We recognise the unique needs of each individual and their support network

We prioritise antecedent strategies to create supportive environments and prevent behaviours of concern

We focus on skill development and functional replacement behaviours

We support the safe management of complex and high-risk behaviours

We provide services across all ages, diagnoses, and locations, including metropolitan and regional communities

Taylor, B., Deshpande, M., Cauchi, J., & Gerhardt, P., (2026). A discussion of the sexual awareness and focused education (SAFER) tool. BehaviorLive.

Deshpande, M., & Bannon, T., (2026, April 3). Building Prerequisite Skills for Spectator Participation in Community Events: Supporting Family Outings for Children with Autism. Autism Spectrum News.

Deshpande, M., Cauchi, J., & Gerhardt, P. (2025). The SAFER tool: Promoting independence and safety in sexual education for individuals with autism and other developmental disabilities. Sexuality and Disability

Gerhardt, P. F., Cauchi, J., & Deshpande, M. (2025). Sexuality on the spectrum: Strategies for education and advocacy, ABA Technologies. https://abatechnologies.com/sexuality-on-the-spectrum

Gerhardt, P. F., McNulty, A, Pentland, B & Deshpande, M. (2025). Behavior-analytic intervention in human sexuality and sexuality education, In Roane, H. S., Ringdahl, J. E., Falcomata, T. S., & Sullivan, W. (Eds.) Clinical and Organizational Applications of Applied Behavior Analysis. Academic Press.

Fuhrmann-Knowles, A., Deshpande, M., & Leaf, J. B. (2024). A systematic literature review of group contingencies with adults. Behavioral Interventions, e2027.

Tereshko, L., Gerhardt, P. F., Mason, B. K., & Deshpande, M. (2024). Finding your community through leisure. In K. Dyer, M. J. Weiss, L. Tereshko, & A. Linnehan (Eds.), Perspectives on neurodiversity and belonging: Reflections for behavior analysts (p. 185). Sloan Publishing

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.

We make decisions using facts and behavioural data and not assumptions, bias, or opinion

We use reliable and valid data to improve efficiency and effectiveness in achieving outcomes

We use evidence to ensure decisions are transparent and can be clearly traced

We use data to plan proactively, measure progress, and adjust strategies for continuous improvement

We recognise each individual’s unique needs and design meaningful, personalised goals

We build skills that support autonomy, independence, self-identity, and self-advocacy

We consider both current and future environments when planning supports

We focus on developing adaptive and functional skills for real-world outcomes

We equip individuals with practical tools to overcome challenges and navigate their future

We engage multiple stakeholders to provide comprehensive and collaborative support

We use diverse perspectives to support informed decision-making and improve quality of care

We promote accountability through shared oversight to reduce risk and maintain standards

We apply checks and balances to ensure responsibilities are carried out effectively

We identify issues early and respond promptly to support health, behaviour, and living conditions