Neurodiversity-Affirming Approach
I believe in a neurodiversity-affirming approach that recognizes and respects the strengths, differences, and unique perspectives of each individual. Every person has intrinsic value, and interventions should honor their identity rather than trying to make them “fit” a neurotypical mold.
At the same time, I believe it is essential to support individuals and families in preparing for real-world experiences and situations. Life often presents challenges that require practical skills, problem-solving, and adaptive strategies. By combining affirmation of neurodiverse traits with thoughtful, skills-based preparation, we can help individuals navigate environments like school, work, and community settings with confidence and resilience.
This approach balances respect for identity with empowerment and aims to provide tools to succeed in daily life while fostering self-understanding, independence, and well-being. Families are active partners in this process, and collaboration ensures that supports are meaningful, individualized, and aligned with each person’s goals.
Co-Occurring Conditions and Autism
Living with autism spectrum disorder (ASD) presents daily challenges, both for the individual and for their loved ones. These challenges can become even more complex when additional conditions are present. Research shows that a significant portion of autistic individuals experience co-occurring psychiatric or behavioral conditions: in one study of children, 71% met criteria for at least one additional disorder, and 41% met criteria for two or more (Simonoff et al., 2008, Journal of the American Academy of Child & Adolescent Psychiatry). Adults with autism also show high rates of co-occurring conditions, including anxiety, depression, ADHD, and other mental health concerns.
I believe that when an individual presents with behaviors or difficulties that may be influenced by co-occurring conditions, it is essential to provide comprehensive and individualized care. This includes evaluating and addressing all contributing factors rather than relying on intervention systems, such as certain applications of Applied Behavior Analysis (ABA), that may be ineffective or counterproductive for children with co-occurring conditions.
Multi-disciplinary collaboration is central to this approach. When families, educators, therapists, and medical providers work together, we can ensure that individuals receive the right supports at the right time. By carefully identifying co-occurring conditions and providing targeted interventions, we can help individuals build meaningful skills, reduce challenges, and achieve the best possible outcomes.
ABA Therapy vs. My Approach
Applied Behavior Analysis (ABA) is a science, not just a therapy, and its principles extend far beyond work with individuals with autism spectrum disorder (ASD). Most families are familiar with ABA because of its widespread use with autistic children, but ABA encompasses a broad range of evidence-based strategies designed to build skills, establish routines, and promote positive behavior.
Typical ABA programs are often high-frequency, technician-delivered services aimed at teaching a broad set of foundational skills. While board-certified behavior analysts (BCBAs) may be involved, most ABA programs are not designed to address substantial problem behaviors, and most BCBAs do not have the requisite training and supervised training experience to do so safely. When intensive programs are applied without careful individualization, particularly for children with co-occurring conditions, there is a risk of burnout, regression, or stagnation. This can even lead to new and more intense problem behavior.
My therapy takes a different, focused approach. It is a collaborative, flexible outpatient service that blends structured, evidence-based strategies from ABA with cognitive and emotional tools from other areas such as cognitive behavioral therapy (CBT). Each plan is tailored to the child’s specific needs and presentations, emphasizing meaningful skill-building while addressing underlying challenges safely and effectively.
I believe that when a child presents with significant problem behaviors, it is essential to rule out contributing conditions and ensure access to the appropriate care. I also believe that ABA can be a valuable tool when implemented correctly by trained professionals, but programs should never be applied to exhaustion or without consideration of the child’s broader needs.
As a BCBA-D with experience teaching graduate-level courses and supervising other behavior analysts, I value collaboration and open communication with ABA providers. My goal is to work alongside families and other professionals to ensure that every intervention is safe, individualized, and aligned with best practices. Together we can support growth, independence, and long-term success.
Supporting Educators, Counselors, and School Psychologists
I believe that teachers, counselors, and school psychologists play a critical role in shaping positive outcomes for students. To succeed, they need access to the right resources, tools, training, guidance, and ongoing support. Providing these elements not only empowers educators to implement effective interventions but also helps ensure that students receive consistent, evidence-based support across environments.
I also believe it is essential to set reasonable expectations and appropriate workloads for school staff. When educators are overextended, even the most well-designed programs can be compromised. Supporting their well-being, professional growth, and ability to focus on high-priority tasks is not just fair, but it directly benefits the students they serve.
By prioritizing collaboration, training, and sustainable workloads, we can create school environments where both educators and students thrive, interventions are applied consistently, and every child has the opportunity to reach their full potential.
Least Restrictive Environments and Interventions
I believe that meaningful positive behavior change should always prioritize growth, independence, and skill development. The most effective interventions begin with the least intrusive strategies, progressing to more structured or intensive approaches only when truly necessary and always guided by careful observation and data.
Every child deserves an evidence-based educational plan that supports skill-building while allowing them to participate as fully as possible in typical settings. Excluding a child from those settings, especially against the wishes of their family, should happen only after all other options have been thoughtfully tried and documented, and only through a transparent, collaborative process.
I believe evidence-based practice is key to protecting children from unnecessary, ineffective, or potentially harmful interventions. By following a structured, data-informed approach, we can ensure that every decision made in a child’s educational journey is purposeful, ethical, and in their best interest.
Commitment to High-Quality Educational Supports
I believe every student has the right to a Free Appropriate Public Education (FAPE) that meets their unique needs. Even in well-intentioned schools, key supports like individualized behavior plans, least restrictive environments, and consistent monitoring may sometimes be overlooked. Families should actively seek clarity about how their child’s needs are being addressed, especially if behavioral challenges have been documented. I believe that any individual that demonstrates significant behaviors in a school system deserves an individualized behavior intervention plan and monitoring efforts that meet the standards of best practice.
Families should never have to navigate these challenges alone. I believe parents and caregivers deserve full transparency and a clear understanding of best practices, so they can actively advocate for their child and ensure supports are implemented effectively.
Students should have access to the least restrictive environments possible, along with evidence-based behavior plans that directly address problem behaviors, teach alternative skills, and promote meaningful growth. Ongoing monitoring and maintenance are essential to make sure interventions remain effective over time.
By centering family knowledge, collaboration, and adherence to best-practice standards, we can ensure students receive the support they need to thrive both academically and socially—without compromising their rights or well-being.
Behavioral Therapy and Medication
I believe every child deserves the opportunity to grow in the least restrictive and most supportive environment possible. Whenever appropriate, I begin with behavioral interventions before considering medication. This ensures we explore approaches that build lasting skills, foster independence, and address the root of the challenge—not just the symptoms.
Medication can be an important and life-changing tool for some children. When it is part of the plan, I believe it should be paired with consistent, targeted behavioral support. This combination not only promotes meaningful growth but also helps prescribing clinicians determine the Lowest Effective Dosage (LED). The LED is the smallest amount of medication needed to achieve the desired benefits. In some cases, this process may even reduce or remove the need for medication over time.
I value collaboration above all. The most effective solutions happen when families, educators, therapists, and medical providers work together toward a shared goal: a child’s long-term well-being. I have been honored to be part of many multidisciplinary teams where this synergy has led to truly life-changing outcomes.
My work is grounded in compassion, respect, and the belief that with the right tools, every child can make meaningful progress.