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Examples

ASD Identification

Effective treatment begins with early screening and diagnosis.

Screening: As a follow-up to a bilingual program of training in the use and interpretation of the Checklist for Autism in Toddlers by community based practitioners, I provided follow-up screening and diagnostic assessments.  I also developed and implemented a program using trainees from a variety of disciplines to incorporate ASD screening for into a volunteer program in homeless shelters.

Diagnosis: Over a 5 year period, I provided diagnostic and treatment services and acted as the team leader for a bilingual, multidisciplinary program for preschoolers with ASD in a  regional psychiatric hospital. This was integrated into a state-funded program of research in early markers of ASD.

Educational classification: I was involved in leading several hundred multidisciplinary assessments for the purpose of the educational classification of ASD while leading a statewide public school program for students with autism.

Behavior Support

Problem behavior is the single factor most likely to lead to placement in specialized, expensive, and restrictive programs.

In hospitals: I was responsible for day-to-day clinical oversight of an in-patient treatment program for young people on the autism spectrum in behavioral crisis.

In schools: I provided oversight for behavior support across the a statewide public school program for students with autism, including a unique system of independent peer review that contributed to extremely low rates of in-patient hospitalization or residential placement.

Crisis management: I provided oversight to improve the appropriate use of seclusion and physical restraint in a statewide public school program for students with autism, contributing to extremely low rates of in-patient hospitalization or residential placement. I was also responsible for minimizing the use of seclusion and physical restraint in an in-patient treatment program for young people on the autism spectrum in behavioral crisis .

Comprehensive Planning

Success requires matching a broad set of goals to powerful methods, delivered by a team with a a shared vision shaped with advocates.

Comprehensive programs: I provided oversight to the principal site of a statewide public school program (with more than 200 staff serving more than 300 students) during much of my 9-year tenure as Statewide Director, and was responsible for responding to any concerns raised across the state regarding the program or placement of students with ASD.

Extended supports for quality of life: I provided day-to-day oversight of programs of Extended Educational Services (including IEP-team discussion, case presentations to state agencies, and programs of training to EES staff), and Extended Support Services (in-home respite). These remain only public school program in the USA to offer such services utilizing its own staff.

Coordinated care: I have led multidisciplinary teams in school (Delaware) and hospital (Pennsylvania & Quebec) settings.

Transition planning: I designed a comprehensive two year, college transition program for youths on the spectrum that addressed employment, community engagement, independent living, and continuing education, and that introduced innovations in delivering services (like ways to incubate new programs for services for partner agencies).

LEND ASD Training

Developing and delivering  a multidisplinary ASD training  program

ASD Identification

Developing and implementing a research-based protocol for ASD identification across the state.

ASD In-Patient Program

Intense treatment for children in severe behavioral crisis

Behavior Support

Revising standards of practice and  oversight coordinated with independent peer review.

ASD In-Patient Program

Intense treatment for children in severe behavioral crisis

Student Safety

Appropriate use of seclusion and restraint, complying with stringent standards

Overall Growth

Supporting the consolidation and  growth of a nationally recognized program grounded in ABA.

Extended Services

Expanding the mandate, functioning, and oversight of respite and residential services.

Transition Pathways

Using collective impact to incubate program development for a proposed college  program