Behavior Consultation & Psychological Services, PLLC

              Enabling Teachers, 

Empowering Students

Our Mission
We understand that children spend over 32 hours a week at school. Your schools serve a large population of students, each with unique needs. We believe in equipping teachers and school staff with evidence-based techniques to enable them to serve all of their students, from preschool to high school. Whether in a separate-setting autism classroom or a regular education math class, we are always going to provide your staff with the most up-to-date, research-based methods to meet their needs. We believe the best way to support our students is to support their teachers.

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We would love to set up a time to talk

with you about how we can partner 

with your district.

When providing training for our teachers who serve students with autism, one of the first questions we are often asked is, “Is this just another thing I have to teach?” No. Our trainings don’t address what is taught, but how we teach children with autism. Autism is a disorder that can compromise the expected results of any curriculum.  When a student with autism is not fluent in language exchanges, teaching often becomes ineffective. Numbers and words may come in print media, a picture media, or through vocal exchanges. The fact is that all of these things are verbal units. Reading, writing, math, and other subjects require students to be fluent listeners and speakers simultaneously. We provide teachers with evidence-based Verbal Behavior Analysis practices that show them how to teach these skills while teaching from North Carolina’s Common Core curriculum, supporting retention of information and development of vital functional communication skills.

Implementing Best Practices
We know that it is the goal of every NC School System to provide teachers with up-to-date, researched strategies for teaching that are the absolute best practices in their field. All of our classroom recommendations are evidence-based and align with the NCDPI and National recommendations for students with autism. Further, our systemic level recommendations are the most research-supported of all the methods recommended.

Differentiated Instruction
Differentiated instruction requires different antecedent presentations in order to properly include each student in a lesson unit and to make meaningful progress. When working with students with autism, who have very atypical and irregular learning patterns, task analyzing will demonstrate clearly different levels for focus on the main concept. Usually, the student will be familiar with some sub skills of a topic, but have “gaps” in understanding. Teaching a child with autism is unique because their sporadic skill sets often mean that teaching sequentially is not always best- or even necessary. When working with several students with autism within one small group with one lesson, each student may be focusing on a different sub-skill of the lesson. This requires planning and flexibility. We provide an easy, systematic way to plan these differentiated lessons, track progress, and assess understanding. We have tools for teachers in a separate setting classroom as well as for a regular education teacher providing inclusion services for a student with autism.

​The Tool Box
We pride ourselves on our dedication to providing individualized services to each student, each teacher, each classroom, and each county we serve. Therefore, our “tools” evolve based on the function they need to serve. Our most common tools are our Verbal Behavior Cards. Your Verbal Behavior Cards (VO Cards) are made specifically for your students and are used to teach functional language task analysis. Teachers often use our Sub Skill Lesson Plan Template in order to create differentiated lesson plans that are easy to plan, monitor, and record. On a systemic level, we provide EC directors with our Evidence-Based Practices Classroom Checklist as well as other tools to help them assess and support their classrooms.