropriate ways of responding to it. The science used is referred to as Applied Behavioral Analysis (ABA).   ABA is not a special education service, per se. ABA is the science behind effective behavioral interventions. ABA services requires scientists to think independently in applying the known science to the unique facts of each individual person assessed. It's not a paint-by-numbers, one-size-fits-all measure. It's not psychometrics in the sense that norm-referenced standardized tests will be administered to the student. It requires more thought and higher-level critical thinking skills than that, and the people who are certified to do it must prove their abilities to function that way.   There are no formal criteria for FBAs, specifically, but they are based off the Functional Analysis (FA) procedures developed by Dr. Brian Iwata and his colleagues in their published research. While being certified as a Board Certified Behavior Analyst (BCBA) is supposed to confirm that a behavioral scientist is adequately qualified to analyze behavior, BCBA certification is not required in California for conducting FBAs in the special education context. Anyone who has gone to graduate school for a school psychologist credential should have theoretically been trained on ABA just as a part of their grad school education.   My master's degree is in educational psychology and I had to study ABA more than once during my higher education. It is not typically part of a special education teaching credential program, other than to mention that other professionals are available in the special education context to conduct FBAs and provide ABA-based behavioral interventions.   That is, except, in LAUSD, which is using special education teachers to conduct its FBAs. It will hire Non-Public Agencies (NPAs) that specialize in providing ABA services through and under the supervision of BCBAs, but it will not allow the BCBAs to actually conduct their own FBAs to inform their own Behavior Intervention Design (BID) services, which then compromises the quality of the Behavior Intervention Implementation (BII) services. This is a district policy, according to various LAUSD employees with whom I've been speaking about this since April, and they don't seem to understand why I have such an issue with it.   First, the 8th grade LAUSD student I'm currently representing in which this issue has come up has been "assessed" under this model since the 1st grade and he still has the same behavioral challenges today that he had in 1st grade. He's made no improvements and now he's over 6 feet tall. His toddler-like tantrums result in significant property destruction, which has only gotten worse as he's gotten smarter and bigger over time, and he puts himself and others at risk of injury when he throws them. Not only does LAUSD's method of conducting FBAs fail to comply with the applicable science and law, it does not work!   LAUSD's solution is to offer yet another illegal FBA conducted by an inexpert special education teacher who must then hand off their "data" to a BCBA who is then supposed to somehow magically engage in scientifically valid BID and supervise a Registered Behavior Technician (RBT) who is supposed to provide the BII in conformity with the plan designed by the BCBA. When I point out the epic failure of logic behind this practice to LAUSD personnel, I'm met with the Orwellian Doublespeak of corrupt District administrators and the blank stares of ineptitude and rote recitations of District policy from school-site personnel.   One school site administrator actually tried to get me to lie to the parent and trick him into doing something he otherwise was not inclined to do. I analyzed her behavior according to ABA standards based on what information I could gather and ultimately concluded that she's as stupid as she is corrupt; her behaviors were automatically reinforcing and externally reinforced by her employer, which appears to employ the dumbest people it can find in positions of authority well beyond their critical thinking abilities and professional skills so that they can be the clueless, easily manipulated henchmen of the mafiosos at the main office on Beaudry.   Basically, what we are dealing with here is science denialism and unconstitutional conduct on the part of public officials to the tune of hundreds of millions of taxpayer dollars. LAUSD is the government, regulated by the rule of law and answerable to its local constituency, but the people generally have no voice against this behemoth of a self-serving institution, which is why I'm talking about it, here.   LAUSD is long overdue for a reckoning regarding its systemic illegal conduct across all aspects of special education, and it's probably safe to say that if the District is willing to compromise its most vulnerable constituents, that being children with disabilities, it's likely equally comfortable violating everybody else's rights, as well. I can't speak to the other social justice issues in which the District might be in the wrong, but it has historically failed on the special education front ever since special education and related civil rights laws were first passed in the 1970s.   Disability-related civil rights law is truly the canary in the coal mine for American democracy. The measure of how civilized a society is can be determined by how well it takes care of its most vulnerable members, and children with disabilities are among the most vulnerable humans on Earth. If LAUSD is willing to treat children with disabilities this way, it's top administrators should probably swap out their dress suits for animal pelts so that their lack of civility is adequately conveyed. Otherwise, they're just wolves in sheep's clothing, preying our our most vulnerable children.   The Chanda Smith Consent Decree came after decades of unlawful special education conduct and was in place for decades thereafter in an effort to end the District's unlawful conduct, which it failed to do. The courts attempted to pull LAUSD out of the gutter with the consent decree, but LAUSD just pulled the courts into the gutter with it. An Independent Monitor was hired to oversee the consent decree until such time that LAUSD came into compliance with special education law, but that day never came.   Apparently, presuming that compliance would never happen, the Independent Monitor began engaging in equally corrupt behavior, assuming lifelong job security for so long as LAUSD continued to violate special education law and grifting the system by overpaying consultants who failed to make any kind of perceptible difference with respect to LAUSD's compliance. The Office of the Independent Monitor was shut down and the consent degree was closed out following an audit that revealed excessive unnecessary spending by the Independent Monitor that could not be related to the District's conformity with the consent decree.   Further, while it may be true that the District legitimately improved some of its special education programming, by no means had to come close to a reasonable degree of compliance, as evidenced by the number of families who have still had to file lawsuits to get services, and even that doesn't guarantee they'll get all of the right services for their children. Many get only some of the services their children need, making their IEPs as effective as watered-down penicillin in the face of a raging bacterial infection. For all the services they may actually get that they need, the absence of the other services they also need undermines any successes they may have in the areas in which they've actually received help.   Which circles back around to the question that serves as the title to today's post/podcast, which is, "Is LAUSD Run by a Fascist Mafia?" From the outside looking in, this seems to be a legitimate question.   Let's start with the fact that LAUSD hired computer coders to work with its in-house counsel decades ago to bastardize a piece of insurance software known as Welligent into its IEP software. As a result, LAUSD has basically bureaucratically obligated its school site personnel to break the law because of the software limitations of Welligent, or at least how it has been coded by the District, that fail to even offer compliant options to its users in many areas of special education.   For example, let's look at the assessment plan, redacted for privacy, that was offered to my current LAUSD student, which was generated from Welligent, and compare it to another redacted assessment plan for another student on my caseload in a different school district who also needed an FBA.   Example 1, below, is the assessment plan offered to my LAUSD student, and shows the FBA as an "alternative assessment" to be conducted by a special education teacher. "Alternative assessments" usually refer to non-traditional assessment measures or methods from those typically used in the place of standardized testing.   For example, using curriculum-based assessments in the classroom to gather informal data on actual classroom performance can be a more reliable method of assessing academic achievement than a standardized measure like the WJ-IV or the WIAT-4. None of this assessment plan makes sense with respect to the FBA.   Example 1 - page 1   Looking at the table of "standardized" testing from page 2 of this assessment plan, which is referenced by page 1, FBAs are not listed. Item 7 targets "Adaptive Behavior," but that goes more to independent living skills and self-care, like dressing, toileting, and navigating the school setting. FBAs do not fit that category and the LAUSD assessment plan has no category that FBAs would logically fit. This was a deliberate coding decision made in Welligent by the District that has absolutely nothing to do with adequately assessing children with special needs and offering them appropriate behavioral supports at school.   Example 1 - page 2   Example 2, below, shows a different student's assessment plan from a different school district. This assessment plan offers the student involved an FBA to be performed by the school psychologist in collaboration with a district behaviorist. This actually makes sense.   In this student's case, it turns out the special education teacher was the problem and she got reassigned to a different classroom. This student had gone without behavioral challenges until she was placed in this teacher's class, and the FBA made clear that the teacher was the one provoking the behaviors. Objectivity is one of the most critical aspects of science that must apply to special education assessments. Can you imagine if she had been trusted to conduct the FBA?     I can assure you the quality of the outcomes using appropriately qualified people who actually care makes all the difference in the world. Whereas our LAUSD student has historically been assessed according to plans virtually similar to Example 1, above, and has now gone for over six years with next to no improvements in his behaviors, our student from whose case Example 2 was taken is now thriving in school with no serious behavioral challenges of any kind.   To be clear, it's not like the student in Example 2 has never had issues with this school district. There were problems years ago when she was little that I had to deal with, but it had been smooth sailing until she ended up in that whacko teacher's classroom, last school year.   Because the student's behaviors were interfering with her learning, even though we suspected the teacher was likely the problem, we didn't go in accusing the teacher of anything. We simply asked for an FBA to get to the bottom of the behaviors and the next thing we knew the teacher was gone. The FBA report we got back was very well-written and explained the facts without demeaning the teacher or doing anything else unprofessional.   We hit a huge bump in the road that had the potential to go really badly, but the District in that student's case handled it professionally, compassionately, and responsibly. I've yet to see any of those qualities from anyone I've dealt with from LAUSD regarding my LAUSD student. The difference in handling is night and day, and I've caught both districts messing up before. The difference is that my other student was met with professionalism, while my LAUSD student is being met with science denialism and an utter abandonment of the rule of law.   It is this refusal to abide by science and law on the part of the second largest school district in the nation that raises the specter of fascism. It's all very "Marjorie Taylor Green-ish."   Consider that California has adopted the Common Core as its State Standards. The purpose of these standards is for our public schools in California to teach students how to use academic knowledge and skills to solve real-world problems, yet LAUSD doesn't use academic knowledge and skills to solve problems. It denies science and breaks the law.   How can people who deny science teach our kids to use science to solve problems? How can people who have abandoned the rule of law credibly teach social studies, particularly civics, and educate our kids to become knowledgeable participants in American democracy? How is this anything other than fascism and when are the feds going to do something about it?   I tried filing a complaint with the U.S. Department of Education, Office for Civil Rights (OCR), but it twisted my words into a narrower complaint than what I alleged and then declined to investigate its twisted version of my allegations, which is a first for OCR with me, I have to admit, and it makes me fear for our democracy even more, now.   If OCR is too intimidated by LAUSD to investigate such that it makes up lame excuses as to why it shouldn't have to, how does that not also suggest the presence of organized crime within LAUSD so large and expansive that even the feds won't touch it? DOJ is a little busy with the J6 investigations, but I suspect all of this stuff in inter-related as multiple spokes of a wheel-and-spoke conspiracy to overturn democracy in America.   Remember that Betsy DeVos tried to shut down OCR after she was appointed Secretary of Education by the 45th President until she had the snot sued out of her and subsequently reinstated it. She also admitted that her goal was to abolish USDOE as the Secretary of Education; she took the job with the specific intent of shutting down the entire agency from within.   How many people from the last administration continue to poison the well at USDOE? It's the same question Americans have to ask about every single federal agency, but as pointed out in the above linked-to article from The Root describing DeVos' desire to abolish USDOE altogether also describes the conference at which she recently shared her continued desire to shut down USDOE as teaching far-right parents how to build conservative-dominated school boards in their local communities, ban books, and a host of other undemocratic activities intended to deny the civil rights of children with disabilities, LGBTQ+ students, students of color, and students from other protected classes.   It's an anti-science, anti-democracy approach that includes anti-vax, anti-masking nut-jobs who are too dumb to know how dumb they are and/or are profoundly mentally ill, being manipulated by grifters like DeVos to vote against their own interests in favor of the interests of the grifters. It's the "have-nots" falling for the tricks of the "haves" who know the only way they can have way more than what they actually need is to make sure others don't have enough.   Today's post isn't about documenting how I've figured out a way to overcome whatever fascist mafia might control LAUSD. It's about exposing what I've witnessed and adding my voice and the voices of the LAUSD students who aren't getting what they need to the conversation in the hopes that it will spark others to also help hold LAUSD to account for its egregious violations of special education law.   I'm hoping that voters in LA will learn more about these issues, understand that special education social justice issues cuts across all other demographic groups, and no segment of society is safe for so long as our government is allowed to conduct itself in this way. If you are involved in any type of social justice issue in which LAUSD has engaged in discrimination and withheld services it is legally required to provide, consider getting involved with our Meetup Group, Social Justice Series - Everyday Local Democracy for All.   Our Meetup Group is not limited to people living within the LAUSD attendance area, but we certainly have Angeleños already in the Group. You can comment/DM us directly on Meetup or on our social media, or use our Contact Us form on our site with any questions/feedback. We don't have all the answers, but awareness is the first step to solving a problem, so we're starting there.

My guest today is a friend of mine that I have known since Kindergarten. She talks us through her path to becoming a Board Certified Behavior Analyst (BCBA), what inspired her to pursue a certification, and how she maintains a healthy work life balance with her job.

Episode 4 | Heather Matheny I met Heather about 10 years ago. We both love nutrition and formed a lasting friendship. I'm so thankful for her expertise and knowledge that she brings to families. I hope you will enjoy this episode as we talk about nutrition, gut/brain connection, ABA, and much more! Heather holds a Bachelor's Degree in Psychology from Mercyhurst University and an Education Specialist Degree (Ed.S.) in School Psychology from University of Colorado at Denver in which she is licensed ages birth to 21. Heather obtained her certification in Applied Behavior Analysis from the accredited programs at Florida Institute of Technology; she had been practicing & was trained in principles of behavior analysis under supervision years prior to completion of her BCBA certification. She maintains current status as a Board Certified Behavior Analyst (BCBA) & Nationally Certified School Psychologist. Throughout her career, Heather has developed behavior change interventions for staff, teachers, parents and children with disabilities. Heather is certified in ADOS (Autism Diagnostic Observation Schedule) and STAT (Screening Tool for Autism Spectrum Disorders in Toddlers). Heather's experience includes 10+ years of practice with children, families and schools. Former work includes clinic work, private practice and in public schools developing and supporting autism program development, behavioral change, and staff; including direct intervention work with students with Social-Emotional/Behavioral and Autism Spectrum Disabilities. Heather was initially trained in The Denver Model and Natural Environment Teaching, Discrete Trial Training, TEACCH; more recently over the past 3 years her area of emphasis has been in Verbal Behavior. The majority of her practice involves Verbal Behavior Training within the Natural Environment utilizing materials within the child's environment, MOs (motivational operations) and the fundamental principles of behavior within a developmental scope. To get more information on therapy options or nutritional help you can look at her website or email her: Peak Interventions Or email her at Heather@peakinterventions.com --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/amber-mustain/support

This week we welcome Pablo Juarez, M.Ed., Board Certified Behavior Analyst (BCBA) and director of the Treatment and Research Institute for Autism Spectrum Disorders (TRIAD) in the Vanderbilt Kennedy Center. On today's podcast we will talk about The VKC TRIAD Community Engagement Program which is an innovative partnership with community cultural and civic organizations that works to promote full inclusion of all children and adults.  Pablo Juarez is the perfect person to talk to because he has been honored for his work in Tennesse with supporting the inclusion of children and adults with ASD in the community. His emphasis on extending services to lower-resources communities has opened doors across Tennessee and brought about inventive ways increase access to care. Pablo, welcome to the podcast! Learn more about the Triad Community Engagement Program, visit: https://vkc.vumc.org/vkc/triad/community-organizations/ . . . . . . . . . . . . . . . . . . . . . Autism weekly is now found on all of the major listening apps including apple podcasts, google podcasts, stitcher, Spotify, amazon music, and more. Subscribe to be notified when we post a new podcast. Autism weekly is produced by ABS Kids. ABS Kids is proud to provide diagnostic assessments and ABA therapy to children with developmental delays like Autism Spectrum Disorder. You can learn more about ABS Kids and the Autism Weekly podcast by visiting abskids.com.

In this episode of Mother's Guide Through Autism, I speak to Sarah McClary, a Board Certified Behavior Analyst (BCBA) with a daughter on the spectrum, about her emotional journey of receiving her daughter's autism diagnosis and finding hope from the remarkable progress her daughter made with ABA. Sarah's daughter Leah was diagnosed with autism shortly after her third birthday after her pediatrician noticed some differences in her development.Sarah described the day of the diagnosis as one of the hardest days of her life and recounts the emotional pain she experienced in the beginning of her autism parenting journey.It was recommended that Leah have ABA therapy, and soon after she started, she made extraordinary progress in speech and communication. After seeing remarkable changes in Leah, Sarah changed careers and became a Board Certified Behavior Analyst. Sarah explains what ABA is and how it can help kids on the spectrum and addresses the controversy around ABA and the negative experiences some autistic adults say they had with the therapy in their childhood. She hopes to change the view of ABA by providing compassionate and value-based care to her clients as a therapist because ABA has been life-changing for her daughter and she passionately believes that ABA therapy can make life easier for kids on the spectrum and their families. She shares the lessons she learned on this journey and offers advice to mothers raising children with autism. Enjoy!***Please pardon the occasional noise in this episode.*** You can find Sarah McClary at:https://www.hopebridge.comSign up to get news and updates from me: https://www.mothersguidethroughautism.comCheck out more episodes of the Mother's Guide Through Autism Podcast on Apple Podcast here: https://apple.co/30UFFW3

Welcome back to season 2 of “what the AUTISM?!” This podcast is intended for listeners who are interested in learning and better understanding the autism diagnosis. If you are a new listener to our podcast, welcome to our community! Whether you are a parent, a health care provider, a teacher, a fellow community member, or an aspiring behavior analyst, this podcast is meant to create an ongoing discussion with you the listeners, to better understand all the mysteries to this autism diagnosis and be a resource to one another as we each partake in this journey together.  Since posting my very first episode, we've grown such a big community here, so I would like to start off this season with a quick recap of who I am, what is autism, and what our next steps are. My name is Amanda. I'm a Board Certified Behavior Analyst (BCBA) and I had been working with clients with Autism for about 8 years.  Straight out of my undergrad, I started off as a behavior therapist at a large ABA agency. Fast forward a few years, I got a masters degree in ABA and my BCBA license in 2016 and practiced as a clinician and a clinical manager leading a team of about 50 staff members and over 40 families and patients. I'm currently a graduate student at Johns Hopkins Bloomberg School of Public Health researching and learning more about this autism diagnosis. Let me clarify that although, I am a BCBA and an aspiring researcher, the intent of this podcast is to share my experiences and my knowledge to help my listeners better understand the Autism diagnosis and where the current research stands, but please note that this is not a means of medical or psychological diagnoses nor recommendations.  To open up our first episode, let's talk about the updated prevalence data that was published recently in December 2021. The prevalence of Autism Spectrum Disorder in the US is 1 in 44. But where do these numbers and data exactly come from? If you've been following the reporting of new prevalence data, there's an updated prevalence report for ASD every 2 years. This data is published by CDC's ADDM Network, which stands for Autism and Developmental Disabilities Monitoring Network. The ADDM Network conducts active surveillance of ASD. When the ADDM Network publishes new prevalence data, this is based on the data that is collected from previous years. The 1 in 44 prevalence data is based on the 2018 data, so we wouldn't know about the current 2021/2022 data till a later date, but one thing we know for sure is that the prevalence of ASD is ongoingly increasing. We started with 1 in 150 back in the 2000 surveillance year. The ongoing question is, why is the prevalence of autism increasing so rapidly? Is it the environment? Is it the food? Is it the changes to the diagnostic criteria? Great question…we don't know! There are still so many unknowns when it comes to autism but over the years researchers have uncovered so many variables and risk factors when it comes to autism. This season, we'll be specifically diving into some key findings over the course of the last decade. Let's break down what each of these findings implies for the future of autism research, treatment, and policy changes.  If there are any other topics/questions, you'd like for us to cover, please reach out to us via email or on Instagram. You can always connect with me via email at whattheautismpodcast@gmail.com or on our Facebook page/Instagram @whattheautism. We upload a new episode on your favorite podcast platform every Sunday. Please note that this podcast has been created to discuss my personal experiences and opinions and is not a means of medical or psychological recommendations. But if you enjoyed this podcast, please make sure to follow and subscribe to our podcast channel, and I'll see you in our next episode. 

Applied Behavior Analysis (ABA) is a form of therapy commonly administered to children on the autism spectrum. According to Healthline media, ABA is a type of therapy that can improve social, communication, and learning skills through reinforcement strategies.Many experts consider ABA to be the gold-standard treatment for children with autism spectrum disorder (ASD) or other developmental conditions. It is also considered a controversial form of treatment by some actually autistic self-advocates. it is currently a treatment primarily utilized for children and early adolescents.In this episode, ABA therapy is explored through a different lens, one that includes people later on in the lifecycle, adults. I speak with Jess Dahl, a Board Certified Behavior Analyst (BCBA) who focuses her practice on adults.We explore her professional journey to where she is today, her own son's autism diagnosis, the controversy surrounding ABA, challenges she sees families and practitioners face in caring for adults on the spectrum who require significant medical and community supports and so much more.https://notyourmamasautism.com/https://www.instagram.com/notyourmamasautism/https://www.facebook.com/NotYourMamasAutism/

Applied Behavior Analysis (ABA) is a form of therapy commonly administered to children on the autism spectrum.  According to Healthline media, ABA is a type of therapy that can improve social, communication, and learning skills through reinforcement strategies.Many experts consider ABA to be the gold-standard treatment for children with autism spectrum disorder (ASD) or other developmental conditions. It is also considered a controversial form of treatment by some actually autistic self-advocates. it is currently a treatment primarily utilized for children and early adolescents. In this episode, ABA therapy is explored through a different lens, one that includes people later on in the lifecycle, adults. I speak with Jess Dahl, a Board Certified Behavior Analyst (BCBA) who focuses her practice on adults. We explore her professional journey to where she is today, her own son's autism diagnosis, the controversy surrounding  ABA, challenges she sees families and practitioners face in caring for adults on the spectrum who require significant medical and community supports and so much more. 

Lindsay is the founder and owner of The Pampered Parent, a monthly self-care subscription box and supportive online community for moms of children with special needs. In addition to The Pampered Parent, Lindsay is a Board Certified Behavior Analyst (BCBA). As a BCBA, she works with individuals with a variety of developmental disabilities, as well as with their caregivers and families, to improve communication and social skills, foster independence, and reduce challenging behaviors. In Lindsay's free time, she enjoys exercising, traveling, watching TV with her husband, and playing with her dog, Shockey. To stay connected with Jess, head to www.jessplusthemess.com. If you are interested in being a guest please contact me at jess@thelucasproject.org. I'd love to hear what you think, so please rate and review! --- Support this podcast: https://anchor.fm/jess-ronne/support

Studies show that self-harm is prevalent in more than 20% of people at some point in their lives, and that the average onset for self-harm is between 11-15 years of age. In this episode of You Ask, We Answer, we explore the topic of self-harm in depth to better understand what it is, why it happens, what are the common myths, how to deal with the urge to self-harm, treatments, and more. Dr. Kelly Workman is a licensed clinical psychologist at Columbia Doctors and serves on the faculty as a Clinical Instructor in Medical Psychology in Psychiatry at Columbia University Medical Center (CUMC). Dr. Workman is also a DBT-Linehan Board of Certification, Certified Clinician™ and Board Certified Behavior Analyst (BCBA) with specializations in clinical and applied behavior analysis. If you or someone you know is self-harming, you can text a Crisis Text Line counselor at 741741 or call the National Suicide Prevention Hotline at 1-800-273-8255. You can also contact a health professional to learn more about treatment options. If you enjoy this podcast, be sure to follow or subscribe wherever you are listening, and share You Ask, We Answer with your colleagues and friends. You can also subscribe to our YouTube Channel here, where we have video episodes with Dr. Hallowell: https://www.youtube.com/c/PsychHub. You Ask, We Answer is a co-production from Psych Hub and Columbia University Department of Psychiatry, and brought to you by HCA Healthcare. This show is for educational purposes only. Visit https://psychhub.com to dig deeper and access the world's most comprehensive platform for behavioral health education. Follow us on Social Media Twitter: https://twitter.com/PsychHub Instagram: https://www.instagram.com/psychhubeducation YouTube: https://www.youtube.com/c/PsychHub

Lindsay is the founder and owner of The Pampered Parent, a monthly self-care subscription box and supportive online community for moms of children with special needs. In addition to The Pampered Parent, Lindsay is a Board Certified Behavior Analyst (BCBA). As a BCBA, she works with individuals with a variety of developmental disabilities, as well as with their caregivers and families, to improve communication and social skills, foster independence, and reduce challenging behaviors. In Lindsay's free time, she enjoys exercising, traveling, watching TV with her husband, and playing with her dog, Shockey!   You can connect with Lindsay here: Facebook: https://www.facebook.com/thepamperedparent/ Instagram: https://www.instagram.com/thepamperedparent LinkedIn:  https://www.linkedin.com/in/lindsay-san-24b00578 **10% Discount Code for your first subscription box: https://account.thepamperedparent.com?r=574115&s=13754 ***************************************** To purchase my book “Welcome to My Life – A Personal Parenting Journey Through Autism” click HERE or visit Amazon.com! You can easily stay connected to the Living the Sky Life podcast and me in various ways.  Please visit my website www.lauriehellmann.com for all the links. I'd love to hear what you think, so if listening on the Apple platform, please leave a written review and rating of the podcast!  If you are interested in being a guest on an episode of Living the Sky Life, please contact me!

This is a LIVE replay of A Trauma Survivor Thriver's Podcast which aired Thursday, February 10, 2022 at 1230pm ET on Fireside Chat. Today's guest is Author Rylee Tuggle. Rylee is the author of My Voice Matters and The Trusted Trio. Other book titles include Helping Paws: A Day in the Life of a Service Dog and My Hidden Difference Makes Me Special. She received her Master of Education in Curriculum and Instruction from the University of Arizona with a specialization in Applied Behavior Analysis (ABA). She is a licensed Board-Certified Behavior Analyst (BCBA) focusing on teaching skill acquisition of healthy and safe replacement behaviors and caregiver education. Tuggle is an advocate for service animals, chronically ill and/or disabled individuals, and for those who have experienced trauma.

Alexa Ortiz is a 40-year-old mother of 3. Alexa's children are ages 13, 11 and 6 and she has been married to her husband Carlos for 15 years. Professionally, Alexa is the Clinical Director of an Applied Behavior Analysis (ABA) company which provides services to children who have been diagnosed with various disabilities.  Alexa is a Board-Certified Behavior Analyst (BCBA) and a Licensed Clinical Social Worker (LCSW) and has been working in the psychology and human services field for 17 years. Your Beautiful Life (YBL) was created approximately 9 years ago, when Alexa had a desire to create a space where individuals would be able to connect, read beautiful poetry and share their experiences with each other. YBL grew organically and has been one of Alexa's greatest gifts, she enjoys connecting with her community through the posts, videos and stories she shares and look forward to continuing to help spread love, kindness and a sense of belonging to those who visit her page.     Follow her Facebook page https://www.facebook.com/yourbeautifullifealexaortiz     https://www.youtube.com/watch?v=V3REBVkzEZo

In Episode 3, we spoke to Leah Fennema Hall, Board Certified Behavior Analyst (BCBA) with extensive experience supporting organisations and individuals to engage in behaviours needed to meet their unique goals. Tune in to learn more about the application of behavioral science in Organizational Behavior Management (OBM).

Iresha Picot M.Ed, LBS, is a Licensed Behavior Specialist, and has a Master's Degree in Urban Education and Post-Graduate work in Women Studies from Temple University. In addition to a Master's Degree, she has post-graduate certifications in Applied Behavior Analysis and Autism. Iresha is the co-editor of the book, "The Color of Hope: People of Color Mental Health Narratives", and has written articles in the Research in the Teaching of English, Elephant Journal, Aunt Chloe's Journal, Specter Magazine and For Harriet. She has been featured in articles in NPR, Bicycle Magazine and PBS American Portrait Series. Currently, Iresha works in the Behavior and Mental Health fields as a Licensed Behavior Specialist, Outpatient & Mobile Therapist. Iresha is currently under supervision to become a Board-Certified Behavior Analyst (BCBA).Outside of these credentials, Iresha is an entire vibe on Instagram. Iresha is notoriously known for the collective affirmations on Sundays with GirlTrek and a certified warrior that will remind you reclaim your peace by any means necessary. On this episode, Iresha Picot and Latoya Shauntay Snell dissect different layers of radical self-care and the power of fully acknowledging when you are not doing okay. Picot and Snell discuss their joy of pivoting towards indoor workouts and cycling during the height of the COVID-19 pandemic and quarantine. Picot talk breaks down the art of communication, layers that intimidate people due to prior personal experiences and connecting with a therapist. NOTE: Audio may be slightly distorted for brief periods of the podcast. Recordings are done remotely. Support the show (https://ko-fi.com/runningfatchef)

In this episode, I chat  with Taylor who is a Board Certified Behavior Analyst (BCBA) and she gives a professional perspective to receiving a disability diagnosis. You'll learn what a BCBA actually does, what all the acronyms really stand for, and a good idea as to what a parent could expect from going to a BCBA and navigating through a diagnosis!Taylor Recommends:A local Special Recreation AssociationParent support groups in the communityAMITA Health's Autism Spectrum & Developmental Disorders Resource CenterIf you're interested or know someone who might be interested in coming on the podcast to talk about babies, parenthood, and everything in between — email the podcast at babymakingpod@gmail.com Don't forget to subscribe, follow us on Instagram @thebabymakingpodcast and on Facebook at The Baby Making Podcast!____________________________________________________________________________________________Music : Roa - FreedomWatch : youtu.be/OS7r703elnsStream / Download : fanlink.to/Roa_FreedomLicense : roamusic.wixsite.com/roamusicSupport the show (https://www.buymeacoffee.com/babymakingpod)

I had the pleasure of chatting with Mallory Anderson-Macy who is a Board Certified Behavior Analyst (BCBA), who focuses on the power of Mindfulness to create habit change within our thoughts and feelings with the intent to guide people through discomfort towards the lives they want to lead. Mallory likes to teach tangible strategies in values based decision making towards creating balance and to achieve progress towards their goals. To Connect with Mallory: Instagram: https://www.instagram.com/mindfullymallory Book: https://www.amazon.com/Days-Clarity-Parents-getting-Therapy/dp/B08XXVJTX7/ref=sr_1_2?dchild=1&keywords=Mallory+Anderson-macy&qid=1618804196&sr=8-2 For ALL things Successful Diligence: https://linktr.ee/shelmy_life - Podcast listeners get 50% off ALL paid courses available in the school: https://successful-diligence.teachable.com ** (Code: Podcast50) Sign up for the Successful Diligence™ Newsletter so you never miss a thing! https://successfuldiligence.ck.page/ We appreciate your support! Every penny helps and really does help and make a difference! https://anchor.fm/successfuldiligence/support OR https://www.buymeacoffee.com/diligence ~ Thank you for listening and sharing! Copyright © 2021 Successful Diligence™, LLC All rights reserved. --- Send in a voice message: https://anchor.fm/successfuldiligence/message Support this podcast: https://anchor.fm/successfuldiligence/support

In episode of the Mom Owned and Operated podcast, Rita Suzanne and Takema James Carrion discuss raising a family, running a business and remembering yourself.Takema James Carrion is a Board Certified Behavior Analyst (BCBA). That's the long version for, she's put a lot of hours into what she does. Takema is also the founder and CEO of Changing Trends Behavior Consulting, a company she created to provide personalized behavioral coaching and therapy services that create a lasting impact using evidence based practices.Applied Behavior Analysis (ABA) is a science that aims to improve outcomes that are most significant to you. She uses ABA to provide behavioral support for families that may need that extra boost of assistance to change behaviors and relationships within their family unit. ABA has many applications and Takema likes to mix things up so you can implement it into your everyday routine to produce the change you want to see. After working in the field for 10+ years, she believes that a holistic and collaborative approach yield the best results, if you're willing to put in the work. You are the expert for your loved one and Takema is the ABA expert. When you work together you'll bring change that is meaningful to you! You can receive a free 30 minute consultation with Takema when you call (407) 956-5126.  Listen to more interviews by visiting momownedandoperated.com and apply to work with Rita at ritasuzanne.com/apply/

This week on Spectrum Sundays Larry Humphreys joined us for a conversation on therapeutic services. Larry is a double-master clinical psychologist and a Board Certified Behavior Analyst (BCBA). Larry has over 21 years of experience working with individuals with Autism, Special Needs, and their families. He is also a business owner of two companies: Behavioral Autism Therapies and Special Needz Coffee in Ontario, California. You can find Behavior Autism Therapies at behavioralautismtherapies.com, and follow B.A.T. on Instagram and facebook @BehavioralAutismTherapies. Thank you for sharing your stories with us, Larry! “Spectrum Sundays” is a weekly series committed to bringing together autism professionals and advocates. We would love to share your personal stories! Please feel free to message us or email SpectrumSundays@gmail.com if you would like to be featured on Spectrum Sundays. @missamerica @missamericany @missnewyorkorg @fromanewperspectiveorg @misspascholarshipfoundation @missamericapa @missthousandislands20ny. Music: Sunset On Terra by HYBRID V is licensed under a Creative Commons License. https://creativecommons.org/licenses/ Support by RFM - NCM: https://bit.ly/2xGHypM #SpectrumSundays #DifferentNotLess #Autism #AutismSpectrum #AutismSpectrumDisorders #ASD #Awareness #Acceptance #Appreciation #AutismAwareness #AutismAcceptance #AutismAppreciation #SpecialNeeds #Accept #Respect #Empower #Advocate #Service #Neurodiversity #Inclusion

LeAsia Leach-Thompson is a wife and mom of two. She received her Bachelor's degree in Psychology from Fayetteville State University and then obtained her Masters in General Psychology from the University of the Rockies. She then pursued her Board Certified Behavior Analyst (BCBA) certification at Florida Institute of Technology to further her career in Applied Behavior Analysis (ABA). She now uses her expertise to help others transform their lives by applying the techniques of Applied Behavior Analysis through Life Coaching. She specializes in working with Moms who are ready to become more conscious parents and to address their inner barriers. Follow LeAsia Leach-Thompson at https://www.instagram.com/the_truth_coach/ --- Support this podcast: https://anchor.fm/lifecoachshereka/support

Tim graduated with a BS in Psychology from USM in 2012. In 2014 He earned his MS in Educational Psychology with a concentration in Applied Behavior Analysis at USM as well. In 2015 Tim became a Board Certified Behavior Analyst (BCBA) and has been working with individuals with trauma and attachment disorders as well as in the brain injury population. Tim's beautiful and intelligent wife Mary Ann is a social worker in the Bonny Eagle school district. Together they have 3 wonderful boys Wesley 11, Anthony 6, and Timmy 3.Connect with Tim on LinkedIn: https://www.linkedin.com/in/timothy-folley-4014b92a/Learn more about People's United Bank: https://www.neurorestorative.com/Follow the USM Career & Employment Hub on Instagram @usmcareerhubCareer & Employment Hub's website: http://usm.maine.edu/careerhubReach out to Alex about the podcast at alex.carrier.hitchcox@maine.edu

In recognition of Autism Acceptance Month, we’re honored to speak with Nicole Ballingoff. Nicole is a Board Certified Behavior Analyst (BCBA) and the Regional Director at Kyo, formerly known as Gateway Learning Group. Kyo has undergone recent rebranding and other exciting changes and continues to grow across the nation. Kyo’s focus is autism therapy and achieving results that matter to each child’s future. Today, Nicole discusses ABA (Applied Behavior Analysis), consistency, and the value of collaboration. She also shares some tips on easing a child through the “at-home” to “in-person” transition!  We hope you join us for this intriguing conversation! Show Highlights: Nicole describes the different ABA therapy options offered by Kyo. ABA is the science of using the principles of reinforcement to teach skills. Nicole shares common misconceptions around ABA therapy. Collaboration with all teams in a child’s life is essential in achieving the best possible outcomes for that child. Kyo’s services are provided in the school, the home, and the community. Now that more things are opening up again, Kyo will resume their outdoor activities at parks. Nicole discusses the benefits they discovered during Tele-Health sessions. Nicole offers strategies for easing a child through the “at-home” to “in-person” transition!   Connect with Nicole! Learn more about Kyo Nicole’s LinkedIn Links/Resources: Thank you for listening! Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday. If you enjoyed this episode and believe in our message, then please help us get the word out about this podcast. Rate and Review this show in Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: Facebook Instagram Twitter IEP website This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.

Welcome to another episode of the Momming Autism podcast! This week we are excited to bring you Sara Wright, who is a Board Certified Behavior Analyst (BCBA) in the school environment. Join us as Sara talks to us about the importance of behavior support in schools , new school vs old school behavior therapy, and provides advice for others who are interested in behavior support for their kids and schools. We want to thank Sara for joining us and sharing an important perspective into the world of behavior therapy, and discussing the importance of behavior support trained staff in schools. The Momming Autism podcast is a place to provide a positive platform for parents to share their stories about raising special needs children. Momming Autism is hosted by Amanda DeLuca and Katie Emde. Find Katie between episodes on Facebook at A Journey for Avery. Find Amanda on Facebook between episodes at Jackson's Journey, Jackson's Voice and Advocate.Out.Loud- Amanda DeLuca.

Tune in to hear from Dani LoVecchio, the Executive Director and co-founder of Bridge Kids NY. Dani is a licensed Speech-Language Pathologist (SLP) in New York and New Jersey and is certified by the American Speech-Language-Hearing Association (ASHA).  She is also a Board Certified Behavior Analyst (BCBA), and Licensed Behavior Analyst in the state of New York. Bridge Kids NY, located in NYC, offers a variety of services such as supporting parent knowledge and advocacy, offering professional training and supervision, and supportive services for children. You can find Bridge Kids online: www.bridgekidsny.com or on Facebook & Instagram: @bridgekidsny    

Do you wish you had a magic wand you can use to decrease problem behavior in the classroom? This behavior strategy is the next best thing! Once you learn how to implement true positive reinforcement, you will see a positive difference in your classroom AND less problem behavior! In this episode we interview, Yendri Diaz to learn how teachers can use positive reinforcement in the classroom. Yendri taught several years and is now a Board Certified Behavior Analyst (BCBA). She shares easy to follow steps that you can use in your classroom today! If you enjoyed this episode, please consider leaving a 5 star rating and share it with a friend! Follow us on social media for more helpful tips, resources, and to connect! Instagram Clubhouse Teachers Pay Teachers Pinterest

On this week's episode, I'm joined by Dominique Shorter-Taylor AKA Dom The BCBA Mom. Dominique Shorter- Taylor is a Board Certified Behavior Analyst (BCBA), CEO of Shorter-Taylor Behavior Consulting and Co-Founder of Beyond ABA, LLC. Together we discuss Black motherhood, what it's like being a Black BCBA mom, and how she changed the game with her YouTube channel, Dom The BCBA Mom.

Dr. Mary Barbera “fell” into the autism world in 1999 when her first-born son, Lucas was diagnosed with autism. Over the past two decades, Mary transformed from a registered nurse and an overwhelmed parent to a Board Certified Behavior Analyst (BCBA) and best-selling author of "The Verbal Behavior Approach: How to Teach Children with Autism and Related Disorders" published in 2007. In her new book, "Turn Autism Around: An Action Guide for Parents of Young Children with Early Signs of Autism" (releasing 3/30/21) as well as in her online courses, Mary teaches her unique step-by-step system to help young children with autism (or signs of autism) to communicate and learn better while reducing or eliminating major problem behaviors. 

Pandemic Whoas got you feeling a bit stressed and unable to self-regulate? Ever feel helpless when you know your first responder has had a bad call? Then this episode is for YOU sis!We had the immense pleasure of sitting down with fellow fire wife and mother of three kiddos, Kristen Jensen to get the skinny on how to help ourselves and our first responders!Kristen is a Board Certified Behavior Analyst (BCBA) and founder of Mind Gym. Kristen specializes in providing behavior analytic services to first responders, fire fighters, police officers and hospital staff. She provides training to departments, hospitals and private organizations in addition to creating STRESS SHEETS for hospitals, fire stations, dispatch call centers and police Departments. More INFO on Kristen:Instagram: @mindgymonline and @firefighterwifelifePurchase Stress Sheets HERE

Yallllll welcome back! Eric and I have known Ross for a few months now, we've been on his podcast (check out Waltz to the Death, with Dylan Ellis) a few times and we're glad to have him on our show this week. Ross is a Board Certified Behavior Analyst (BCBA) and he shares many interesting stories regarding his professional life. Along the way we also ask him personal questions like, Jeans or Khakis, Butter or Jam, and does God exist... you know, standard small talk. Enjoy! --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/joe-von-kennel/support

On this week's Ask Farnoosh, host Farnoosh Torabi responds to audience questions related to the real estate market, specifically in New York City. Will the Big Apple get its groove back in the next year or two? Also: how parenthood can make you more productive at work (and richer), and best ways to save and invest for mid-term goals like buying a car or supporting a relative through college. Co-host Chelsea Silveira Burgos revisits the show. She is an avid So Money listener and personal finance enthusiast pursuing financial independence with her husband and 4-year-old daughter. Chelsea and her family live in California where they own their home, save for retirement and college, and are working toward becoming debt-free. Chelsea is a Board Certified Behavior Analyst (BCBA) and works primarily with children on the Autism spectrum. She is an adjunct instructor for her online grad program and has a private tutoring client who connected with Chelsea on Instagram after Chelsea was reposted by a few popular accounts in the field of ABA.

Welcome to the Jess talks ABA podcast, with me...I'm Jess! I'm a Board Certified Behavior Analyst (BCBA) who is still learning more about Applied Behavior Analysis (ABA) every day. In each episode I will cover topics such as how to start preparing to take "the exam", data collection, how to tell the difference between negative reinforcement and punishment and everything in between. Join me as I try to unravel common topics of ABA one episode at a time. Disclaimer: This podcast is not affiliated with the BACB®! I'm just one person doing my best to share the many topics surrounding ABA. --- Send in a voice message: https://anchor.fm/jesstalksaba/message

Alex invites a Board Certified Behavior Analyst (BCBA), Daniel Camarillo, to talk about in home child support for children with autism. They talk about what Applied Behavior Analysis (ABA) is, the benefits it can have for families and children with autism, and how the world of Telehealth is affecting in home child support.   www.thedadchronicle.com   www.bacb.com

Once again from the tack room, in the middle of an Oregon downpour. We share our thoughts on sensory approaches in our field and caution against the implementation of pseudoscience in treatment. Welcome: Shoutouts go out a former supervisor, a new patron, and a newly minted Board Certified Behavior Analyst (BCBA) 11:51 Sam and Eric share their Good, Bad, and the Ugly of the week that was. 31:33 In the Applied Beer Analysis segment: Eric stays local and reviews "Into The Wild IPA", from Vagabond Brewing (Salem, Oregon). 37:27 In Sam's Animal Adventures: Sam talks about bird conspiracies. 41:30 In this week's main topic, we discuss the topic of sensory strategies. Should it be a thing in our field? Is this something we as a field should investigate further? Resources: Don't forget about the The ABA Task Force! Use the link to register for the first meeting of the ABA Task Force to address socially significant behavior change in eradicating social injustices. Sites and Resources to check out: https://adventureswithautism.net/fundraising-efforts To see more information on some of our fundraising efforts Adventures with Autism on Etsy See some staff generated art to support our clients and families. Become a Hops and Hooves Patron Check out our Patreon for exclusive catered content --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/hopsandhooves/support

Tina Patterson has an international certification as a Board Certified Behavior Analyst (BCBA) and US licensure as a Board Certified Behavior Analyst with 25 years of experience working to improve behavior change practices in education, clinical and community programs. She has guided public and private organizations and government agencies in the US and UK with the implementation of research-based behavior change programs to improve daily practices and performance outcomes for individuals with various disabilities. In addition, she has participated in and published several research studies and provided workshops at national and international conferences surrounding topics related to the science of learning and behavior. Where to Find Tina: Facebook: https://www.facebook.com/Clinician-with-a-Mission-Tina-Patterson-BCBA-125468974190101 LinkedIn: https://www.linkedin.com/in/tina-patterson-4b8b076/ Siskin Children’s Institute:  https://www.siskin.org/   All Autism Talk (allautismtalk.com) is sponsored by LEARN Behavioral (learnbehavioral.com).

    During these unprecedented times of both urgency and delay, I'm finding that the ways in which I share relevant information with our audiences depends on the nature of the information that needs to be shared. Nuanced issues in which science and law become inextricably intertwined and live on as continuing issues, whether we're in quarantine or not, remain appropriate for our Patreon patron-supported video channel, The Nexus of Special Education Science and Law, while time-sensitive updates and guidance to our audiences as to how to respond to various developments as they happen are more appropriate for our blog and corresponding podcast, Making Special Education Actually Work.   The reality is that producing the videos are way more involved than producing blog posts and podcasts. If we're going to invest our limited resources into making a video, it has to address an issue that will remain an issue for some time to come and live a long and purposeful life before having to be replaced with a more current version. This is why our most involved video productions are only for our patrons on Patreon.   That's fine for what it is. It's highly technical stuff for a highly technical audience. Similarly, we have a podcast specifically for serious lay advocates to build their representation skills, but that is again highly specialized for a specific audience and patron-supported by its paying subscribers.   For information that is too time-sensitive to take days to be made into a decent video around my busy caseload and needs immediate attention from all our audience members for the sake of the general good, our regular blog posts and podcasts through Making Special Education Actually Work are much faster methods of getting the word out, and a great deal of that content is free. So, with all that in mind, today I find it necessary to use Making Special Education Actually Work serve as our most immediate method of getting the following information to the front lines as soon as possible. Some of my worst fears are being realized across my caseload and, presumably, across the country.   It's necessary for me to remind everybody that special education is individualized to the unique needs of each student. Now, suddenly, hundreds of thousands of special education students have experienced radical changes to their educational programs that each require an individualized response. How they continue to make progress towards their IEP goals while sheltering in place must be individualized just like all the rest of their respective IEPs.   The scope of this issue is unprecedented. Suddenly, every kid in America on an IEP in a quarantined community needs an IEP meeting to modify their respective IEPs to fit the current circumstances. Conforming to the IEP timelines under the circumstances is going to be incredibly challenging for school districts and they may end up engaging in the educational equivalent of triage, figuring out who is at most risk of regression and allocating resources to those students first before moving on to the kids who are likely to recover lost educational benefits by way of compensatory services later on and aren't at risk for as great an amount of regression as those that require the most immediate attention.   Chances are, the kids with the most costly and involved programs are going to be the ones most at risk of regression if their services get interrupted, so starting with those students is probably the most logical place to begin. These are also the cases in which local education agencies are most at risk of doing something that denies a Free and Appropriate Public Education (FAPE), simply because the needs of our most severely impacted students are so significant and any small exclusion can create significant harm, even if accidental.   The most severely impacted students tend to be a relatively small number and figuring out how to deliver individualized services to them that can be reasonably calculated to achieve their respective IEP goals can be resolved first, when the most flexibility among the available resources is necessary. Then, students with less intensive needs can follow, stepping down to the students with the least demanding special education and related service needs at the end of the process.   Trying to shoe-horn a student with severe special needs into a solution using whatever is left over after everyone else has picked the resources clean is discriminatory. Solving the hardest problems first also creates conduits through which other solutions can be implemented, making it easier to solve the more numerous less challenging tasks, and makes them even less challenging to solve. Local education agency dollars previously spent on facilities may need to be reinvested in technology, additional personnel, and plenty of Personal Protective Equipment (PPE), to keep up with the federal mandates to provide a FAPE to every eligible student.   How much leniency the various triers of fact will be willing to give to local education agencies in special education due process hearings and appeals over the two years that follow this pandemic will depend on the unique factors of each situation, including the reasons for any delays that occurred, as well as the unique needs of the student for which individualized responses were necessary but for which resources were not readily available. Regardless of how much leniency is reasonable under the circumstances, the expectation is still that a FAPE will be provided to each eligible student, in accordance with both Section 504 of the Rehabilitation Act, and the Individuals with Disabilities Education Act (IDEA).   Congress did not build any specific contingency plans into the IDEA or Section 504 with respect to implementation during times of emergency, and certainly none that make it acceptable to suspend the protections offered by either Act. There is nothing that says these civil rights laws, or any other civil rights laws that protect people with disabilities, cease to be in force under any circumstances. They are in force at all times, even times such as now.   Anything less is humanity devolving into the Lord of the Flies, and there is absolutely no need for that, but advocates for people with disabilities are having to argue for equality in health care, right now, which is reprehensible! At this moment, the shortages of medical supplies in the areas most severely impacted by COVID-19 are forcing health care providers to decide who lives and who dies, just like in a war zone. The elderly and disabled are the least likely to receive life-saving care, at this point, and it's unacceptable that our health care providers are being put in the position to have to think this way. Whether or not a person has autism should not determine whether or not they receive life-saving care.   We're going to lose tens to hundreds of thousands of Americans unnecessarily because of the poor federal response to this situation since it first began. Disability and/or a complex medical history doesn't automatically make a person unemployed or unemployable. We are losing great minds and true talents to this disease among younger individuals who were compromised by pre-existing conditions. Further, we're losing people of all ages who had no pre-existing conditions at all, making the unfair distribution of resources in favor of those without disabilities even less justified.   The fact that we are having to actively enforce civil rights law through litigation and formal complaints with respect to access to healthcare during a global pandemic is disheartening. It means that, now more than ever, we can't neglect the other areas in which civil rights violations against people with disabilities are also occurring, which includes special education. There has to be a unified voice on behalf of individuals with disabilities across all domains to stand firm on the civil rights protections that are already on the books and expect everybody else to also play by the rules. This is no time for anarchy.   With respect to individualized instruction and specialist services, I have to point out that very few students with significant special needs are going to benefit from online instruction. As medical supply production starts to ramp up, now that various industries are retooling their assembly lines to produce enough masks, gowns, latex gloves, etc., to keep all necessary personnel adequately protected and safe, it's going to have to be accepted as fact that some students simply require in-person services in order to receive educational benefits under the current circumstances, and the staffs who need to provide such in-person services will require adequate protection to stay well and prevent the spread of disease.   Given the immediate shortage of PPE, it's understandable that this time right now can probably best be used to lay the administrative foundation for how in-person special education services will be deployed once the protective equipment becomes available. But, it also means that many students will be due compensatory service minutes for any time lost, particularly if they are already showing signs of regression by the time in-person services finally start.   Given that states are deciding to close down their schools through the end of the Summer 2020 break and start again in the Fall of 2020, this is going to be a long-term temporary period of interim special education and related services that will have to be tailored to each individual student affected, just as it was supposed to have been done for each student in their normal school settings. If school districts move quickly and strategically enough, they can get something in place and make up lost service minutes before way too many compensatory service minutes are owed to each student.   The good news is that the only things that should have to be changed, provided the goals already tackle every area of unique student learning need and are written in a measurable manner, are services and placement. The goals shouldn't change. The learning outcomes that the IEP has been pursuing shouldn't suddenly become inappropriate because of a forced change in placement in response to a national emergency. The quarantine has nothing to do with whether a student's IEP goals target appropriate learning outcomes.   If you are a parent doing an IEP meeting (by phone or video conference, please!) and somebody from the school suggests eliminating a goal or putting it on hold, don't go for it. Your child didn't suddenly experience a reduction in the need to learn what that goal targeted. If they're trying to get rid of it, it's because they are struggling to come up with an inexpensive way to teach or provide therapy to it and they don't want to have to pay what it's going to cost to legitimately pursue it, which is not cool. It's also totally unlawful.   It is my sincere hope that public education agencies will respond to the needs of their special education students timely enough to prevent regression and the need for compensatory services as much as possible. The faster and smarter they move on this, the less responsible for compensatory education they will be. If the education agencies go straight to each child's IEP goals and ask, “Given the limitations with which we are currently faced, what services are going to have to be delivered either in home or in some other 1:1 instructional situation in order to still see these goals met?” they'll cut to the chase and be as efficient as anyone can be under the circumstances.   IEP teams don't have to start over at the beginning. They just have to go back to the point where they are trying to decide what services are necessary to meet the goals and how they can be delivered in the placement options currently available. When this conversation was last had for each student on an IEP, the placement options were more plentiful, so that conversation fit what was then the context. But, the context has now changed, so IEP teams need to return to the services and placement portion of the IEP process to address the fact that placement options are now very limited and a fair amount of creativity is going to be needed to work around the limitations that are now imposed by this quarantine.   The current situation also requires school nurses to come up with health care plans to go into each student's IEP and tailor them on a case-by-case basis for students with unique needs that may require hands-on support for medical equipment, physical positioning, hand-over-hand instruction, and other close contact instructional methods and support services for which PPE will be critically necessary. It is important to include guidance to anyone having to implement an IEP in person as to how to conform to appropriate safety practices in the health care plan section of each special education student's IEP.   Now is the time for strategic thinking. It's all hands on deck for those of us who have critical thinking and problem-solving skills, and some of us are way better at things like that than others. I gladly defer to those who can understand things that are way beyond me, like sophisticated mathematical models. We need to defer to those who come up with the most effective and efficient methods of meeting public agency obligations regardless of their titles or training. We need to be working collaboratively rather than competitively. All of us who are trying to make public education work, regardless of the roles we each individually play, have to keep the timbers of the system from being rent apart, right now.   I know one of my students is, thankfully, already receiving in-home instruction from a credentialed special education teacher supported by a Board Certified Behavior Analyst (BCBA) for three hours a day, using safety protocols as per the Centers for Disease Control (CDC). However, I also know another one of my students is sitting at home having one meltdown after another while her mother pointlessly tries to access Google Classroom in the absence of any special education instructional or behavioral support services.   These students need specialist supports and services from experts with advanced degrees. Almost no parents knows how to deliver this kind of highly specialized instruction. When it comes to specialist-provided related services, like speech/language services or occupational therapy (OT), parents are even more at a loss.   The educational needs of most special education students, because of their increased risk of regression during lengthy breaks from effective instruction, are as significant to their development as is their medical health. Particularly when you are talking about students with developmental disabilities, disruptions in routines and services are likely to lead to educational losses that will take time to recoup; the longer the period of disruption, the longer the period of recoupment.   Recoupment comes at the cost of new learning. Time spent relearning lost knowledge is time not spent learning new information. Regression and recoupment always mean a student falling even more behind same-grade peers, even after lost learning is recovered. Further, developmental windows of childhood development narrow and close as time goes on. When children miss developmental milestones because they are kept in deprived environments, it stunts their developmental growth and it is very difficult to overcome the knowledge deficits later in life.   There are adults everywhere today who are maxed out at Concrete Operations, according to Piaget's Stages of Cognitive Development, and that's enough to get them by for the most part, but they don't understand big picture concepts and tend to subscribe to magical thinking when it comes to things they can't deduce from direct observation of physical objects and phenomenon.   Adults like these may be very accomplished at things that involve the manipulation of tangible items, such as using tools to make and/or repair things, or representations of tangible items, such as visual computer models. But, try to get them to explain the differences between democracy and fascism, or love and need, and they can't do it. These are abstract concepts that require a fully functional pre-frontal cortex, which they don't have.   And, that is the kind of thing that has me worried about all the students doing some kind of home school thing during this quarantine. We have inexpert parents, the older bunch of which were raised during a time prior to the Common Core and without the types of cognitive stimulation that come with it.   I'm middle aged and I can remember that, in my early adult years, adult literacy was still a big deal. Illiterate but employed adults bemoaned the idea of employers requiring a high school diploma for a job like carpenter, cook, truck driver, or factory worker, which were the types of jobs that large numbers of Americans were pursuing and occupying at the time. A high school drop out could make a truly comfortable living plucking chickens at the local chicken plant, back when I was a teenager and young adult, especially if working the graveyard shift. That was $20 per hour back in the late 1980s.   So, when I say that there are parents out there who are ill-equipped to home school their children right now, I'm not just whistlin' “Dixie.” There are still a fair number of people my age or close to it who grew up surrounded by adults with a gross under-appreciation of the value of education and now have school age kids or grand-kids for whom they are responsible. They may appreciate the value of a good education, but since they never got one, they don't have the knowledge necessary to home-school their children.   And, that doesn't even begin to take into account all of the dysfunctional parents with actively manifesting mental health issues, which can include drug and alcohol addiction, who are now stuck at home with their poor kids and expected to teach them skills they never mastered, themselves. How many of them are actively using in front of their kids to deal with the stress of this situation? How many of them have lost income because of the current circumstances, can't afford to re-up, and are now experiencing withdrawals while stuck at home with their kids?   You add special needs on top of an already weak family system and then put that family unit through a quarantine made necessary by a global pandemic, and something bad is bound to happen. For a lot of these families, their kids going to school every day is good for everybody involved. It gets the kids away from toxic adult behaviors and around more appropriate role models during the majority of their waking hours, while giving their parents a break that can facilitate peaceable interactions later when the whole family unit is together. For those kids from difficult situations at home who also have special needs, school-based specialist services and individualized instruction can be their lifeline to a better future and they need that lifeline now more than ever.   To the degree parents can be effective parts of an IEP implementation team under the current circumstances, parent counseling and training as related services are going to become increasingly necessary. Whether it's done online, in person, or a hybrid delivery model of both, the parent has to be trained on how to implement those portions of the IEP for which he/she can assume responsibility during quarantine, which is an IEP team decision. 34 CFR Sec. 300.34 lists parent counseling and training as a related service that can be provided by an IEP.   Qualified personnel will have to make up the balance of the IEP services that cannot be delivered by a parent in consultation with special education and related service personnel. It is not educationally appropriate to delegate 100% of the implementation of an IEP to an inexpert parent. Specialist personnel are still required in some capacity and that has to be determined on a student-by-student basis, just as with any other aspect of an IEP.   While the IDEA does not include a contingency plan specifically for pandemics, it does have rules that provide structure as to the outcomes public agencies are expected to achieve and the mechanisms by which they can be achieved, even as they adapt to ever-changing situations. Public education agencies are just having to rely on these rules and tools to respond in a way never before anticipated. The fact that we can keep these institutions going under the current circumstances speaks to the construction of the enforceable laws, the tenacity of the American people, and the collective belief of our majority in preserving our institutions.   This is not the worst that things could be, as bad as it is for some people, right now. The majority of us will survive the virus, though those of us who survive are likely to lose people we know before it's over. It's up to those of us who are not willing to descend into anarchy to continue enforcing the laws that make us who we are, even under these distressing circumstances. We're needed now more than ever. Human lives, whether they are disabled or not, are worth more than money, and we need to make sure that message remains resoundingly clear in the times ahead to come.

        Prior Written Notice (PWN) pursuant to 34 CFR Sec. 300.503 gets a fair amount of general discussion among special education stake-holders, but, in today's post/podcast, I want to look at it more in-depth. Today's discussion looks more closely at the regulatory requirements and the types of special education contexts in which PWN becomes necessary.   I pulled a couple of examples from old case files that I can use to illustrate a number of points. These are old, closed cases from school districts where I currently have no active casework that happened years ago, but one of them involves bad players that I know are still out there.   The first one involved a student of an independent study charter school that had contracted with a third-party provider to deliver its special education and related services. Charter schools are often the worst at special education compliance, and online and independent study charters are usually the worst of the worst; for more information about that, see our prior post, "California Charter Schools & Special Education." This case was no exception.   To put this example PWN into context, first I have to explain what was going on at the time. Our autistic student with high cognition also had debilitating anxiety that, combined with his autistic perseverative thoughts, could spiral his behaviors out of control, requiring intensive Board Certified Behavior Analyst (BCBA) services.   This student also needed interventions to address his anxiety, for which the parents, through me as their advocate from our agency, had requested a referral for a mental health evaluation as part of the IEP process. At the time, what we were requesting was provided by the local County Behavioral Health (CBH) agency under contract with the local Special Education Local Plan Area (SELPA), of which the chartering school district was a member.   So, while we were requesting a referral to the local CBH, it was under the auspices of an IEP-related assessment for the determination of IEP goals and services. In response, the third party special education contractor, using the local SELPA's PWN form, replied with the following:   Description of action proposed or refused by district: In a letter dated [DATE] and received by the charter on [DATE] the parents requested the school refer [STUDENT] to [CBH] Explanation of reason for proposal or refusal: Parents can make individual referrals themselves without the involvement of the school.   The PWN goes on to explain how parents can make their own community-based referral outside of the IEP process to the local CBH. In an effort to try and make it look like it was complying with the law by replying with official forms and filling in the blanks with words, what the charter's third-party contractor actually did was commit a substantive violation of a Free and Appropriate Public Education (FAPE).   First of all, the request was for an IEP-related mental health evaluation and possible IEP goals and services. Going through the community-based referral process does not tie any mental health services provided to IEP goals and the delivery of a FAPE. Regardless of what our student may have or have not received by way of community-based mental health supports, none of that alleviated the IEP team from the mandated responsibilities of assessing for and providing any needed special education-related mental health services.   Further, the charter's response on official SELPA forms was issued by its third-party contractor, which had no direct legal obligation to our student to offer and deliver a FAPE. The third-party contractor issued PWN on behalf of the charter, which was supposed to be acting on behalf of its chartering district, the latter of which being the entity that was actually legally responsible for FAPE but had no idea any of this was going on.   What this was really about was the charter's third-party contractor not wanting any other entities involved over which it couldn't exercise any kind of control. Because CBH would have been directly funded by SELPA and the State, the charter's third-party special education contractor couldn't lord payment over its head to control how it conducted itself like it did with its contracted teaching personnel and service providers.   If anything, it put the third-party contractor's questionable conduct in the path of scrutiny to have an outside agency like the local CBH get involved. The third-party contractor denied the referral and pushed it back onto the parents in order to prevent CBH from becoming part of this student's IEP and implementation teams. It was out of fear of accountability that the third-party contractor denied the referral and pushed it back onto the parents to pursue through community-based resources outside of the IEP process.   Measurable annual mental health IEP goals with the local CBH as the responsible provider would have likely meant CBH personnel in the home, where additional special education services of all kinds were needed but not being provided. Having CBH come on board to provide mental health services under this student's IEP would have created outside, impartial witnesses to all of the other special education violations going on with this student's case at the hands of the charter's third-party contractor.   Adding CBH to this student's IEP would have made the chartering district answerable for making sure the mental health goals were implemented as written, which would have required CBH to actually do its job, putting the third-party contractor's scam operation at risk of exposure. Needless to say, this case ultimately went to a lawyer who filed for due process, the matter settled, and I can't talk about what happened after that.   Prior to and at the time of settlement, this kid was in no way ready to enter the brick-and-mortar school setting, which is far less restrictive than being educated at home. This was one of those situations where the independent studies charter school kept insisting that the student's living room was the general education setting because that's how it was for all of their students, without regard for the fact that the only reason his living room was the Least Restrictive Environment (LRE) for him was because he couldn't handle a traditional classroom.   If this student had been enrolled in a traditional school district at the time, but still was receiving instruction at home, it would have been regarded as one of the most restrictive placement options possible. His in-home placement was light years from a general education classroom in a brick-and-mortar setting, which everybody knew he couldn't handle. It was a technicality that in-home instruction was the norm for independent studies charters, such as his. His situation wasn't about family educational choice; it was about individual educational need.   Educating him at home was an accommodation. His parents would have preferred to send him to school, in all honesty, but they made the choice to home-school because of his demanding special needs. He needed intensive autism and mental health services to get to the point where he was able to access the world outside his home with success.   The charter was effectively trying to turn him into a well-educated hermit, which often seems to be the case with students with these types of needs in independent study programs. Bringing the instruction to students who are challenged to function successfully outside of the home may seem to be prudent, but if it doesn't include related services meant to increase the student's independence and access to less restrictive learning environments, it's not a FAPE.   Preventing the provision of such services in order to avoid accountability is a despicable breach of ethics, as well as a monstrous denial of FAPE. First, in this case, the denial to refer for IEP-related mental health services as requested by the parents interfered with meaningful parent participation in the IEP process, in addition to violating procedure with respect to referrals for evaluations and reevaluations.   Secondly, it denied a FAPE because it meant the student's IEP was informed by insufficient assessment data. As a matter of FAPE, the student had a federally protected right to assessment in all areas of suspected disability and learning need. That right was denied when the charter's contractor chose to deny the mental health assessment referral and push the burden back onto the parents to pursue through community-based resources unrelated to the IEP process.   Further, the contractor's efforts to circumvent the IEP process not only undermined meaningful parent participation in the IEP process as promised by federal law, it also meant that the student's IEP was not reasonably calculated to render meaningful educational benefits in all areas of unique student need, which also denied a FAPE. As such, the student was being deprived of meaningful educational benefits in the areas of mental and emotional health, which was negatively impacting his behavior and, thus, access to education, which also denied a FAPE.   So, just on the basis of this misuse of an official PWN form, the charter's third-party contractor made the record of its efforts to circumvent the IEP process, indirectly on behalf of its charter school client's chartering district, thereby denying a FAPE in at least four different ways:   Denial of meaningful parent participation in the IEP process Failure to assess in all areas of suspected disability Failure to design IEPs that are reasonably calculated to render meaningful educational benefits in all areas of unique student need Failure to deliver meaningful educational benefits in all areas of unique student need   The point I want to get across is that, just because you get a PWN on official paperwork, it doesn't mean the education agency has actually followed the law. It's not just the matter of complying with procedure by sending something out titled "Prior Written Notice." What is written in the notice matters, and is regulated by federal law.   In my second example, also from years ago, and also ultimately settled after the family brought in an attorney, the situation was different. Our student had lived with his parents in the attendance area of a school district near the Southern border of California. Shortly before I became involved, this child's mother had passed away, leaving his father alone to provide all of the in-home support his autistic son with demanding needs required while holding down a job as a traveling engineer.   As difficult as it was, the most sensible thing to do under the circumstances was for the student to live most of the week with his grandmother in another community far to the north in the San Joaquin Valley. The student's grandmother, his late mother's mother, was available to be a full-time primary caregiver and his uncle, his late mother's brother, was available to help with any kind of important decision-making, such as with IEPs and regional center services. The student's father shared his educational decision-making authority with his mother-in-law and brother-in-law so that they could take on these serious responsibilities.   In anticipation of the student moving to his grandmother's and becoming a student of the local school district, his uncle went to enroll him and shared with the District the student's IEP. The IEP from his incoming school district included a significant amount of Non-Public Agency (NPA) services that were provided during and outside of the school day because of the intensity of the student's needs.   These services were not typical for most IEPs, but IEPs are supposed to be individualized. Based on the evidence it had at the time, the IEP team at his previous school district had determined that these services were necessary based on his unique circumstances to provide him with a FAPE.   The receiving school district nearly had a fit when it saw this student's incoming IEP. It utilized every procedural tactic at its disposal to argue that it didn't have to implement the incoming IEP as written. That's one of the issues that was addressed by the settlement, so I can't talk about it, here, which is a bummer because the legal arguments around this issue were total fireworks.   The bigger point that almost got lost over the arguments over procedure, which was likely the District's intent by arguing over procedure, was what the student substantively required as a matter of FAPE. The receiving school district simply had no intention of paying for NPA services and insisted on stripping out all of the individualized supports described by the student's IEP, which had him placed in a general education setting with age-typical language and behavior models, and placing him in a Special Day Class (SDC) for students with autism.   This student was mainstreamed with a 1:1 NPA behavior aide to keep him involved in the instruction and facilitate his language, social, and classroom behavior skills development. The receiving school district proposed to put him in a full-time classroom filled with other students with needs like his own and no models of age-typical language and behavior. He was being successful in his previous placement with the configuration of services described by his IEP.   The receiving school district had never met the student, much less assessed him, and therefore had no educational or legal basis to place him in a more restrictive setting. Regardless of whether procedure required the receiving school district to implement the incoming IEP as written or not, it was still obligated to offer and provide a substantively appropriate FAPE. It had no data to inform its offer of services and placement, and certainly nothing that suggested his needs had changed such that a more restrictive placement was educationally necessary.   After articulating the request for the receiving school district to implement the incoming IEP as written, this was the District's response, crafted with the assistance of its attorney, as I understand it:   Description of the Action Proposed or Refused by the District   The [District] and [County Office of Education (COE)] are refusing to provide BCBA supervision of the BIP dated [Date]. The District and [COE] are denying the request for 1:1 instructional aide support to be provided by a NPA. The District and [COE] are also denying in home support, parent training, and direct speech and language services provided in the home. The District and [COE] continue to offer a [COE] operated special day classroom located at [Campus] as an interim placement for 30 days ...   Explanation Why the District Proposes or Refuses to Take Action   ... you requested that [Student] be provided with a BCBA to oversee the BIP. The District and [COE] offered 60 minutes per month of consult behavior intervention services to address the implementation and training of the BIP ... to be provided by a [COE] program specialist with ... required training for Functional Behavioral Assessments (FBA) and BIP ... the District and [COE] feel that the program specialist would be able to implement the strategies and recommendations of the BIP.   ... you requested that a NPA provide the direct 1:1 instructional aide services. At the meetings, you indicated that the NPA instructional aide is essential to the successful implementation of the current IEP. The District and [COE] recommend intensive individualized services daily ... Intensive individualized services are provided by [COE] instructional aides ... The District and [COE] feel that [COE's] trainings, in addition to the support and oversight provided by the program specialist, provide enough knowledge for [COE] to successfully support [Student] and fully implement the current IEP.   The District and [COE] are refusing to provide these additional services and continue to recommend 360 minutes per month of direct speech and language services and 30 minutes per month of consult speech and language services. Given that the in home services that are being requested are now embedded in the categorical program in a way that his prior placement in a non-categorical program did not provide, in home services are not needed.   So, that's a lot, but here again is an example of a school district complying with procedure by sending a PWN, but, in doing so, making the record regarding its substantive denials of a FAPE. As stated previously, the receiving school district had conducted absolutely no assessments that indicated that this student needed to be placed in an SDC instead of supported in general education with push-in supports. This was an LRE case.   Basically, what the receiving school district was doing was making a placement decision on the basis of what it was willing to spend rather than what was necessary to educate the student in the LRE. The only guidance it had as to what the student required was the incoming IEP. It had no idea whether what it was offering as a 30-day interim placement would completely derail this kid or not (which it would have).   The language that jumped out at me that really chapped my hide were the statements about what "the District and [COE] feel" is best in the absence of any evidence. Basically, this was the District and COE admitting to basing their decisions on opinions rather than the facts that the regulations require.   It's a violation of both the IDEA and Section 504 of the Rehabilitation Act to to change the type of placement a student with disabilities receives without first assessing to determine that student's current placement needs. Placement decisions are based on what is the LRE in which the services can be rendered such that the goals are met. There was no data demonstrating that an SDC placement was suddenly the LRE for our student, after he had been successfully placed in general education with push-in supports under the IEP he already had.   Like I said, this case was ultimately settled and it happened several years ago. But, these kinds of things continue to go on all the time. I'm only citing old cases, here, because I don't want to talk about anything currently being litigated or potentially litigated. The regulations for PWN have been the same for a long, long time, so there's not some recent change in the law that would make older cases irrelevant.   As a parent, if you get a PWN in the mail denying a request you've made, don't assume that the explanation you're being given is a good one. Just because it's on official letterhead or official form doesn't automatically make it proper.   Really, it all boils down to 34 CFR Sec. 300.503(b)(2), which requires any PWN to include, "An explanation of why the agency proposes or refuses to take the action." The explanation as to why a parent request is being denied better be a good one, or all the District accomplishes is using a procedural requirement to document its substantive denials of a FAPE on the record. If that's the case, it's evidence that parents can use in due process to achieve appropriate educational outcomes for their children with special needs.

Sometimes when you aren’t invited to the table, you create your own! And we did just that! This panel is a candid conversation with field and thought leaders in the behavior analysis. Each person presented their own unique story and thoughts surrounding issues of diversity in ABA. About our esteemed Panelists: Jada D. Tucker, M.Ed., BCBA, LBA: Jada is a motivated BCBA who is licensed to practice in Maryland. Jada began working in the field of Applied Behavior Analysis in 2009 at Kennedy Krieger Institute in Baltimore, MD on the Neurobehavioral Unit. Meka N. McCammon, M.Ed., BCBA: Meka McCammon began her career in Applied Behavior Analysis in 2007. She completed her master’s degree in Curriculum & Instruction and Applied Behavior Analysis for Arizona State University and obtained the BCBA credential in 2013. She has 13 years of experience working with children with autism and other developmental disorders. Robin Williams, MS, BCBA: Robin earned her B.S. in Psychology at the University of Central Florida & an additional B.S. and M.S. in Exceptional Education at Florida State University. Robin has worked in a variety of roles, teaching & providing technical assistance and coaching educators of students with disabilities ages 3 - 22. She is also a Board Certified Behavior Analyst (BCBA), who has built her own private practice over the last 16 years. Shawn Thomas Capell, MS., BCBA., LBA,: Mr. Capell currently holds the position of Regional Board-Certified Behavior Analyst® (BCBA®) for the Northern New Jersey Region of Devereux Advanced Behavioral Health. Devereux Advanced Behavioral Health is a human services organization dedicated to changing the lives by unlocking and nurturing human potential for people living with emotional, behavioral, or cognitive differences. In addition to his current full-time position Mr. Capell is the Owner and Clinical Director of Covenant 15:16 LLC, an agency based from the principles of Applied Behavior Analysis. We hope that you enjoy the conversation, as much as we enjoyed recording it. Please follow us on FB @BeautifulHumansCast or IG @BeautifulHumansChange Join our Patreon: www.Patreon.com/beautifulhumans

Shawna Adams is a Board Certified Behavior Analyst (BCBA) and is an Applied Behavior Analysis (ABA) specialist. She has worked with children with Autism in the home, clinic, and school settings. Starting in her second year of graduate school, she began working with individuals through the child welfare system by teaching parenting behavior management classes as well as assisting with in-home behavior management for foster, adoptive, and biological families. She received her degrees of Bachelor of Science in Psychology and Master of Psychology from Florida State University. Her work touches on how to motivate children to perform desirable behavior and affect some change in the environment to help anyone struggling with behavior. In this interview, Shawna has explained how to get kids to listen from a behavioural standpoint and gave simple tips for parents on how to use reinforcers and consequences. You may find Shawna's office at https://www.carolinabehavioralspecialists.com/ Thanks for dropping by. For comments/questions/concerns, you may contact the host, James Deas, at james@gettingkidstolisten.com.

Laura Lynn LaPointe is a wife, mother of one son, Board Certified Behavior Analyst (BCBA), and entrepreneur! She obtained her Bachelor of Arts in Psychology & Theology in 2011 from Benedictine College and spent three summers working for Children's Mercy Hospital (Kansas City, Missouri) for the Summer Treatment Program for children with ADHD. It was at the Summer Treatment Program where she fell in LOVE with training parents on effective behavioral strategies and working with children who exhibit behavioral issues. After working for a private school for two years, Laura Lynn returned to the classroom to pursue a graduate degree in Applied Behavior Analysis (ABA). Laura Lynn earned a Masters of Science in Applied Behavior Analysis and Developmental Disabilities from Auburn University (Auburn, Alabama) and became a Board Certified Behavior Analyst (BCBA) in 2015. Laura Lynn currently hosts The Parenting Clubhouse Podcast and runs an online parenting membership site to educate and train parents on effective behavioral strategies. Today she comes on the podcast to share some common strategies parents can use to manage and navigate their child’s behavior because let's face it at some point or another we will face behavior issues during our parenting journey!For more information on Laura Lynn and her work you can find her at www.lauralynnpointe.com for information on her parenting site check out our blog at www.raisingapowerfulgirl.com/blog You can also find information inside of our private Facebook​ group “Moms Raising Powerful Girls”To find out more about how to empower the girl in your life please visit www.EmpoweredGirlMovement. com we look forward to seeing you there!

Criminal Behaviorology Title: 51 School Attacks Averted! Frank Straub has been in law enforcement for decades. He has been an advisor to West Point, Indianapolis Chief of Police, a White Plains, NY, Public Safety Director, an Executive Deputy Inspector General for the Office of the New York State Inspector General, among other things. He is now the Director of Strategic Studies & Center for Mass Violence Response Studies. He has a PhD in Criminal Justice and is now interested in becoming a Board Certified Behavior Analyst (BCBA). He recently wrote “A Comparison of Averted and Completed School Attacks from the Police Foundation Averted School Violence Database,” with psychologist Peter Langman. In this interview Frank discusses the comparison of 51 school attacks averted to those completed. Show Highlights: - Frank Straub’s extensive career in law enforcement and his path to an interest in behavior analysis. - The research that has been done on thwarting school attacks. The distinctions found between the 51 school attacks prevented, and those that were tragically completed. - How reporting on these stories matters and why the focus on victims can be beneficial. - How the monitoring of social media has made a difference. - Operational definition of a school attack and why they are similar to incidents of workplace violence. - Of course, not all school attacks can be prevented. Nonetheless, we look for opportunities to intervene, which can be so important. The 2019 report by Straub and Langman: https://www.avertedschoolviolence.org/wp-content/uploads/2019/04/ASV-A-Comparison-of-Averted-and-Completed-School-Attacks_Final-Report-2019.pdf BARK – Social media monitoring system for parents: https://www.bark.us/ Link to Civilian Response to Active Shooter Events (CRASE) https://www.cityofmadison.com/police/safety/commTrainings/crase.cfm https://www.bark.us/blog/active-shooter-situation-frank-straub/ Webinar on 51 School Attacks Averted Compared to Those Completed (1/22/2019): https://www.nccpsafety.org/training-technical-assistance/webinars/the-importance-of-learning-from-averted-and-completed-school-attacks Look up CrimBehav on Facebook: facebook.com/CrimBehav Criminal Behaviorology on Blogger. Please write a review on any of our podcast sites. Questions, comments, and requests for transcripts to: criminalbehaviorology@gmail.com Thank you for listening. --- Support this podcast: https://anchor.fm/criminalbehaviorology/support

In this episode my guest is wonderful Corey L. Robertson whom I have met at Florida Institute of Technology ABA Program, where he was my co-instructor. From his website (make sure you visit it www.behaviorguy.com) "I worked as an Exceptional Student Education teacher with Orange County Public Schools for four years, teaching elementary and middle school students with varying exceptionalities including emotional difficulties, specific learning disabilities, and mild retardation. In 2002, I began working for Intervention Services, Inc. providing behavior analysis services to typically developed children exhibiting problem behaviors. This consisted of working with parents and teachers to develop and implement effective behavior plans in the settings in which these behaviors occurred. In 2003, I was certified as a Board Certified Associate Behavior Analyst (BCABA). In 2004, I went to work for another agency, Interventions Unlimited, Inc., for the opportunity to work with children and young adults with autism and other developmental delays. A year later, an opportunity to work with one of my FIT professors and mentor led me to Quest, Inc, a company that provides various services to adults and children with disabilities. I worked for Quest from 2005-2009, providing supervision for three BCaBAs, and overseeing behavior plans and skill acquisition programs for four group homes, a vocational center, and clients receiving supported living services in the community. Currently, I am a lead co-instructor for Florida Tech's professional development program in ABA, and also provide supervision privately for those pursuing certification. In 2007, I became certified as a Board Certified Behavior Analyst (BCBA). I am currently a member of the Association for Behavior Analysis International, The Association for Professional Behavior Analysts, and serve on the executive committee for the Florida Association for Behavior Analysis." In this episode Corey talks about Abolishing Operations! References: Corey's website: http://www.behaviorguy.com/Main.html ABA Technologies: https://abatechnologies.com/ FIT: https://www.fit.edu/ WE would love to hear your feedback about this episode! Let us know in comments, emails, regular mails (yes they still work ;) ), Facebook messages or any other way you want!

We're back with all new episodes this fall!Kristi Cortez has a master's degree from the University of North Texas in Behavior Analysis. She is a Board Certified Behavior Analyst (BCBA) and has over 10 years of experience working with children with autism. She also has 7 years of experience as a special education teacher. Kristi is now a BCBA at the Kristin Farmer Autism Center in Denton. Kristi is also married to a firefighter in Lewisville (Ryan), has a son (Lincoln), and just had another little boy this summer.Here are the resources mentioned in this episode:-Ausome Moms -Applied Behavior Analysis (2nd edition) by Cooper, Heron, & Howard

In this episode I talk to Elle Ingarra about her path to becoming a Board Certified Behavior Analyst (BCBA), what a BCBA can do for students, the pros and cons of "behavior/token charts", and why applying reinforcement of behaviors consistently is so important. Elle is an exceptional educator who cares so much for the students she encounters and who has a passion that is contagious! Enjoy!

Dr. Killion stopped by the media room at Converge Autism by Springbrook Behavioral Health to discuss his work as a Board Certified Behavior Analyst and why this field has been his inspiration that continues to this day!Dr. Killion possesses 40 plus years of direct experience with individuals with developmental disabilities including autism. He possesses a B.S. in Speech Pathology with a minor in Psychology, a M.Ed. in Special Education and a PhD in Developmental Psychology. He is a Board Certified Behavior Analyst (BCBA). He is the author of the Functional Independence Skills Handbook or F.I.S.H. Developmental Program.www.mhnrnetwork.com

Melissa holds a Master of Science in Applied Behavior Analysis from Florida Institute of Technology. She has been a Board Certified Behavior Analyst (BCBA) since 2009. She has over 14 years of experience in the field of developmental disabilities and at-risk youth, working with clients across the lifespan. Her areas of clinical expertise include analogue functional analysis,  verbal behavior, and system-wide implementations of applied behavior analysis. Melissa has presented professionally at both national and international conferences, including the Association for Behavior Analysis International. Additionally, Melissa is an active presenter for Parents of Autistic Children (POAC) and Common Ground Parent Support Group, both non-profits that provides free ABA training to parents and educators across New Jersey. She is also passionate about the dissemination of the science of behavior analysis beyond the autism community; and currently serves as the Chair for the Dissemination of Applied Behavior Analysis, a Special Interest Group of the Association for Behavior Analysis International. Melissa is a member of New Jersey Association for Applied Behavior Analysis, Association for Behavior Analysis International, and the Association for Applied Psychophysiology and Biofeedback. www.bedrocknj.org http://aboutbehavior.webs.com/www.nextgenrevolutionsummit.com

Like Autism Live on Facebook at http://facebook.com/autismlive Dr. Linda Copeland, better known as “The Unicorn”, answers viewer questions about treating gut issues, supplements, methyl B12 and more. Dr, Copeland is both a Board Certified Behavior Analyst (BCBA) and a Developmental Pediatrician, hence her nickname, “The Unicorn”. Autism Live is a production of the Center for Autism and Related Disorders (CARD), headquartered in Woodland Hills, California, and with offices throughout, the United States and around the globe. For more information on therapy for autism and other related disorders, visit the CARD website at: http://centerforautism.com

Episode #42 Running Time: 1:18:09 Podcast relevance: Professionals and Consumers   In this episode, R. Trent Codd, III, Ed.S. interviews Tom Dozier, BCBA about Misophonia. In this episode they discuss: The diagnosis and treatment of Misophonia The history of this disorder How Misophonic symptoms differ from the sensitivities present in persons on the Autism Spectrum Resources for professionals and consumers, including websites and apps Tom Dozier, BCBA Biography Thomas H. Dozier is a Board Certified Behavior Analyst (BCBA). Tom has researched misophonia and worked to develop treatments since 2012, and he has shown that Misophonia includes an acquired physical reflex to the trigger sounds which causes extreme emotions of rage and disgust (a conditioned emotional response).       He developed the Neural Repatterning Technique and the Misophonia Trigger Tamer app to deliver this treatment.  Tom is the director of the Misophonia Treatment Institute, which promotes misophonia research, treatment, and awareness.  He received a Master of Science in Behavior Analysis and the Family from California State University, Stanislaus.     His primary career focus was parenting and parenting skills (see 3LParenting.com, guaranteedpt.com, or LDSParentCoach.org, but Tom became interested in misophonia because he worked with parents of children with misophonia.  He also realized that his adult daughter and one grandchild had misophonia.    Tom is the author of Understanding and Overcoming Misophonia, A Conditioned Aversive Reflex Disorder and had three published journal articles on misophonia in 2015.   Episode-Related Links   Websites:   Misophoniatreatment.com   Misophoniainstitute.org   Apps:   Misophonia Reflex Finder (available on Android and Apple devices)   Misophonia Trigger Tamer (available on Android and Apple devices)   Visual Trigger Tamer (Android only currently, but Apple devices in the works)      

I REALLY ENJOYED THIS EPISODE WITH JESSICA. https://theblondebehavioranalyst.com/ https://www.instagram.com/theblondebehavioranalyst/ Jessica is a Board Certified Behavior Analyst (BCBA) with two Masters degrees; one in Applied Behavior Analysis from Ball State University, a second in Criminal Justice from John Jay College in New York City. Jessica has served families, children, and adolescents in the home, clinic, public/private schools, and residential psychiatric hospital settings. Jessica helped create and scale several ABA companies for others in the past before pursuing entrepreneurship. Jessica has trained, coached, and mentored BCBAs and BCaBAs across the years and has extensive experience providing 1:1 and group supervision for those pursuing a career in ABA. BEHAVIOR ANALYST FOR WOMEN, HUMAN BEHAVIOR, BEHAVIOR ANALYST FOR ENTREPRENEURS, MENTAL HEALTH TIPS MENTAL HEALTH FOR WOMEN HOW TO MANAGE YOUR BUSINESS BETTER PSYCHOLOGY ORGANIZATIONAL BEHAVIOR HOW TO GET GOOD EMPLOYEES HOW TO ADJUST YOUR MINDSET HOW TO IMPROVE YOUR BUSINESS FEMALE ENTREPRENEURS WOMEN ENTREPRENEURS HOW TO DEAL WITH CO WORKERS HOW TO GROW YOUR BRAND HOW TO IMPROVE YOUR QUALITY OF LIFE HOW TO KNOW YOUR PURPOSE FOCUS GROUPS BEHAVIOR ANALYST FOR WOMEN, HUMAN BEHAVIOR, BEHAVIOR ANALYST FOR ENTREPRENEURS, MENTAL HEALTH TIPS BEHAVIOR ANALYST FOR WOMEN, HUMAN BEHAVIOR, BEHAVIOR ANALYST FOR ENTREPRENEURS, MENTAL HEALTH TIPS HOW TO BOOST PRODUCTIVITY IN YOUR EMPLOYEES BEHAVIOR ANALYST FOR WOMEN, HUMAN BEHAVIOR, BEHAVIOR ANALYST FOR ENTREPRENEURS, MENTAL HEALTH TIPS HOW TO BE EFFICIENT Work it mommy Podcast Topics revolve around parenting for all stages and ages, children's and women's health, life balance, nutrition, mental & emotional health for mothers and children, beauty, fashion, business and career development. https://www.instagram.com/workitmommypodcast/ https://www.youtube.com/channel/UCZCTvs_Zjmtk3OXKbm01T4Q/ https://workitmommy.com/ https://www.facebook.com/Work-it-Mommy-Podcast-101850135000021 https://music.amazon.com/podcasts/defb3b0b-33b6-4160-b000-e6286130da8f/WORK-IT-MOMMY https://podcasts.apple.com/us/podcast/work-it-mommy/id1535894042 https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5yZWRjaXJjbGUuY29tLzU3MWI3YjY2LTc5OGItNGZkMy1iYTc3LTgxMmY1YWMzNDAxZA== Mildly comedic podcast encouraging mom's to be the best mom ever and most importantly maintain our sanity while you do it! How to stay balanced. How to instill positive qualities in your child. Life balance. Time saver tips. How to overcome challenges at every age. How to maintain your glam while being a mother. Wide range of topics in parenting, nutrition, product reviews, childhood development, pregnancy, newborns, toddlers, young kids & teens. Delivered in a no frills tell it like it is manner. Solo episodes, group discussions and interviews. https://www.instagram.com/workitmommypodcast/ https://www.youtube.com/channel/UCZCTvs_Zjmtk3OXKbm01T4Q/ https://workitmommy.com/ https://www.facebook.com/Work-it-Mommy-Podcast-101850135000021 https://workitmommypodcast.medium.com/ https://music.amazon.com/podcasts/defb3b0b-33b6-4160-b000-e6286130da8f/WORK-IT-MOMMY https://podcasts.apple.com/us/podcast/work-it-mommy/id1535894042 https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5yZWRjaXJjbGUuY29tLzU3MWI3YjY2LTc5OGItNGZkMy1iYTc3LTgxMmY1YWMzNDAxZA== https://www.pandora.com/podcast/work-it-mommy-podcast/PC:51918?part=PC:51918&corr=podcast_organic_external_site&TID=Brand:POC:PC51918:podcast_organic_external_site https://radiopublic.com/work-it-mommy-G2e2m0 https://open.spotify.com/show/1ZsSYsOBB1ODoZl9wIfqLb https://www.stitcher.com/show/work-it-mommy https://redcircle.com/shows/work-it-mommy https://www.pinterest.com/workitm/work-it-mom-mom-tips-and-motivation-for-all-ages/ https://workitmommypodcast.blogspot.com/ https://www.reddit.com/user/WORKITMOMMYPODCAST mommy podcast parenting podcast parenting tips motherhood mom hacks millennial mom parenting tips mom life mommy life millennial mom first time mom toddler mom toddler tips potty training girl mom glam mom mom of multiples kids new mom newborn baby toddler mommy fashion Co parenting mommy routine family routine bed time routine mommy must haves mommy time savers meal prep mom advise mom motivation self care for moms parenting youtube channel new mom youtube channel mom youtubers mom youtuber scary mommy podcast for moms mommy needs vodka very well family todays parent mompreneur mom entrepreneur single mom co parenting parenting motivation parenting encouragement nursing postpartum care pregnancy breastfeeding child nutrition children's nutrition children's mental health Teen health Teen mental health Mom group Baby nutrition Baby products MOMPRENEURS HAIR CARE REVIEWS SKIN CARE REVIEWS MAKEUP REVIEWS BEAUTY REVIEWS KIDS BOOKS REVIEWS NEW PODCAST NEW YOUTUBE channel New youtube channels Podcast guest Be a podcast guest Be on a podcast