New Hope ABA
Katherine Lynch, M.Ed., B.C.B.A., L.B.A.
M.Ed. in Early Childhood Special Education (2008)
Thesis: “Effects of Structured Teaching on the Behavior of Young Children with Disabilities”
Advisor: Mark Wolery
George Mason University, Fairfax, VA (2002-2005)
B.A. in Psychology, minor in Sociology
Member Golden Key Honor Society, graduated Magna Cum Laude
Independent Contractor August 2010 – August 2011
Contracted with small businesses in Northern Virginia to assist in supervision of clients.
Provided direct ABA therapy to the families of 3 children with autism spectrum disorders.
Administered ABLLS annually with clients to inform programming decisions and measure progress.
Wrote annual progress reports for funding agencies.
Trained ABA therapists in the use of ABA methodologies such as discrete trial training, natural environment training, extinction, reinforcement, differential reinforcement, data collection and management, behavior management.
Provided parent training in behavior management.
Facilitated play dates with clients and typically developing peers to improve social skills such as conversational skills, play skills, turn-taking, and appropriate physical interactions.
Center for Autism and Related Disorders, Inc./The CARD Virginia School, Alexandria, Virginia August 2011- August 2013
Managed a case load of 11 clients, age range 3-13 years.
Provided weekly direct supervision in an on-site private school setting as well as in client homes to monitor progress on skill acquisition programs and ensure that behavior intervention plans are causing changes in behavior;
Conducted initial assessment during intake meetings with parents at the CARD office, followed by subsequent visits to home and/or school settings. Used assessment data to create skill acquisition and behavior intervention plans;
Wrote intake and reauthorization reports for insurance companies and other funding sources TRICARE, Virginia Medicaid, and United Behavioral Health;
Attended IEP meetings for students of the CARD Virginia School, as well as home-based clients, to provide recommendations on the appropriateness of IEP goals and objectives and the school placement. Collaborated with classroom teachers to share ideas on effective behavior management;
Wrote IEP goals and objectives for students in the CARD school; supervised teaching of IEP goals and objectives, monitored progress, and wrote progress reports on IEP goals and objective for parents and funding sources;
Conducted monthly or bi-monthly meetings with the child, parents, and therapy team to assess progress, model appropriate implementation of lessons, train staff and parents on behavior management or skill generalization, and make needed updates to the client’s program.
Provided mentorship to 7 therapists in which issues related to performance, policies and procedures, and training needs are addressed; provided direct training on prompting procedures, prompt fading, toilet training procedures, effective behavior management, effective reinforcement strategies, embedding discrete trials into play, and natural environment training to therapy staff during client sessions.
Continuum Autism Spectrum Alliance McLean, Virginia August 2013 - April 2015
Managed a caseload of up to 12 clients, age 4-13 years;
Functioned as the director of the Stafford Office, providing initial and ongoing training, feedback, and supervision to a Board Certified Assistant Behavior Analyst (BCaBA), a novice Board Certified Behavior Analyst, and a team of Registered Behavior Technicians (RBTs);
Functioned as director of the clinic-based Structured Play Dates program, in which groups of 2-4 children with autism learned to improve social and play skills, facilitated by 2-3 RBTs;
Served as liaison between staff in the Stafford office and directors in McLean Headquarters, ensuring procedural consistency across offices and adequate transmission of information between staff members;
Designed and implemented curriculum and teaching protocol to be used in home-based ABA programs, edited and approved curriculum designed by other staff members, and trained staff on implementation of curriculum and protocol;
Conducted clinical ntake meetings, initial and ongoing skills assessments, and FBAs for new clients; wrote initial reports and progress reports for a variety of funding agencies, including TRICARE, and United Behavioral Health; Edited and approved reports written by BCaBA and novice BCBA on staff;
Provided educational advocacy services to parents of clients to ensure free and appropriate public education to clients by making recommendations for IEP goals, attending IEP, eligibility, and manifestation determination meetings; collaborated with school staff to ensure generalizations of skills and procedural consistency across settings;
Provided ABA training to parents, caregivers, and attendants to ensure consistent implementation of the Behavior Intervention Plan across caregivers;
Provided direct ABA therapy to a variety of clients, ages 4 to 13 years old, teaching communication, social, play, adaptive, and executive functioning skills, using discrete trial training, natural environment training, and incidental teaching.
Fairfax County Public Schools, Lorton, VA (October 2010- June 2011)
PAC (Preschool Autism Class)
Taught a class of 6 students with autism spectrum disorders using ABA strategies for skill acquisition and behavior management;
Supervised and trained 2 educational assistants in the use of effective behavior management strategies such as attention and escape extinction, use of conditioned reinforcers, and noncontingent reinforcement;
Designed and implemented data collection systems for each student to track IEP goal progress and well as behavior reduction;
Wrote and implemented IEP goals and objectives; trained educational assistants in implementation of IEP;
Collaborated with LEAs, Speech Pathologist, and Occupational therapist to ensure consistency;
Collaborated with private BCBA on one student to reduce inappropriate behavior and improve communication skills;
Administered the VB-MAPP twice a year with all students to measure progress;
Successfully transitioned 2 students into less-restrictive classroom placements for the following year;
Used the Picture Exchange Communication System (PECS) protocol to increase functional communication for two students.
Metro Nashville Public Schools, Nashville, TN (August 2009- August 2010)
Pre-K CBIP (Communication Behavior Intervention Program) Blended
Taught a class of 8 students, 5 with Autism or Developmental Delay, 4 typically developing peers;
Supervised two educational assistants in the use of effective behavior management strategies such as attention and escape extinction, use of conditioned reinforcers, and noncontingent reinforcement;
Designed and implemented data collection systems for each student to track IEP goal progress and well as behavior reduction;
Wrote and implemented IEP goals and objectives;
Collaborated with LEAs, Speech Pathologist, and Occupational therapist;
Used discrete trial programs from the Eden Curriculum to run discrete trials based on the student’s IEP goals;
Cooperated with Treatment and Research Institute for Autism Spectrum Disorders (TRIAD, Vanderbilt University), allowing them to video tape me using prompting procedures based on the principles of applied behavior analysis to be used for a training video for teachers in the state of Tennessee.
The Psychiatric Hospital at Vanderbilt School (July 2008-July 2009)
Pre-K - grade 7
Taught a class of up to 11 students, ranging in age from 4-12 with a variety of cognitive and psychiatric disorders;
Assessed each child using the Wide Ranging Achievement Test, 3d Edition. (WRAT-III);
Observed and took data on classroom behavior of the child and presented it in multidisciplinary team meetings;
Collaborated with a multidisciplinary team of psychiatrists, nursing staff, and social workers to determine the child’s level of functioning and support needed;
Collaborated with the teacher(s), principals, and counselors in the child’s school of zone and made recommendations for accommodations at school based on the child’s level of functioning;
Supervised two interns from the School of Human and Organizational Development at Vanderbilt University;
Cooperated with research conducted by Dr. Jennifer Bruzek from Vanderbilt University;
Participated in research conducted by Christina Roantree, M.Ed., B.C.B.A. (Vanderbilt University) by identifying candidates for her research on children with aggressive behavior and moderate intellectual disabilities. Conducted teacher observations for FBAs on selected students.
PBS Internship/Center for Child Development, Vanderbilt University, Nashville, TN, 2007, 2008.
Worked under the supervision of Dr. Mark Wolery, Ph.D., B.C.B.A.-D. to conduct functional behavior assessments to design and implement behavior intervention plans for two young boys with disabilities;
Assisted parent in creation of a token system and reinforcer menu and trained them to use the tools effectively using modeling, direct instruction, and feedback;
Successfully reduced disruptive, attention-seeking behavior and noncompliance in client by using a token system and reinforcer menu in which the child was able to earn various tangible items, edibles, or activities;
Conducted classroom observations to collect data for an FBA, trained the child’s teacher to implement effective reinforcement strategies using a points system to earn breaks and access to special games. Successfully reduced noncompliance and increased task completion as a result of the intervention;
Succesfully taught a blind 3 year old male with autism who had no functional communication to communicate his needs using an object schedule;
Supervised new interns with data collection, designed behavior intervention plans, supervised implementation, and assisted with behavior management pertaining to one of their clients.
Behavior Analysis Clinic, Vanderbilt University, Nashville, TN 2007
Worked under the supervision of Ms. Nea Houchins-Juarez, M.A., B.C.B.A. and conducted analog functional assessments (AFA) to determine the function of behavior in children with problematic behavior;
Observed and collected data on the behavior of two children with problematic behavior in clinic and home seettings;
Used data to design function-based behavior intervention plans (BIPs) for each of two children.
Successfully reduced non-compliance in both of the clients using the BIPs.
Practicum, Strategies for Autism through Individualized Learning Nashville, TN, 2007
Practiced under the supervision of Ms. Jessica Nelson, M.Ed., B.C.B.A. Delivered in-home ABA services to two girls with moderate to severe autism, ages 4 and 5, using discrete trial training and natural environment training;
Recorded data throughout each session on both prompted and operant behavior using both trial by trial and narrative data. Tracked both skill acquisition data and maladaptive behavior;
Provided parent training to help parent manage behavior between sessions;
In Child 1, increased requesting from 2 to 5 words, taught her the names of rooms in her house and how to get there, taught her how to protest appropriately using language and appropriate tone and volume, improved play skills;
In Child 2, increased word approximations and expressive language and successfully toilet trained her using the Foxx and Azrin method;
Declined a permanent position due to academic time constraints.
Collingham Gardens Child and Adolescent Psychiatric Hospital, London, UK, 2004.
Worked with children aged 5-14 with a variety of mental health diagnoses including depression, anorexia nervosa, autism, obsessive compulsive disorder, and oppositional defiant disorder.
Wrote a research paper on the use of medication versus behavioral treatment for children with attention deficit hyperactivity disorder.
Assisted nursing staff, therapists, and teachers with keeping patients engaged and on-task during activities and free time on the unit.
Taught a 9 year old girl with severe schizophrenia with limited expressive and receptive language to use a picture schedule to complete her morning and evening self-care routines;
Supervised and facilitated social interactions among patients;
Observed individual and group therapy sessions.
Poster Session, Tennessee Association for Behavior Analysis (TABA), 2007, Nashville, TN. A Functional Assessment-Based Intervention Using Self-monitoring to Increase On-task Behavior in a Child with Co-morbid Disorders, Alana Schnitz, M.Ed., Tracy Voyles, Katherine Bennett, Kathleen Lane, Ph.D.
Bennett, K. (2011) The Effects of Structured Teaching on the Behavior of Young Children With Disabilities. Focus on Autism and Other Developmental Disabilities, 26, 146-152.
Board Certified Behavior Analyst 1-10-7430
Virginia License to practice Applied Behavior Analysis - 0133000254
Postgraduate Professional Teaching License, State of Virginia, Early Childhood Special Education