Providing 1:1 behavioral intervention therapy to children and youth (3-17) with autism in the classroom setting.

Providing 1:1 early intervention services to infants and toddlers (Birth-3) who have Autism & Down Syndrome in their natural environment, such as their daycare and home setting. 🍎Played & built rapport with birth-3 clients in their natural environment. 🍎Created data sheet and graphs with their objectives. 🍎Made plan revisions to their Behavior Intervention Plan when objectives needed to be mastered or modified. 🍎Collaborated with classroom teacher and BCBA.

• Meet the requirements to provide early intervention services for infants and toddlers to five in the areas of communication, cognition, motor, adaptive (self-help), and social-emotional development for the State of Idaho.• Engaged and played with birth-3 clients with preferred toys. • Utilized basic sign language to help with communication, such as “all done, eat, sit, more, and help). •Administered the Vineland-3 with parents.•Developed the initial Behavior Intervention Plan for clients and made revisions to their Behavior Intervention Plan.•Finalized the Assessment and Clinical Treatment Plan (ACTP).•Completed 6-month reviews for clients based off their graphs with daily data.•Created data sheets and graphs based off the Behavior Intervention Plan for clients.•Observed Birth-3 Clients in their natural environment and completed an ABC Form.•Collaborated weekly with BCBA, Occupational Therapists, Speech-Language Pathologists and parents.

• Provided 1:1 ABA therapy to students with developmental disabilities, such as autism in the classroom setting. • Collected accurate data on all behavior objectives. • Collaborated with BCBA to discuss students strengths and weaknesses. • Made specialized token boards for individual students for reinforcement. • Collaborated with Speech-Language Pathologists and Occupational Therapist weekly. • Created specialized academic material to meet the student where they are at academically. • Collaborated with classroom teacher to make sure my clients needs were being met. • Created Picture Exchange Communication Systems (PECS) for daily schedule, coping strategies visuals, First/Then visuals, and token boards to help with successful transitions during the school day. • Provided client with antecedent interventions such as utilizing choices, timers, token boards and visuals to decrease the occurrence of problem behavior. • Helped client expand their ability to try new foods.

•Provided one-on-one support with students that have developmental disabilities in the classroom setting.•Collaborated with classroom teachers and other school professionals to best meet the needs of the student.•Providing appropriate BI interventions by way of education and training as indicated in the BI implementation and/or Family Training plan.•Strict adherence to the Developmental Disabilities Agency Code of Ethics.•Providing all services in a professional and respectful manner in accordance with Participant Rights and all agency policies and procedures.•Providing evidence-based, or evidence-informed, services and not using behavior management interventions for disciplinary purposes, staff convenience, or as a substitute for needed training programs.•Collecting accurate daily data on all relevant programs.•Maintaining participant files, including completion of progress notes and billing logs on a weekly basis.•Attending weekly staff meetings to discuss the progress of the clients week and to collaborateon strategies or interventions to further their success in all areas of their life.•Complying with the confidentiality policy.

• Provided support to students with developmental disabilities in the classroom setting. • Collaborated with clinical supervisor. • Met weekly with clinical supervisor to discuss client progress for the week. • Took daily “notes” based off their behavior plan. • Communicated with classroom teacher about client academics.