Becoming a BCBA is just the beginning
Let me tell you about a time where I was ruled by fear – the fear of failing the BCBA exam. It wasn't just about passing a test; it was about my entire sense of worth. When I failed the first time around, it’s difficult to put into words the sense of worthlessness I felt. I had tried the usual routes, applying behavior analytic principles: task analysis, study groups, and the works. But something was missing. The breakthrough came when I realized I needed to look deeper, to embrace a more holistic approach. In my second round of studying, that sense of worthlessness stirred something in me. I dissected my emotions like behaviors, dove into trauma-informed therapy, and confronted the ghosts of my past. I unearthed the driving forces behind my fear – childhood wounds, past traumas, and my current relationships. It wasn't linear. It was messy, years of probing, testing, and letting go of previous parts of myself. I learned the power of vulnerability and self-awareness, but more shockingly, I passed that second round.
A small part of me believed the letters 'BCBA' would magically fix everything. I imagined a balanced life with clarity, confidence, and mastery in my skill sets. But the truth is, the letters alone didn't change everything. They were a beginning, not an end. The real transformation happened when I integrated compassionate, non-traditional ABA principles, emotional regulation, and my own lived experience into the work that I do. That's the passionate transformation I want to offer you, a focus on professional development and self-care.
I know what it's like to feel trapped by fear, to desire a life where work isn't a burden, but a passion. My journey may be unique, but my struggles are universal. We all have barriers, but few have the courage to face them head-on, to learn the art of resilience. I've walked the path of making mistakes, confronting uncomfortable truths, and rebuilding myself from the ground up. Now, I wake up every day excited for my work, and confident in the work I do, a feeling I never thought was possible. I've learned to be my own best advocate and I feel alive.
Imagine a life where you're not just a BCBA, but a truly empowered clinician or therapist. A life where you conquer your fears, find your purpose, and practice what you love. That's the transformation I offer you through mentorship and coaching. It's not a quick fix; it's a journey, a deep dive into yourself. But the freedom, the fulfillment, the 'I love what I do' feeling is worth every step.
Sensory Processing, FAQ’s & Solutions
If you are a therapist, clinician, or teacher, it’s important to understand how sensory processing can impact children and adults. The vestibular system, (which largely impacts sensory processing challenges), is responsible for balance, motion, and movement. It can impact a person’s ability to process information, both from the body awareness and cognitive level (such as executive functioning skills). Executive functioning skills include cognitive skills such as impulse control, memory, problem solving, planning, and focusing.
What does the vestibular system do?
Provides you with a sense of balance and an awareness of your spatial orientation (Am I upside down? Am I sideways?)
Orient information about the speed and direction of movement (How fast are you going?)
Facilitates posture and a stable base for visual and auditory information
Regulates muscle tone
Signs of an Inefficient Vestibular System:
There are two types of sensory processing challenges, and many kids experience a mix of the two. One is oversensitivity (hypersensitivity). This leads to sensory avoiding—kids avoid sensory input because it’s too overwhelming. The other is undersensitivity (hyposensitivity). This causes kids to be sensory seeking—they look for more sensory stimulation because they may not be getting enough.
Hypersensitivity/ Over Response:
-Fearful of Heights (playground equipment)
-Does not like feet off the ground
-Sensitive to touch (people touching, playdough/gooey items, etc.)
Hyposensitivity/ Under Responsive:
-Needs more input
-Craves spinning/swinging
-Difficulty sitting still and remaining in seat
For additional information you can refer to:
Sensoryprocessing101.com
sensationalbrain.com
HYPERSENSITIVITY (OVER-RESPONSE)
HYPERVISION means that their vision is too acute. For example, they notice the tiniest pieces of fluff on the carpet, complain about ‘moths (air particles) flying’, dislike bright lights, look down most of the time and may be frightened by sharp flashes of light. Under fluorescent lights such children can see a 60-cycle flickering: the whole room pulsates on and off.
Individuals with HYPERHEARING are generally very light sleepers, are frightened by sudden unpredictable sounds (for instance, telephone ringing, baby crying); they dislike thunderstorm, crowds and are terrified by haircut. They often cover their ears when the noise is painful for them, though others in the same room may be unaware of any disturbing sounds at all. Sometimes hyperauditory children make repetitive noises to block out other disturbing sounds.
Children with OLFACTORY HYPERSENSITIVITIES cannot tolerate how people or objects smell, though their carers can be unaware of any smell at all. They run from smells, move away from people and insist on wearing the same clothes all the time. For some, the smell or taste of any food is too strong, and they reject it no matter how hungry they are. They are usually poor eaters, gag/vomit easily and eat only certain foods.
Some individuals with ASDs are HYPERTACTILE. They pull away when people try to hug them, because they fear being touched. Because of their hypertactility, even the slightest touch can send them into a panic attack. Parents often report that washing their child’s hair or cutting nails turns into an ordeal demanding several people to complete it. Many individuals refuse to wear certain clothes, as they cannot tolerate the texture on their skin. Some children with hypertactility overreact to heat/cold, avoid wearing shoes, avoid getting ‘messy’ and dislike food of certain texture.
Children with VESTIBULAR HYPERSENSITIVITY experience difficulty changing directions and walking or crawling on uneven or unstable surfaces. They are poor at sports. They feel disoriented after spinning, jumping or running and often express fear and anxiety of having their feet leave the ground.
Individuals with PROPRIOCEPTIVE HYPERSENSITIVITY hold their bodies in odd positions, and might have difficulty manipulating small objects.
HYPOSENSITIVITY (UNDER-RESPONSE)
Sometimes the senses of children are in ‘hypo’, so that they do not really see, hear or feel anything. To stimulate their senses they might wave their hands around or rock forth and back or make strange noises.
Children with HYPOVISION may experience trouble figuring out where objects are, as they see just outlines, then they may walk around objects running their hand around the edges so they can recognise what it is. These individuals are attracted to lights, they may stare at the sun or a bright light bulb. They are fascinated with reflections and bright coloured objects. Having entered an unfamiliar room they have to walk around it touching everything before they settle down. Often they sit for hours moving fingers or objects in front of the eyes.
Children with HYPOHEARING may ‘seek sounds’ (leaning their ear against electric equipment or enjoying crowds, sirens and so on). They like kitchens and bathrooms – the ‘noisiest’ places in the house. They often create sounds themselves to stimulate their hearing – banging doors, tapping things, tearing or crumpling paper in the hand, making loud rhythmic sounds.
Individuals with HYPOTASTE/HYPOSMELL chew and smell everything they can get (e.g. grass, play dough). They mouth and licks objects, play with feces, eat mixed food (for instance, sweet and sour) and regurgitate.
Those with HYPOTATILITY seem not to feel pain or temperature. They may not notice a wound caused by a sharp object or they seem unaware of a broken bone. They are prone to self-injuries and may bite their hand or bang their head against the wall, just to feel they are alive. They like pressure, tight clothes, often crawl under heavy objects. They hug tightly and enjoy rough and tumble play.
Children with VESTIBULAR HYPOSENSITIVITY enjoy and seek all sorts of movement and can spin or swing for a long time without being dizzy or nauseated. People with vestibular hyposensitivity often rock forth and back or move in circles while rocking their body.
Those with PROPRIOCEPTIVE HYPOSENSITIVITY have difficulty knowing where their bodies are in space and are often unaware of their own body sensations, for example, they do not feel hunger. Children with hypoproprioceptive system appear floppy, often lean against people, furniture and walls. They bump into objects and people, stumble frequently and have tendency to fall. They have a weak grasp and drop things.
*Source from IntegratedTreatmentServices
Solutions
Hypersensitivity (Over-Responsive)
Use cup in place of water fountain
Recess Time: Swings, slide, sitting up, avoid go around
Provide opportunity for movement: run errands, assist teachers
For tactile (touch) sensitivity:
Give advance verbal warning
Help them set boundaries (teach them to state “I don’t like that” / “It hurts”)
Do “heavy work” -push, pull, climb, lift items; (this helps them calm and organize their body)
Adapt activities/artwork for sensitivity (i.e.instead of squeeze glue have Glue Dots or Glue sticks ready for them instead)
Use ear plugs/ear muffs for those with hyperhearing
Sensory “tent” (quiet time without stimuli)
Hyposensitivity (Under-Responsive)
Adaptive Seats: Use a Ball Chair, Air-filled cushions, tennis balls, yoga ball, rocking chair-- anything that provides input
Movement Breaks (errands, stand at desk, etc.)
Do not take recess privilege away
Recess time: Rotary Swing, slide on tummy
Schedule movement prior to seat work or any sitting activity
Provide Sensory Gym time
Use Weighted Vest / Pressured Garments
Deep Pressure Squeezing on the arms and legs
Fidget toys (provide during circle time/seating time)
Chewable Jewelry
CamelBak® water bottle is a good outlet for constant chewing
Have a Sensory Bin: Sand, rice, beans, cotton ball, dried oatmeal, pom pom’s, leaves, playdough, small exercise balls, squishy items, spikey items, soft items, bubble wrap, etc.
(Can call it a “break” box)Look into a sensory diet (OT’s would do this)
Provide calming music
Foot Fidget: tie a piece of exercise band around the base of the front legs or a desk or add this foot fidget to the desk to give busy legs something to do
Cup for drinking water/milk with a chewy straw to help with chewing
Designated “special place” for lining up (front or back)
Rocking back and forth with a partner to row row row your boat song
Yoga: especially the inverted pose
Cuddle / Pod swing
1. Develop a crash/quiet corner AKA Sensory corner
Sensory-seeking students should have a place to get out some energy, and a corner with a few pillows can be just the place. This allows them a place to seek more physical sensory input by falling or crashing on the pillows. For further sensory input, you could even provide a heavy blanket or weighted lap pad and fidget toy, maybe even some squeezy balls or squeezy slime. This would allow a sensory-seeking student the physical sensation they crave. On the other hand, an overstimulated student can escape to the same quiet corner. Consider arming this corner with sunglasses or headphones for hearing protection for the sensory-avoiding student.
2. Consider heavy work
Sometimes sensory seeking students need a bit of “heavy work” to give them sensory input. It may be as simple as moving a desk or a stack of books — but it gives the sensory seeking body some big-muscle exercise and can result in a well-balanced sensory student. Consider teaming up with another teacher and having your sensory-craving student move heavy books/object from one classroom to another, or have a sensory-seeking student help you put up chairs at the end of the day. Alternatively, remember that a sensory-avoiding student might need a break from large body movement.
3. Space
A hypersensitive child might be overwhelmed at the sights, sounds, and even smells of the classroom. Don’t be afraid to give them space and time. If they are consistently overwhelmed by the closeness of their fellow students, giving them a special spot in the classroom that maximizes their personal space can help. Consider the hypersensitive child’s visual environment as well; while most children love a brightly-colored classroom, a particularly sensitive child might need a view that is a bit more barren.
4. Recess
Use recess to your best advantage. Encourage hypo-sensitive children to run and swing, making large-muscle movements that will help them balance their sensory needs for a calm body in the classroom. At the same time, allow hypersensitive children to withdraw from the noise and activity of their classmates and stay inside to read or relax.
5. Fidget
Sensory seekers often have roaming hands. Keep those hands full or busy — arm sensory seekers with stress balls or provide a small strip of rough aplix attached to the bottom of their desk. Some sensory seekers enjoy wearing rubber-band bracelets or have special pencil holders that give them the input they crave.
6. Take a seat
Some solutions for sensory seekers can be implemented right where they sit. A large rubber band or exercise band around the legs of a desk can provide a sensory-seeker an opportunity to push, bounce, or pull at the band and decrease other movements that might disrupt the classroom. Some students respond well to the sensory input of bumpy seat cushions. Some teachers have even replaced all of the seats in their classroom with exercise balls, which allows all children to work out their wiggles during the day.
Whether seeking or avoiding, children learn best when their sensory systems are well-balanced. A few well-placed tricks can help with classroom management and also allow opportunities for enjoyment of education in students who might not otherwise learn well. These solutions can work not only for diagnosed sensory students, but for any student who might benefit from them.
TYPES OF SENSORY INPUT:
Sight: Visual patterns, certain colors or shapes, moving or spinning objects, and bright objects or light.
Smell: Specific smells. Some kids like to smell everything, while some kids are able to detect—and object to—smells that other people don’t notice.
Hearing: Loud or unexpected sounds like fire alarms or blenders, singing, repetitive or specific types of noises (like finger snapping or clapping).
Taste: Specific tastes (like spicy, sour, bitter, or minty) and textures (like crunchy, chewy, or mushy), chewing or sucking on non-food objects (like shirt sleeves or collars).
Touch: Touch from other people, touching and fiddling with objects, tight or soft clothing, and certain textures or surfaces.
Heavy Work/Proprioceptive FAQ:
Which therapist provides support for this?
Occupation therapists who specialize in sensory processing typically specialize in this area (keep in mind not all occupational therapists have this training)
What is heavy input or proprioceptive activities?
Any activity that requires using the core or our muscles. Think weight lifting. Painting with a paintbrush may feel good as a sensory activity, but it is not necessarily a heavy input activity because you may not be using much muscle for that.
What are examples of heavy input activities? Anything with…
Crawling/climbing
Pushing heavy items
Pulling
Bouncing
Chewing
Carrying heavy items
Examples can include cleaning such as using a vacuum, pushing a heavy buggy cart, bouncing on a ball, carrying a grocery bag, obstacle courses that require crawling on the floor, climbing foam blocks as an obstacle course, pulling stretchy bands, stomping feet, pushing the wall, pulling velcro, chewing on a chew, moving furniture, jumping jacks, lifting a heavy lid, playing with theraputty (not regular putty), catching or pushing a weighted ball
How often and when should proprioceptive activities be offered?
Prior to circle time or any sitting activities
After any long period sitting task (including meals)
Heavy input activity should also be offered as one of the free play choices
More than one activity should be offered at all times (free access)
How long can a child sit still or attend based on science?
2 year old: 4-6 minutes (10 minutes if it is a highly preferred activity)
3-4 year old: 5-15 minutes (15 minutes if its a highly preferred activity)
Signs a child needs a heavy work activity?
Climbing furniture
Pushing furniture
Running back and forth multiple times
Spinning
Biting/chewing random items
Bending over backwards or extending their body in some way
Holding or squeezing an object very tightly
Bangs a body part repetitively or a an object repetitively
REMINDERS:
ORAL: Remember for Oral sensory seeking (such as chewing), it’s not that they WANT to chew. It’s that they have an oral sensory NEED to chew. Telling them to stop is not going to help. Instead, you want to give them a safe outlet to chew on.
TOUCH: Everything in your world is affected by the way your tactile system interprets it…hugs, clothing, the grass or sand under your feet, the food you eat, the coffee you drink. All of these things have one thing in common- Touch. The tactile system is invaluable in developing emotional security, social skills and academic learning.
VESTIBULAR: Your vestibular system provides you with a sense of balance and an awareness of your spatial orientation (Am I upside down? Am I sideways?) It orients information about the speed and direction of movement (How fast are you going?) and facilitates posture and a stable base for visual and auditory information.
If you're under-responsive to vestibular input, you may be able to tolerate a lot of movement before it registers, therefore your body may be in constant motion. If you are over-responsive, or hypersensitive, to vestibular input, you may not be able to handle movement at all! Because of this difficulty, you may avoid activities that challenge your balance and coordination.
Classroom Routine flexibility:
Flexibility in offering a sensory break during any routine activity is very important for the purposes of preventing big behaviors and feelings from occurring and ensuring a child’s needs are being met. If a child walks away from a routine activity, offer an engaging sensory or heavy input activity. Once this occurs, you can bring them back to the task or activity at hand. If it appears they need more, you can prompt “more time” and offer more.
Consistency is Key. If you attempt to provide an adaptive object, refrain from simply offering it once or expecting it to be effective after one attempt. Repetition is key, as well as Teaching the individual how to use it as a replacement. Most importantly, ensure assent-- the agreement through body language, gestures, or vocal communication by the child or client that they are okay with receiving this alternative. If it appears they find it aversive or they do not want it, it’s time to get creative, and remember to break it down when introducing it!
Sensory processing challenges can often stem from developmental delays or abnormalities in the brain activity of an individual, side effects of medications, passing on of certain genetics, epigenetics of trauma, and more.
Significance of Learning Styles for Professional Development
It is important to note that every individual processes and learns differently. The tips below are catered to working individuals in the working field. Here are 8 methods for maintaining professional development for professionals, clinicians, teachers, and more!
1) Social media: (I know, this is a debatable one but it can help you keep up with current trends in your field)
2) Reading Literature: reading evidenced based articles & trending researchers!
3) Conferences: Gaining new knowledge AND networking (they have small and big international ones)
4) Mentorship: someone to meet weekly to keep you accountable in your practices AND as a guide as you make daily decisions in personal life and the work place
5) CE/CEU trainings: (ideally in person). Yes this one is technically required for many to maintain their certification, but I hope you do this with intention and take advantage by taking courses in the niche areas you are interested in!
6) Collaborating with your supervisors and supervisee’s at work: yes this is one! “Teamwork makes the dream work”. We can do and learn very little on our own, but by making the effort to truly reach out to our colleagues and learn from them (yes, even those we supervise), you can learn things you never thought you would. This one requires an open mind.
7) Teaching: This is THE best way to kinesthetically learn (to learn by doing). Teaching the content yourself, even if you already know it well or have been in the field for several years, will assist you with being more competent in the material on a deeper level. Most importantly, you learn a lot about yourself. This can also include training others.
8) Journaling: There is evidence that by writing down our thoughts (on paper or computer) it can increase memory, communication skills, self-confidence, critical thinking skills and even a higher IQ! And we all know we need soft skills in our profession Did you know posting on social media or writing notes can be considered journaling too? Get creative!
Why is growing yourself important? It is part of our ethics in ABA “maintaining competence through professional development”. On a personal level (for just about any professional), this helps us stay connected and not be stagnant. By engaging in professional development, we are continually reminded of why we do what we do, and those values of “why’s” are super important. As a cherry on top, it helps us become better human beings by practicing our soft skills.
How many of these do you engage in? We all have methods that may not be of interest to us, and that’s okay. The good news is there is a variety of methods to grow yourself. Ideally as a general rule of thumb, consistently doing at least 2-3 of these on a regular basis is the most optimal!
Who is the expert? Discerning the difference between a behavior analyst, pediatrician, neuropsychologist, occupational therapist, psychologist, and special education teachers
Often times, it is difficult for parents, teachers and even clinical professionals to navigate who the expert is in diagnosing a child, providing therapy, or addressing specific concerns. Below, I have pasted a list of common fields that get misconstrued for their expertise:
You’ll often find that behavior analysts or behavior technicians working in the behavioral therapy field within autism. But keep in mind, that they do not specialize in autism or necessarily have thorough training in neurodivergent development. They specialize in analyzing behavior and using evidence-based tools to create (overt) behavior change for individuals.
Not all people who specialize in behavior are behavior analysts. They may be RBTs, BCaBAs, or just behavior specialists with a master’s degree. To be a behavior analyst you had to have passed the licensure exam and completed several supervision hours. Because our field is often working in the autism field, many parents may refer to BCBAs to answer questions about their child’s autism. However, it is important to recognize that our training and education do not necessarily include courses specifically on autism, therefore if you are looking to understand autism and the way their brains are wired, it is better to seek out an autism expert.
Pediatricians do not diagnose, assess, or understand autism or other diagnoses (unless they specialize in this). They specialize in the basic developmental life stages of a child.
I have heard many times parents tell me that their child doesn’t have autism because their pediatrician said they don’t. Eek! It’s important to note that pediatricians do not have the authority or training to diagnose if a child has any disability. What they can do is assist you with discerning if your child is meeting appropriate milestones, if they are eating enough and getting enough nutrient, or to treat health conditions (such as fever, pink eye or ear infection).
Neuropsychologists do not specialize in behavioral or therapeutic experts. They are experts in evaluating and diagnosing an individual (such as with autism, ADHD, etc).
These are the people you want to seek out if you are looking for a diagnosis (especially autism). They may recommend behavioral therapy, speech, or occupational therapy for an individual— but they are not experts in any of those fields.
Occupational therapists are not necessarily experts in physical therapy (and vice versa) or sensory integration. They are experts in motor skills to assist with performing activities in daily life due to setbacks (i.e injury, illness, disabled)
These experts take a holistic approach and focus on motor skills/fine motor skills to assist with specific day-to-dayy tasks. *Not all occupational therapists have knowledge or experience in sensory integration, they had to have had specific training in this field- always ask if they are trained in this if you are not sure! (Sensory integration can assist individuals who have difficulty regulating their bodies or engage in stimming (repetitive behaviors), making choices, regulating their emotions, problem-solving, and more).
Psychologists are not necessarily experts in behavior change/ behavior therapy and do not prescribe medication.
They specialize in using evidence-based tools to address the traumatic or cognitive aspects of your life to assist with mental health.
These experts are the typical therapists you may seek out for help. Their expertise can have a very wide range of focus and training specialties (marriage/adults/teens/families/anxiety/trauma/multigenerational issues/abuse/depression) so make sure you look for one that is an expert in your specific issues!
Special education teachers (or teachers in general) do not necessarily have training in classroom management or children with disabilities. They are trained in school standards, special education policies, child development, and general education psychology.
Effective behavior management is not typically part of the training courses for special education teachers (or teachers in general). Their educational courses typically do not dive deep into the various disabilities of children that they may encounter in the actual classroom either. Their focus is primarily on learning how to teach school subjects at various learning levels through the school system. Occasionally, an experienced special education teacher may have knowledge of positive behavior support systems (this system is not necessarily data-driven) or have pursued an additional degree to help them become a more competent teacher however, what degree/focus this is can vary. School policies that a teacher may follow for disruptions or behavioral issues with students also do not typically follow an evidence-based method for how to effectively respond (i.e. they use a lot of punishment procedures such as detention, time out, etc.). Some schools, however, may hire a behavior coach (someone who specializes in applied behavior analysis) to assist students with specific challenges. If your school has the funding for this, then you are in luck!