WHO AM I?
My passion for working with the children with autism began in 2006, working with highly aggressive individuals with autism and other developmental disabilities from ages 6 to 21. During my graduate career at George Mason University, I participated in a practicum that allowed me to work in the homes of families. It was during that time, I grew to understand not only the principles of ABA, but the importance of Verbal Behavior in language development.
While concluding my degree of a Master's in Early Childhood Education, as well as receiving a certificate in Applied Behavior Analysis, I started teaching in a Preschool Autism Classroom in Fairfax County Public Schools. In 2014, I received my certification as a Board Certified Behavior Analyst. While I loved being a teacher, I was very limited in the way that I could help families and ultimately, the children. It was time for me to take the action I tell families to take every day.
While concluding my degree of a Master's in Early Childhood Education, as well as receiving a certificate in Applied Behavior Analysis, I started teaching in a Preschool Autism Classroom in Fairfax County Public Schools. In 2014, I received my certification as a Board Certified Behavior Analyst. While I loved being a teacher, I was very limited in the way that I could help families and ultimately, the children. It was time for me to take the action I tell families to take every day.
WHY DREAMCATCHER ABA?
I BELIEVE:
- Parents shouldn’t have to rely on the school system to make meaningful progress in their child
- Parents shouldn’t have to rely on therapists to make meaningful changes in their child’s everyday behavior
- As a parent, you need to remain consistently hopeful that YOU will find a way to make your child view you and other people in a more meaningful way.
- No one is more motivated to push a child than their own parent
- No one is more motivated by a child’s progress than their own parent
- No one is more consistent than a parent (vs therapists that typically change over time).
- Barring a true medical condition, with the right training, parents are fully capable of helping their own child use language functionally