Tag: autism treatment

Choosing An ABA Provider: 10 Essential Questions For Parents

Author: Dr. Rebecca Thompson | Published:

FEATURED POSTS

Out of the Archives: Navigating Autism with Dr. Temple Grandin & Dr. Debra Moore
November 5, 2026
Choosing An ABA Provider: 10 Essential Questions For Parents
November 3, 2026
Out of the Archives: An Honest Look at the Full Experience of Autism with Russell Lehmann
October 7, 2026
Out of the Archives: Female Life on the Spectrum with Jennifer Cook
September 11, 2026

Choosing an ABA provider is an important decision, and it can feel overwhelming.

After receiving an autism diagnosis and a recommendation for applied behavior analysis (ABA) services, many families have questions about how ABA may help, what services will look like, and who will be working with their child. It’s also important to consider practical issues, including how much treatment will cost, how quickly services can begin, and what to do if concerns arise. Preparing questions in advance and understanding insurance, costs, authorizations, and billing can make it easier when choosing an ABA provider. This blog also covers how to choose an ABA provider and common questions to ask ABA provider teams before you start.

Helpful resources exist to evaluate providers clinically. The Council of Autism Service Providers (CASP), through its parent resource The Spectrum, offers “10 Must-Ask Questions When Interviewing ABA Providers,” which guides families in assessing clinical qualifications, treatment approach, supervision, and family involvement.

This blog focuses on the practical side of accessing ABA services and answers the questions: What should I look for when choosing an ABA provider? How do I verify the credentials of an ABA therapist? What questions should I ask an ABA clinic before enrolling my child? How important is experience with my child’s age and needs when selecting an ABA provider? Should I choose in-home, clinic-based, or school-based ABA services?

We recommend asking these 10 questions before choosing an ABA provider.

1. Are you in-network with my insurance?

“Do you accept my insurance?” and “Are you in-network with my specific plan?” can yield different answers. Ask whether the provider is in-network with your plan and whether the services recommended are covered. Also, contact your insurance company to confirm benefits, including deductibles, coinsurance, copays, prior authorization requirements, and any limits.

2. What will my family’s financial responsibility be?

Insurance coverage does not always mean services are free. Request an estimate of out-of-pocket costs, including deductibles, copays, and coinsurance, and ask how costs might change if the service authorization changes. Clarify how the provider’s billing translates into your monthly statements and make sure the cost of ABA therapy is explained in writing. Understanding the cost of ABA therapy helps you compare options when choosing an ABA provider.

Tip: Ask the provider and your insurance the same questions from #1 and #2. Comparing answers can reveal issues before services begin.

3. Could my child qualify for Medicaid as secondary insurance?

Depending on your state, a child with a disability may qualify for Medicaid even if the family has private insurance. Medicaid as secondary coverage may help with costs your primary plan doesn’t cover. Ask whether your child may qualify, which program to apply for, how to apply, and whether the provider can help you understand the process. Confirm the provider is in-network with any plan you plan to use.

4. Do you offer financial assistance or payment options?

If you expect out-of-pocket costs, ask about financial assistance, payment plans, or other resources to help manage expenses. Discuss options before services begin so you understand choices before receiving a bill.

5. Who handles prior authorization and insurance appeals?

Many plans require prior authorization before ABA starts and renewals as treatment continues, often every six months. Ask whether the provider manages authorizations, what happens if fewer hours are approved or coverage is denied, and whether the provider supports appeals. You may need to provide consent for the provider to appeal on your behalf. These are key questions to ask ABA provider teams to help you choose an ABA provider who will advocate for your child.

6. How soon could my child start services, and will availability meet our needs?

A provider may be in-network but have limited availability. Ask about expected start times and whether services are available at the location, on the days, and at the times that fit your schedule. If there’s a waitlist, ask about updates and interim resources. Also ask whether they offer in-home, clinic-based, or school-based ABA services, and which setting they recommend for your child’s goals and your family’s routine.

7. How will billing and claims be handled?

Ask who submits claims, how often you’ll receive bills, and whom to contact with questions. Inquire how denied or incorrectly processed claims are handled and whether the billing team helps resolve discrepancies. Request plain-language explanations so you can compare bills with your Explanation of Benefits (EOB). If you want ABA billing and claims explained clearly, ask for an orientation session or a written guide. Having ABA billing and claims explained up front reduces surprises and supports informed decision-making when choosing an ABA provider.

8. How can I access my child’s records?

Ask how to access your child’s assessment, treatment plan, progress notes, and reports; how to request records; and typical turnaround times. Families should feel comfortable asking for information and understanding what it means.

9. What is your grievance or complaint process?

Even with a positive relationship, questions or concerns can arise. Ask who to contact, whether there’s a formal grievance process, how concerns are reviewed, and how outcomes are communicated. Providers who value partnership are transparent about how they address concerns.

10. What should I expect to see on my Explanation of Benefits (EOB)?

An EOB is generally not a bill. It shows how a claim was processed: the amount billed, allowed, paid by insurance, and your responsibility. Review your EOB and compare it with any bill. If something doesn’t make sense, contact the provider’s billing department or your insurer.

Verifying credentials and matching experience

When choosing an ABA provider, verify that clinical leads are board certified behavior analysts (BCBAs) in good standing and, where required, licensed. Ask for certification numbers and check the BACB registry. Ask about experience with your child’s age, communication level, and co-occurring needs; experience that closely matches your child is important when choosing an ABA provider. These are essential questions to ask ABA provider staff before enrolling.

Service setting: in-home, clinic-based, or school-based?

Each setting offers pros and cons. In-home can support routines and parent training; clinic-based may allow focused, distraction-reduced learning and peer interaction; school-based can coordinate with educational goals. Ask which setting the provider recommends for your child and whether you can combine settings over time. How to choose an ABA provider often depends on the setting that best supports your goals and schedule.

Parent Tip: Don’t assume your family earns too much for Medicaid.

Eligibility for children with disabilities may differ from income-based Medicaid. Depending on your state and your child’s circumstances, a child may qualify based on disability, even if the family has private insurance. If you think your child may qualify, ask your state’s Medicaid program or a benefits specialist about eligibility and how to apply.

One final piece of advice

You don’t need to be an insurance expert to ask good questions. A reputable provider will explain financial responsibility, help you understand authorizations and billing, respect your rights as a client, and answer questions about care. The more you understand before services begin, the better prepared you’ll be to make an informed decision. Also, ask about provider credentials, experience with your child’s age and needs, and whether in-home, clinic-based, or school-based services are available and appropriate—core steps in choosing an ABA provider and key questions to ask ABA provider teams.

Additional Resources

For evaluating provider quality, The Spectrum from the Council of Autism Service Providers (CASP) offers “10 Must-Ask Questions When Interviewing ABA Providers,” with guidance on qualifications, clinical practices, supervision, and family involvement.

What is Contemporary ABA Therapy?

Updated On
Clinically Reviewed By: Geneviève Marshall, PhD, BCBA-D, LBA

People often say that history is written by the victors. When the colonists won the American Revolution, they described the war as a noble struggle to escape tyranny. Had the British won, history books might have called it a heroic effort to save the empire from ungrateful rebels. 

In the same way, most people in America are able-bodied, so they decide what is “normal.” For example, we might see an autistic brain or someone with poor eyesight (but stronger other senses) as less valuable. But really, these are just different ways of thinking and living. 

For more than 60 million Americans with disabilities, this can be a challenge. They have to fit their lives into a world designed for able-bodied people, even though it would be easy to make the world work for everyone.  

Ableism and Ableist Misconceptions

Contemporary treatments include the individual in planning when possible. Contemporary practices change in response to the voices of those who have received therapy in the past. 

Ableism is when able-bodied people assume everyone is like them and fail to see the challenges people with disabilities face.  

Ableism includes unfair ideas, such as thinking people with disabilities always need help, even if they don’t ask for it. Not all disabilities are visible, which can lead to wrong assumptions about mental illnesses being different from physical ones. These false beliefs make it harder for people with disabilities to be treated equally and included in society.  

 
 

ABA Intervention

Applied behavior analysis (ABA) is widely regarded as the most effective treatment for autism, supported by decades of research. It isn’t a single therapy method. Instead, it’s a flexible approach that uses different techniques to help children build the skills they need to thrive at school and in daily life. 

Recently, ABA has increasingly become the target of much controversy as self-advocates are speaking up about their experiences. They reject the idea that teaching people with autism the skills deemed necessary without their input or choice. Some advocates say independence is meaningless without happiness and that people with autism should choose their own goals, which might not include fitting in with others.  

ABA, which is essentially the science of good teaching, has a long history and was originally developed in the 1960s by a group of researchers at the University of Washington. ABA was used to treat individuals with developmental disabilities and initially was a rigid, highly structured and teacher-directed program, which led to some of the negative experiences and associations with ABA. Historically, for example, ABA was used to reduce or eliminate “stimming” – repetitive physical movements and sounds that may soothe and reduce anxiety. We now better understand that stimming helps people with autism manage their sensory processing and their environments. 

Just like in other areas of medicine and science, the field of ABA has advanced in a significant and meaningful way to become a play-based, naturalistic, family-focused and individualized, contemporary treatment that is tailored to the unique needs and goals of everyone. A good ABA program collects and reports data to show effectiveness. Providers must demonstrate success, validated by parents, through goals set with the family. If your provider doesn’t follow this approach, they may not be using best practices.  

ABA now adapts to individual needs by learning from adults. While negative experiences must be addressed, dismissing ABA entirely overlooks its success for many. Good programs focus on the client, seek consent, and value input. Research and ask key questions when choosing a provider.  

 
 

What to Look for in an ABA Program 

  • Will I participate in determining the goals of treatment for myself/my child? 
  • How are your staff trained? 
  • How is my child’s program developed? Do all clients receive the same program or are they individualized? 
  • Will there be parent goals as part of my child’s program? 
  • How often is my child’s program modified or revised? 
  • How is data collected and reported? 
  • How often will I see data on my child’s progress? 

Your child’s program should be client-centered and future looking, which means that your family and relevant caregivers are providing input into your child’s strengths and challenges, and that you and your child are helping to guide the goals of his/her program based on your preferences and needs. 

The science of ABA has a long history with decades of research to support its development and evolution. While ABA is most widely known in its application to autism, ABA was developed, and has been applied, to address many circumstances regarding behavior that matter to society. ABA is applied in many different areas, including mental health, animal training, organizational behavior management, marketing, forensics, sports, and physical health, to name a few. Just as other areas of science and medicine advance and application of treatments change, so has the field of ABA. Many lives have been impacted by ABA for the better. It is incumbent upon the professional community to listen, learn, and evolve its practice so that their services are as relevant and effective as possible. After all, the purpose of ABA is to help children with autism achieve the goals that matter most to them and their families — goals that foster growth, independence, and joy in their everyday lives.  

New Autism Learning Center Opens Doors in Baltimore, MD

Updated On

No Waitlist and Flexible Treatment Hours for Area Families

Trellis Services, a provider of LEARN Behavioral, has recently opened the doors of its new Learning Center at 1 N. Haven Street, Suite 1, Baltimore, MD 21224.

Trellis Services is Maryland’s premiere contemporary applied behavior analysis (ABA) provider of center-based autism services for children ages 2-8 years. The Canton Learning Center provides center-based and in-home ABA therapy.

“We are thrilled to open our doors and bring compassionate, contemporary ABA therapy for children with autism spectrum disorder (ASD) to families in the Greater Baltimore area,” said Nicole Armstrong, MA, BCBA, LBA, Center Director. “We look forward to helping find success for every child in our care.” 

Key Features of the Canton Learning Center:

  • Large facility that includes an outdoor play area, an indoor playground, and gross motor spacefor physical and social development.
  • ABA therapy, which includes a learning-rich environment, unique play-based learning spaces, and one-on-one support.
  • No waitlist and flexible treatment hours, including evenings to accommodate busy family schedules.
  • Serving children 2-8 years old with personalized therapy plans.
  • Conveniently located and easily accessible via public transportation for families in the region. On-site parking at the Canton Learning Center is available.

About Trellis

Trellis, part of LEARN Behavioral, a national leader in compassionate autism treatment, has been a leading provider of evidence-based autism services for more than 20 years. Trellis is dedicated to personalized, high-quality ABA therapy. In addition to the Baltimore location, Trellis has Learning Centers in Forest Hill, Nottingham, and Timonium, MD.

The Canton Learning Center is now enrolling new clients in surrounding Baltimore City and Baltimore County with no waitlist and flexible treatment hours.

For more information or to enroll a child, call (443) 330-7900 or visit https://trellisservices.com/locations/baltimore

About LEARN Behavioral

LEARN Behavioral is a national leader in autism treatment, offering comprehensive diagnostic services and contemporary applied behavior analysis (ABA) therapy for children with autism spectrum disorder (ASD). With a nationwide network of ABA providers and more than 100 Learning Centers across the country, LEARN delivers the highest standard of evidence-based care—customized to meet the unique needs and interests of each child and family. For more information, visit learnbehavioral.com.

Shaping the Future: Influential Women in Autism and ABA Therapy

Published:

March is Women’s History Month. It’s a time to celebrate the accomplishments of women in all walks of life.

In the area of autism and contemporary applied behavior analysis (ABA) therapy, many women have made a lasting mark. They’ve broken barriers. They’ve conducted significant research, and they’ve paved the way for better understanding and treatment of autism.

Today, we spotlight seven women who have shown us what it means to lead with passion, dedication, and commitment. They are making a difference, and their work continues to inspire future generations of women in the field.

1. Temple Grandin: The Trailblazing Voice in Autism Advocacy

Temple Grandin, Ph.D., is a name synonymous with autism advocacy. Born in 1947, she was diagnosed with autism in early childhood. Despite the challenges, she went on to become an esteemed academic and animal behaviorist. She has gained recognition for writing books and delivering speeches on autism and animal behavior. Today, she is a professor of animal science at Colorado State University.

2. Greta Thunberg: Championing Climate Action and Autism Acceptance

Greta Thunberg is a Swedish environmental activist. She has gained global recognition for her efforts to fight climate change. She’s also known for being openly autistic. She has referred to her autism as her “superpower,” and has discussed how it has helped her in her activism by allowing her to focus intensely on topics that interest her. Greta has used her platform to advocate for acceptance and understanding of autism. On her Facebook page, she identifies herself as an “Autistic climate justice activist.”

3. Breanna Clark: Shattering World Records and Autism Stereotypes

Breanna Clark is an American Paralympic athlete who was diagnosed with autism at age 4. She competes in T20 category races, a classification for athletes with intellectual impairments. She has represented athletes with autism on an international stage. Off the track, she’s been an advocate and role model for people with autism.

4. Ronit Molko: A Powerful Force in Autism Therapy and Entrepreneurship

Ronit Molko, Ph.D., BCBA-D, is another luminary in the field. She is a thought leader and subject matter expert in autism spectrum disorder, developmental disabilities, and behavioral healthcare. She co-founded Autism Spectrum Therapies (acquired by Learn It Systems) and is a LEARN Behavioral board member. In this All Autism Talk podcast, she talks about how ongoing research is helping us better understand the unique challenges girls with autism face.

5. Devon Sundberg: Shaping the Future of ABA Therapy and Autism Awareness

Devon Sundberg, MS, BCBA, co-founded the Behavior Analysis Center for Autism (BACA). She has made significant contributions to the field of behavior analysis, both through her work at BACA and as the founder of the Women in Behavior Analysis conference. In this All Autism Talk podcast, she shares how raising three daughters helped open her eyes to how gendered life can be — and about the need for more women in the autism field.

6. Hanna Rue: Pioneering Innovations in Autism Treatment and Research

Hanna Rue, Ph.D., BCBA-D, is chief clinical officer for LEARN Behavioral. Her research interests are broad and include the identification of evidence-based practices for the treatment of autism. Her influence in the field of autism is evident in her wide-ranging work that spans clinical care, research, and advocacy. She has made significant contributions to STEM fields, sharing her insights through various platforms, including top-performing podcast episodes about autism, and extending her influence and reach in the autism community.

7. Sabrina Daneshvar: Revolutionizing the Field with Innovation and Compassion

Sabrina Daneshvar, Ph.D., BCBA-D, serves as the senior vice president of clinical services at LEARN Behavioral. Her research interests include video modeling and teaching social skills. This work has contributed to developing innovative strategies for improving social skills in children with autism. Sabrina has also taught, mentored, and trained many graduate students pursuing their degrees.

These are just a few women who have helped to shape the field of autism and ABA therapy. Their work underscores the importance of early intervention, peer support, and recognizing the diverse signs and symptoms of autism in girls and women.

We celebrate these women and everyone who has made contributions to advance our understanding of autism. They provide hope and inspiration to countless families across the world affected by it.

What is Contemporary ABA?

Published:

RONIT MOLKO, PH.D., BCBA-D
STRATEGIC ADVISOR, LEARN BEHAVIORAL

It has been said that history is written by the victors. The colonists won the American Revolution, and so the war has been cast as a noble struggle to escape the yolk of tyranny. Had the British won, history books today would memorialize the conflict as the empire’s rescue from the clutches of ungrateful rebels.

Likewise, able-bodied people comprise the dominant culture in America; thus, we define “normal” along the contours of able-bodied activities. We consider, for example, an autistic mind or a visual impairment that enhances other senses to be of diminished value. In fact, they may simply be different ways of understanding and interacting with the world.

For many of the 60+ million Americans who have some kind of disability, this is a challenge. They are forced to fit their round life into the square hole of able-bodied culture despite the ease with which culture could accommodate everyone, including those with disabilities.

Ableism and Ableist Misconceptions

The inability of the able-bodied to recognize that not everyone is like them has given rise to a new label – ableism. This is the equivalent of the racism White Americans exhibit by failing to recognize the advantages they have versus people of color. We must be attentive to eliminating assumptions that reflect an able-bodied view of the world that does not pertain to everyone.

People with disabilities tell me that ableist thinking includes a variety of knee-jerk assumptions and misconceptions, including this one: that people with disabilities have no autonomy and constantly need help, even if they don’t ask for it.

Another version of this is the idea that people with disabilities must constantly explain themselves, for example by detailing how they became disabled, or that they have average or superior intelligence even though they do not communicate verbally. It is also an ableist misconception that all disabilities are visible. This perpetuates stigmatization and mistreatment of people with mental illness, which is, after all, no different from physical impairment except that it affects the brain. Taken together, these false ableist impressions accrue as barriers to inclusion and equity for disabled people.

ABA Intervention

Applied Behavior Analysis (ABA), considered by many to be the gold standard of treatment for autism, has as its ultimate goal providing autistic individuals with the skills to function at their highest potential and live as independently as possible. The field of ABA has decades of empirical evidence to support its efficacy in teaching new and necessary skills and reducing challenging behaviors that interfere with learning.

Recently, ABA has increasingly become the target of much controversy as self-advocates are speaking up about their personal experiences with ABA and the rejection of the notion that teaching autistic individuals the skills we deem necessary without their input and self-determination is erroneous. Some advocates for this community argue that independence without happiness is a hollow goal, and that autistic individuals should decide what outcome they want to achieve. Becoming as much like everyone else as possible may not be it.

ABA, which is essentially the science of good teaching, has a long history and was originally developed in the 1960s by a group of researchers at the University of Washington. ABA was used to treat individuals with developmental disabilities and initially was a rigid, highly-structured and teacher-directed program which led to some of the negative experiences and associations with ABA. Historically, for example, ABA was used to reduce or eliminate “stimming” – repetitive physical movements and sounds that may soothe and reduce anxiety. We now better understand that stimming helps autistic individuals manage their sensory processing and their environments.

 Just like in other areas of medicine and science, the field of ABA has advanced in a significant and meaningful way to become a play-based, naturalistic, family-focused and individualized, contemporary treatment that is tailored to the unique needs and goals of each individual. Another hallmark of a good ABA program is the collection and reporting of data to demonstrate efficacy. Most payors today require providers to demonstrate success, validated by parents, of the participant measured by obtaining and maintaining goals that are developed by the provider and family together. If your service provider is not providing a program that fits this description, you are likely not in the hands of a provider who is adhering to best and current practices.

As the ABA provider community has the opportunity to learn from more adults, something that was not available when this science was first being applied to autism, there are more and more opportunities to adjust and modify services to meet the needs to each individual. The idea that we discard a technology that has successfully treated thousands of individuals because of negative experiences is akin to suggesting that we eliminate an entire specialty of medicine because of some failures of treatment.  Having said that, service should always be informed by the individual receiving them, and their advocates who have their best interests at heart.

Every negative experience is unacceptable and should be heard so that changes can be made to ensure an optimal experience for future clients. Good ABA programs are client-centered and solicit the consent and input of all involved. As you consider treatment for your family member or yourself, do your research and ask your provider the important questions:

o   Will I participate in determining the goals of treatment for myself/ my child?

o   How are your staff trained?

o   How is my child’s program developed? Do all clients receive the same program or are they individualized?

o   Will there be parent goals as part of my child’s program?

o   How often is my child’s program modified or revised?

o   How is data collected and reported? How often will I see data on my child’s progress?

 Your child’s program should be client-centered and future looking which means that your family and relevant caregivers are providing input into your child’s strengths and challenges, and that you and your child are helping to guide the goals of his/her program based on your preferences and needs.

 The science of ABA has a long history with decades of research to support its development and evolution. While ABA is most widely known in its application to autism, ABA was developed, and has been applied, to address many circumstances regarding behavior that matter to society. ABA is applied in many different areas including mental health, animal training, organizational behavior management, marketing, forensics, sports, and physical health, to name a few. Just as other areas of science and medicine advance and application of treatments change, so has the field of ABA. Many lives have been impacted by ABA for the better. It is incumbent upon the professional community to listen, learn, and evolve its practice so that their services are as relevant and effective as possible. After all, the purpose of ABA is to help consumers of these services achieve goals they define as meaningful and helpful.

Managing Your Child’s Screen Time During COVID-19 with Katherine Johnson, BCBA

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The sudden disruption in routine due to COVID-19 is challenging for all individuals to manage as we adjust to a new, and hopefully short-lived, normal of staying at home and ceasing most of our regular activities. For families of individuals with autism and other disabilities, the disruption can be especially challenging.

Resources Discussed:

Cosmic Kids Yoga: https://www.youtube.com/CosmicKidsYoga

Raz Kids: https://www.raz-kids.com/

Epic: https://www.getepic.com/

Prodigy: https://www.prodigygame.com/

DreamBox: https://www.dreambox.com/

Out School: https://outschool.com/

Story Time from Space: https://storytimefromspace.com/library/

Bark: https://www.bark.us/

For more helpful tips and resources, sign up for our Parent Newsletter at learnbehavioral.com/parentresources.

All Autism Talk (allautismtalk.com) is sponsored by LEARN Behavioral (learnbehavioral.com).

Tips and Resources for Families during COVID-19 with Katherine Johnson, BCBA

Updated On

The sudden disruption in routine due to COVID-19 is challenging for all individuals to manage as we adjust to a new, and hopefully short-lived, normal of staying at home and ceasing most of our regular activities. For families of individuals with autism and other disabilities, the disruption can be especially challenging.

Richie has a conversation with Katherine Johnson, BCBA and founder of Advances Learning Center to share helpful tips and resources for you and family during this time.

Katherine has a Master of Arts degree in Behavior Disorders and Applied Behavior Analysis from Columbia University Teachers College and is a Board Certified Behavior Analyst (Charter Certificant). Katherine has taught in both private and public schools at pre-school and elementary levels and has provided educational consultation services to public schools and home programs. She has taught undergraduate behavior analysis courses at Northeastern University and graduate level courses at Simmons College, has provided parent training through the May Institute, and is on the Advisory Board for the undergraduate psychology program in Applied Behavior Analysis at Regis College. Katherine also currently serves as Vice President of MassCAP.

Resources Discussed:

Go Noodle: https://www.gonoodle.com/ 

Privilege Points: http://www.privilegepoints.com/

For more helpful tips and resources, sign up for our Parent Newsletter at LearnBehavioral.com/parentresources.

All Autism Talk (allautismtalk.com) is sponsored by LEARN Behavioral (learnbehavioral.com).

Autism and Co-occurring Disorders with Susan W. White & Carla Mazefsky

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Dr. Carla Mazefsky is an Associate Professor of Psychiatry at the University of Pittsburgh School of Medicine, where she is Co-Director of the Center for Autism Research (CeFAR) and the Director of the Regulation of Emotion in ASD Adults, Children, & Teens (REAACT) Research Program. She is a past recipient of the INSAR Ritvo-Slifka Award for Innovation in Autism Research. Her current studies take a lifespan approach, with an emphasis on adolescence and the transition to adulthood.  Her research focuses primarily on emotion regulation and associated mental health and behavioral concerns in autism spectrum disorder (ASD), including the mechanisms underlying emotion dysregulation in ASD and the development of new assessment and treatment approaches. She is co-editor of the Oxford Handbook of Autism and Co-Occurring Psychiatric Conditions, author of the Emotion Dysregulation Inventory, and co-author of the Emotion Awareness and Skills Enhancement (EASE) Program.   

Susan W. White is Professor and Doddridge Saxon Chair in Clinical Psychology at the University of Alabama. Her clinical and research interests include development and evaluation of psychosocial treatments that target transdiagnostic processes underlying psychopathology. She is associate editor for the Journal of Clinical Child and Adolescent Psychology and the Journal of Autism and Developmental Disorders, and she the Editor in Chief of the ABCT Series on Implementation of Clinical Approaches. Her research has been funded by the National Institutes of Health and the Department of Defense. She received her PhD from Florida State University.

All Autism Talk (allautismtalk.com) is sponsored by LEARN Behavioral (learnbehavioral.com).

Early Detection and Treatment for Autism with Dr. Geraldine Dawson

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Geraldine Dawson is the William Cleland Distinguished Professor of Psychiatry and Behavioral Sciences at Duke University, where she also is Professor of Pediatrics and Psychology & Neuroscience. Dawson is the Director of the Duke Institute for Brain Sciences whose mission is to promote interdisciplinary brain science and translate discoveries into solutions for health and society.  Dawson also is Director of the Duke Center for Autism and Brain Development, an NIH Autism Center of Excellence, which is an interdisciplinary research program and clinic, aimed to improve the lives of those with autism through research, education, clinical services, and policy. She has published several books on autism, including An Early Start for Your Child with Autism, A Parent’s Guide to High-Functioning Autism, and  What Science Tells Us about Autism Spectrum Disorder.  Dawson’s pioneering studies were among the first to describe the emergence of autism symptoms during infancy, leading to new screening tools. Dawson co-created the Early Start Denver Model, an early autism intervention shown to improve behavioral outcomes, which has been translated into 17 languages and is used worldwide. Her work showed for the first time that early intervention can normalize aspects of brain activity in children with autism, changing the field’s view of brain plasticity in autism, a finding recognized by TIME Magazine as one of the top 10 medical breakthroughs of 2012. A strong advocate for persons with autism, Dawson has testified a number of times before the US Congress in support of major autism legislation and was appointed by the U.S. Secretary for Health and Human Services for two terms to the DHHS IACC.

All Autism Talk (allautismtalk.com) is sponsored by LEARN Behavioral (learnbehavioral.com).