Applied Behavior Analysis Doctoral Program Student @ Endicott College

BACB, Authorised Continuing Education (ACE) Provider

ABAI Verified Course Sequence Instructor, BCBA 5th Edition

Associate Lecturer, Master of ABA @ Monash Univeristy

Board Certified Behaviour Analyst

Master of Science in Applied Behavior Analysis and Autism @ Russell Sage College

Graduate Certificate in Applied Behaviour Analysis @ Florida Institute of Technology

NDIS Specialist Behaviour Support Practitoner

ABAI Member

ABA practitioner since 2007

ABA practitioner since 2015

Registered Behaviour Technician since 2018

NDIS Registered Behaviour Support Practitioner

Experienced in implementing behaviour analytical services in-home, community, school and preschool setting

Experience in working across age groups, from early intervention to services for young adults

Has successfully implemented interventions to reduce complex behaviours of concern

Has extensive experience in training stakeholders like parents, teachers and other behaviour technicians

Has implemented behaviour analytical procedures relating to daily living skills, community access

Has contributed in the development of behaviour support plans at schools, in-home and community settings.

Incident Register

Conflict of Interest Register

Complaints and Feedback Register

Disaster Management

Risk Management Register

Employee Training Register

Continuous Improvement Register

Induction Checklist

Organisational Risk Register

Evidence-based decision making is linked to better outcomes as the decisions are objectively made using facts and behavioural data rather than assumptions, personal bias, or opinion.

The reliability and validity of data driven decision making leads to increased efficiency and effectiveness in achieving desired outcomes.

Using evidence to drive decisions increases transparency as it makes it possible to retrace the steps taken to make those decisions.

Finally, evidence-based decisions promote a forward-thinking approach enabling us to plan more effectively and proactively. As a result concrete data provides the means to measure progress and determine whether strategies are effective, allowing for adjustments and continuous improvement.

Acknowledging each participant's individual needs, we strategically design meaningful goals that help individuals acquire skills that support autonomy, independence, self-identity and capacity for self-advocacy while considering their current and future environments.

Our plans are designed to foster growth in adaptive and functional skills.

By integrating this comprehensive approach, we equip our participants with the tools necessary to overcome challenges and increase autonomy, preparing them to confidently navigate their future.

Engaging multiple stakeholders to monitor participants with disabilities leads to comprehensive and collaborative support, ensuring various aspects of the client's needs are addressed effectively.

The diverse perspectives brought by these stakeholders offer more informed decision-making, leading to improved quality of support.

The heightened accountability, a consequence of this multi-organizational oversight, reduces potential neglect or misuse of power, thereby enhancing service standards.

The environment of checks and balances also ensures robust performance of responsibilities by all involved.

A collaborative system allows for early detection of issues and timely intervention, be it health, behavioral, or living condition concerns, thus providing better and more immediate care for the participants.

Skills Based Assessments and Treatment

Functional Behaviour Assessments

Behaviour Management Protocols

Interim & Comprehensive Behaviour Support Plans

Data Collection & Progress Reporting

Caregiver Training

Training & Consultation with External Service Providers

Community Based Supports

Gerhardt, P. F., Bahry, S., Driscoll, N., Cauchi, J., Mason, B. K., Deshpande, M. (2023). Adulthood Begins in Preschool: Meaningful Curriculum in Support of Increased Independence for Individuals with Autism. International Electronic Journal of Elementary Education, 213–223.

In Progress: Efficacy of group contingencies with adults

In Progress: Leisure and neuro-diverse populations

BACB Supervised Independent Fieldwork

RBT Competency Assessments

ACE Provider for CEU Workshops

Journal Clubs - Group and Individual supervision, CEUs

BACB Exam Prep

Provider Implementation Quality Audit

Guardianship Hearings

Representation at the Restrictive Practice Authorisation Panels

Mental Health ICU Staff Training

Expert witness, Federal Circuit and Family Courts of Australia