Detailed Bio
Prior to 2018, I could not transform behaviors in classrooms, nor for individuals in the most meaningful, profound and impactful ways. The experience prior to 2018 is important because I learned and experienced the methods I used - as do others - did not alter individual behaviors, simply put. As an example: a few 8th grade kids who were sent to the 'Dean's office' on a consistent basis with every teacher prior, did not need to be sent again after my intervention. They "misbehaved' with me at first but instead of sending them to the office: I fixed the problem behaviors. After 2018, I never had to send a K-12 student to any office again. I also created this effect that I could not prior, and before my eyes: the happiest kids, happy and **excited** **to learn** and **listen** after 2018. Having them excited to learn was a fairly easy undertaking for me prior to 2018 but I did not know how to 'manage the disruptions and negative behaviors. I can say with confidence many don't! Sending to the office or lunch detention was typical and still is - in most classrooms for most teachers, whether substitute or regular. As a substitute ofcourse: office visits are the norm or calling for help into the room. After 2018, I was able to create this positive learning environment in every room - every last child, even the rebellious ones, listened and were respectful. I can assure you: teachers nor kids K-12 do not experience this phenomenon in all classrooms. I can also provide this specific example: a 6th grade teacher having to stop the class, upset "because they aren't listening." This is not a reflection of the teacher by any means; the phenomenon occurs in any given classroom. But those same kids listened to me (I filled in for) day after day, start to finish and were happy to - and I overcame their tests. There was never a classroom again I didn't experience this. Prior to being trained in Behavior Management, I wasn't aware how to "manage all behavior tests" by kiddos - and trust me, they do test, all teachers experience this. It was an absolute game changer applying my BT training in classrooms- post 2018, "tests" never escalated as they did prior. Ofcourse, teachers are the best and give their all, as I always have but I know for a fact having witnessed many classrooms, my 600 hours of training (*and application) changed every aspect of the classroom for the kids and myself - and in the best and most positive way possible. Kids who listened the whole time, completed every thing, and walked out saying they love me is not something I experienced pre 2018 but it was an every day thing post 2018. I can't stress enough the night and day experience pre and post 2018. I can't stress enough also that the methods I used pre 2018 are typical.
I have applied my BT training since 2018 in countless classrooms, homes, and workplaces and changed the lives of children, parents, and teachers and witnessed life changing effects for the kids and myself. If your child or children are struggling with any behavior concerns: not listening, motivation, tantrums, organization, discipline, any concerns - allow me to try to help you as a "Behavior Coach." I promise results - and back up the promise. There isn't a child or parent I haven't been able to help yet and provide a 360 turnaround for, and these are children who were not assisted in settings one would assume they could be - in classrooms, nor by secondary support services offered. Why am I so amazing? Humbly, it's not me that was born with the magic wand - ABA is amazing. It is its own science and discipline and most are not trained in it nor have worked with it extensively in all possible settings as I have. There is an assumption the principles only apply to children with disabilities/Autism. A general search of Behavior Management (it will be classified under ABA), though helpful, will not yield the answers on targeting specific behaviors, however mild or severe. General and standard guidelines for the classroom are provided instead. This is the magic in my training. Learning (600 hours) from one of the best BCBAs in the field, I applied my knowledge in all settings and individuals with an A-Z range of concerns and found the knowledge I was taught, applied successfully though I adapt my knowledge and implementation to the child's (or adolescent's) needs. I will state, and with care, that many professionals do not have this detailed and specific training since it is a separate discipline and science altogether. What isn't taught in the system is how to transform any and all specific behaviors across the board - hence, a degree or work in Behavior Analysis.
Understandably, classroom management is cake for me because of my training and experience - but what's more important is the fact that I know how to help with individual negative behaviors. If your child acts up and does it again...and again...will you continue the same strategy? Or when you witness a new behavior surface? This is where the science comes into play: you learn the approach which prevents and stops behaviors after they've begun, and so they don't spiral into new ones. Parents who struggle (and even teachers) will often see one behavior stop and another take its place - or of course the same behavior continue because the response, consequence or approach didn't work as thought.
Training and experience in Behavior Analysis is a magic wand that helps me to help you extinguish behaviors and concerns. I can also help you to experience more of the behaviors you do want to see. Again, I have applied my training in every setting, in hundreds of classrooms since 2018, with countless individuals and the effects are usually immediate and long lasting. My experience as well as the students was night and day post 2018.. One of the parents who wrote a testimonial: I took detailed notes on a number of concerns and provided solutions and strategies which resolved everything in a few hours. She will gladly speak to you, as will my other testimonials - to state every strategy I provided worked. Why weren't the concerns fixed in the last year by "professionals in the system she had access to?" She will admit they were not unfortunately.
Because it is a separate discipline and line of work, as stated. Teachers and even Counselors (unless they minored/majored in or obtained a Certificate) are not explicitly trained nor have put that training into practice across all ranges of settings and individuals as I have. Working as a behavior therapist and a teacher, I am qualified to assist you and if, during our free phone consultation, I feel I will not be able to, I will do my best to recommend resources for you. Please see the FAQ for the "Satisfaction Guaranteed" policy and there is one because I am confident I will be able to help you and you will see the same results I've achieved for parents over the years. Your kids will thank you and you will be grateful for the improved relationships with them, as well as the strides they make at home and school - since we addressed and resolved any obstacles and blockages. The consequences and impacts for their futures are too great. I look forward to hearing from you and helping you!
Note also: for more severe behaviors and those in line with severe disabilities and delays which require long term assistance, a BCBA will be required. My goal is to fill in the gap and provide coaching for parents seeing general education classroom kids and adolescents exhibit behaviors in classrooms and the home. I can help with all concerns though I cannot fill in for your current BCBA. Age also is not a factor: I recently provided working solutions for a parent with a 24 year old who doesn't respond to her questions and keeps conversations under a minute. Their relationship has improved and will continue to. I can also provide guidance which is preventative: your home will benefit greatly as will progress in school. Take for example: a 13 year old I helped who started ignoring or talking back and "games on phone" time became a 'daily battle.' I helped to solve the concerns but if you'd like coaching on preventative strategies 'before either happens" : my input, in all likelihood: will be life changing as it will for new and recurring concerns.
This article was just published: where was the help inside the system? Please see my Testimonials page on how I turned lives around (parents and adolescent) undergoing a similar difficulty. Answer: Behavior Analysis is a science taught "outside of the system." Also, if you're wondering if consequences may have helped though the parents didn't use them - you're right but there's more strategies I would have considered and provided for this family. It's also true consequences can sometimes elicit further rebellion or not have the effect you hoped for - as apparent by the fact that the school suspension didn't help. The "what, when, why, how" factors play a major role -as well as ABC Model (ABA), one of numerous tools ABA provides. In any case, there are more tools in the toolbox I would have employed and beyond consequences early on:
https://www.businessinsider.com/thought-talking-fix-my-teens-bad-behavior-i-was-wrong-2025-1
Note- I am versed and knowledgeable in CBT methods. I have also switched from my Education Graduate degree (3.9 GPA 30 semester credits) to one in Behavior Analysis @ Purdue Global. And yes, I currently work as a Behavior Therapist and can provide verification. I can also show - employment as a teacher for 15 years - and that it is my current status. I'm on medical leave waiting to be placed at another school (ROH policy) but may choose to pursue helping families and individuals nationwide/full time instead (as I have been).
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