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Maryland Center for Developmental Disabilities 2026 Annual Learning Series

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Maryland Center for Developmental Disabilities 2026 Annual Learning Series

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The Maryland Center for Developmental Disabilities (MCDD) is hosting an Annual Learning Series. The series consist of half-day and 2 or less hour workshops with interdisciplinary topics focused on working with students and individuals with intellectual, developmental, and other disabilities and their families.

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Stacy is a Licensed Clinical Social Worker at Ocean Front Counseling. She graduated from Washington College in 2006 with her bachelor’s degree in psychology and sociology, and then went to obtain her master’s degree in social work from University of Maryland School of Social Work in 2008. Prior to working at Ocean Front Counseling, Stacy worked for the Department of Social Services working with at-risk children and families.

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Autism waiver services- We serve all counties in Maryland

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Autism waiver services- We serve all counties in Maryland

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This April, Kennedy Krieger Institute’s Center for Autism Services, Science and Innovation (CASSI) is pleased to bring back our Autism Month Miniseries. Experts will share valuable insights during four pre-recorded sessions. Parents, family members, caregivers, professionals and community members are all invited to register. You will receive a link in your email with the recorded webinar on the day of release. If you are looking for a past event, please contact conferencereservations@kennedykrieger.org for a link. See the schedule below to register.

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Three Fish Aquatics LLC Special Resource Fair

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Mid-Shore Autism Workgroup Agenda_Min 11.5.25

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Mid-Shore Autism Workgroup Agenda_Min 11.5.25

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Mid-Shore Autism Workgroup Agenda_Min 10.1.25

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Main Fello page: https://fello.org/

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Disability Services for Children, Youth & Families - Fello

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Fello’s Children, Youth & Their Families program is where we build a network of tailored services that support your child and your family.

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Good morning!

I am happy to share that the Across the Lifespan Needs Assessment is live and ready for us to participate in and share with our networks (personal and professional). The survey is available in English and Spanish. Please feel free to use the wording below and/or graphics to share the needs assessment surveys.

We are excited to announce that the Across the Lifespan Needs Assessments for the mid-shore counties are now live and available for your participation! This survey will remain open from April 9, 2025, through April 30, 2025.

Your input is incredibly valuable. The information gathered from this survey, along with the upcoming focus groups and other available data, will play a crucial role in helping Mid Shore Behavioral Health, Inc. and their partners strategically plan for services that best meet the needs of our community.

We invite community members and partners to take part and provide their insights to help develop and expand services tailored to our unique needs.

Community Survey Link - https://www.surveyhero.com/c/MSBHcommunity

Partner Survey Link - https://www.surveyhero.com/c/MSBHpartner

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National Counsel on Severe Autism Trainings

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National Counsel on Severe Autism Trainings

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NCSA 2025 Webinars

• All NCSA webinars are free, include live Q&A, and will be recorded
• Pre-registration is required for all webinars
• Details on all webinars to be announced closer to their dates; subject matter, speakers and timing are subject to change

Special Event: Special Interest Group on Severe, Intense and Dangerous Behaviors
(A collaborative project by Profound Autism Alliance, Autism Science Foundation, National Council on Severe Autism, Autism Speaks, University of Pittsburgh, and Standford University)

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National Council for Severe Autism pursues recognition, policy and solutions for the surging population of individuals, families and caregivers affected by severe forms of autism and related disorders.

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Summary - 2025 World Autism Month Miniseries

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Summary - 2025 World Autism Month Miniseries

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Autism training, autism awareness, autism acceptance, world autism month

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The Maryland Department of Health would like to hear from parents, caregivers, and concerned community members about their opinions on their community’s needs, concerts, and strengths. Community means the neighborhood where you live. As parents, caregivers, and concerned community members, you are your community’s health and safety experts. This information will help determine the priorities the department sets for the next 5 years on improving the health and safety of women, infants, children, teens, and families. We ask that you complete this short survey to help us better understand what is happening in our community. This survey is completely voluntary and anonymous.

Community Survey: English

Community Survey: Español

In addition to the survey, you also have the option to participate in a small focus group to share more fully on the issues you and your family face and what you and your family needs are. Attached are flyers with more information about the groups.

The following community focus groups will be held.
 Diverse Family Structures (for families with diverse or non-traditional structures) on  Thursday, January 30th from 11:00am-12:00pm – Registration Link

 Families with children or youth with special/specific healthcare needs on Wednesday,
January 29th from 12:00-1:00pm – Registration Link

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Unlocking Potential: Aftercare Services for Autism Waiver

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Unlocking Potential: Aftercare Services for Autism Waiver

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Sharing an Autism Diagnosis With Family and Friends

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Sharing an Autism Diagnosis With Family and Friends

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Sharing an Autism Diagnosis With Family and Friends - Child Mind Institute

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Tips for explaining autism to family and close friends, to help them become effective allies when your child receives an autism diagnosis.

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Many more boys than girls are diagnosed on the autism spectrum: more than four boys for every autistic girl, according to the latest numbers from the Centers for Disease Control. Researchers point to genetic differences. But clinicians and researchers have also come to realize that many "higher functioning" autistic girls are simply missed. They've been termed the "lost girls" or "hiding in plain sight" because they're overlooked or diagnosed late. They don't fit the stereotypes or their symptoms are misinterpreted as something else. And they may be better at hiding the signs, at least when they're young.

Even when girls' presentation is clearer, they can be overlooked. Take Melissa's two children. Both have an autism diagnosis. But while daughter Lisa's symptoms were much more obvious than son Justin's, the girl's were waved off for three years by a variety of clinicians.

"On paper," Melissa says, "she seemed to check all the boxes." Lisa had a significant language delay - she didn't speak in sentences until she was 4 - did no pretend play, and had several meltdowns each day. There were also other signs, like lining up her stuffed animals, spinning in circles, and constantly seeking sensory input. She was also unable to handle any change in routine.

Though Lisa's challenges qualified her for Early Intervention at 18 months, it wasn't until she was 6 that a developmental neurologist would diagnose her with autism.

Melissa's son was also diagnosed at 6 - but by the first clinician who saw him, despite the fact that his symptoms were far less obvious.

"The developmental pediatrician who saw Lisa didn't believe autism was common in girls. He came up with excuses for her behavior and reasons why she couldn't be on the spectrum," Melissa says. "At one point, we were even told that my daughter just had low self-esteem and that's why she didn't speak. And, of course, that her issues were just a parenting problem. We were never told those things about our son."

Autistic girls don't fit the "model"

Autism is a developmental disorder that is marked by two unusual kinds of behaviors: deficits in communication and social skills, and restricted or repetitive behaviors. Children with autism also often have sensory processing issues. But here's the hitch, according to Susan F. Epstein, PhD, a clinical neuropsychologist. "The model that we have for a classic autism diagnosis has really turned out to be a male model. That's not to say that girls don't ever fit it, but girls tend to have a quieter presentation, with not necessarily as much of the repetitive and restricted behavior, or it shows up in a different way."

Stereotypes may get in the way of recognition. "So where the boys are looking at train schedules, girls might have excessive interest in horses or unicorns, which is not unexpected for girls," Dr. Epstein notes. "But the level of the interest might be missed and the level of oddity can be a little more damped down. It's not quite as obvious to an untrained eye." She adds that as the spectrum has grown, it's gotten harder to diagnose less-affected boys as well.

In fact, according to a 2005 study at Stanford University, autistic girls exhibit less repetitive and restricted behavior than boys do. The study also found brain differences between autistic boys and girls help explain this discrepancy.

Wendy Nash, MD, a child and adolescent psychiatrist, adds that girls are more likely to control their behavior in public, so teachers don't catch differences. "A lot of autistic girls get ruled out because they may share a smile or may have a bit better eye contact or they're more socially motivated. It can be a more subtle presentation," Dr. Nash explains. If girls are socially interested but odd, which is the case with the majority of these girls, she adds, "I think people give them a pass."

Another problem: misdiagnoses

Dr. Epstein says there's another reason autistic girls are misdiagnosed, or diagnosed later than boys. Girls struggling with undiagnosed autism often develop depression, anxiety or poor self-esteem, and clinicians may not "really dig underneath to see the social dysfunction" caused by autism.

Dr. Nash adds that these girls can also be misdiagnosed with ADHD. "I see a lot of girls who are diagnosed with ADHD when they're young who actually meet the criteria for autism," she says. "There's hyperactivity without as much social impairment or a different kind of social impairment, so the autism is missed."

Autistic girls "pass"... at least for a while

Another reason girls may not be diagnosed is because they're able to "pass."

"Girls tend to get by," Dr. Epstein says. "They might not understand what's going on but they'll try to just go along and imitate what they see. And they may get away with it to third grade or fifth grade, but once they get to junior high and high school, it shows as a problem."

This has been the case for Lisa, now 13. Melissa says of her daughter, "She is less mature than her typical peers, and girls are so intricate in how they behave socially. It's very difficult for her to maintain friendships because of this and, let me tell you, 13-year-old girls are not very accepting of someone different."

The cost of a missed diagnosis

Dr. Epstein says undiagnosed autistic girls end up wondering "what's wrong" with them, which can lead to depression, anxiety and loss of self-esteem. They work so hard to fit in that it wears them out. "That's the thing about imitating," she says. "You don't necessarily 'get' it so you're just trying to do what people do. If you're just trying to mimic and you don't really understand, it makes it pretty rough."

Dr. Nash says less severe autism in girls is often first flagged because of these social issues, or the depression they generate. "In people we call mildly autistic, there are adolescent social problems or they're seeming hyperfocused on a topic and not participating in school to their potential or abilities," she says. "Depression can be more common among high-functioning kids on the spectrum. So they'll come in for something like depression or poor school performance. Then it becomes more clear to me that they have a restricted interest and social communication issues."

Another cost of being overlooked is missing out on early support for skill-building. "We talk about early intervention," Dr. Epstein says. "When the girls are identified late, they've missed out on a lot of social interventions that are much harder later. That's the danger for anybody who gets a late diagnosis."

Dr. Nash concurs, adding that they've missed opportunities to get the proper support in school as well as socially: "Academically, it's harder for them to focus on topics that are not of interest. That's true for people who have ADHD and even to a greater degree for kids who are on the autism spectrum."

Safety risks for autistic girls

Autistic girls may be bullied simply because they're "different." Also, Dr. Epstein says, because these girls miss social cues and want to be liked, their autism can leave them more naïve. This makes them easy prey for someone trying to take advantage of them, be it a bully or a sexual predator. "The girls may be wanting the interaction but not understanding what it's about, what the cues are," Dr. Epstein says. "It can be very easy for them to follow their hormones without an understanding of what the dangers are. And sometimes even if they have been taught, they need ongoing support to be able to maintain safety."

Melissa says this has been true with Lisa. "I've had to think about female issues at a much earlier age than I expected," she says. "We've already had an incident of her being inappropriately touched by a boy, for whom the excuse was made that because he's also disabled, he 'didn't understand what he was doing was wrong.'"

One of her daughter's greatest strengths is how accepting she is of others, Melissa adds. "She always finds the good in people, even when they are mean to her," she says. "But because she is so accepting and kind, others can easily take advantage of her, or bully her, and she won't say anything."

Dr. Nash notes that there's an area of study that's rethinking how to help girls on the spectrum: "There's expanding research on how boys and girls present differently and how our treatments may need to be specified a bit more for a girl's presentation vs. a boy's presentation."

But first the girls need to be identified - and accepted. This will require more awareness and sensitivity on the part of parents, teachers and clinicians.

How does autism present in girls?

Why are so many more boys diagnosed with autism than girls?

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Why Many Autistic Girls Are Overlooked - Child Mind Institute

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Girls with autism often go undiagnosed because they don't fit autism stereotypes and may mask symptoms better than boys do. Many more boys than girls are diagnosed on the autism spectrum: more than four boys for every autistic girl.

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Why Do Black Children With Autism Get Diagnosed Late?

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Why Do Black Children With Autism Get Diagnosed Late?

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Why Do Black Children With Autism Get Diagnosed Late? - Child Mind Institute

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Exploring the many barriers faced by Black parents who seek early intervention for their child.

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Why Autism Diagnoses Are Often Delayed - Child Mind Institute

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Learn why autism diagnoses are delayed when children are diagnosed with ADHD or sensory processing issues instead. How to make sure your child gets a good evaluation to avoid delay in important early intervention.

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What Should an Evaluation for Autism Look Like?

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What Should an Evaluation for Autism Look Like?

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What Should an Evaluation for Autism Look Like? - Child Mind Institute

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What should an autism evaluation look like? Learn how use of diagnostic instruments such as ADOS tests help avoid misdiagnosis and enable early intervention.

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How to Tell Your Child about their Autism Diagnosis

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How to Tell Your Child about their Autism Diagnosis

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How to Tell Your Child About Their Autism Diagnosis - Child Mind Institute

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Learn about how to approach discussing an autism diagnosis with your kid, including tips for what to say at different ages.

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Free tickets for family members still available!! Love on the Spectrum - Free for family members  

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Free tickets for family members still available!! Love on the Spectrum - Free for family members  

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PLEASE CHOOSE FROM THE OPTIONS BELOW TO PURCHASE YOUR TICKETS FOR OUR LUNCHEON HOSTED BY DR. KERRY MAGRO OF NETFLIX, "LOVE ON THE SPECTRUM" and be sure to provide us with the names of the guests using the ticket or tickets.

PLEASE NOTE: YOU HAVE THE OPTION TO DONATE ANY UNUSED TICKETS BACK TO LSAC TO BE GIVEN TO OUR FAMILIES. THANK YOU! IF YOU DECIDE TO DONATE YOUR TICKET(S) BACK, PLEASE EMAIL JAYME DEL VECCHIO AT: JAYME@LSAUTISM.ORG.

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NETFLIX: LOVE ON THE SPECTRUM-DR. KERRY MAGRO LUNCHEON for Lower Shore Autism Community, Inc.

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PLEASE CHOOSE FROM THE OPTIONS BELOW TO PURCHASE YOUR TICKETS FOR OUR LUNCHEON HOSTED BY DR. KERRY MAGRO OF NETFLIX, “LOVE ON THE SPECTRUM” and be sure to provide us with the names of the guests using the ticket or tickets.PLEASE NOTE: YOU HAVE THE OPTION TO DONATE ANY UNUSED TICKETS BACK TO LSAC TO BE GIVEN TO OUR FAMILIES. THANK YOU! IF YOU DECIDE TO DONATE YOUR TICKET(S) BACK, PLEASE EMAIL JAYME DEL VECCHIO AT: JAYME@LSAUTISM.ORG.THANKS!

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Masterclass Overview

Working with autistic clients demands a deep understanding of their unique perspectives and experiences. Autism involves a distinct neurological structure and developmental trajectory, meaning conventional theories and interventions may not only fall short but can also cause unintended harm. This immersive 4-hour online Masterclass offers an in-depth exploration of how clinicians can adapt their current practices to provide more effective and compassionate care, promoting better outcomes for autistic clients.

Under the guidance of Dr. Mary P. Donahue (clinical psychologist) and Lisa Morgan (social worker and lived experience expert), you will gain insight into the specific needs of autistic clients and learn how to establish effective, trust-based relationships from initial contact through to goal completion. The Masterclass blends current research with real-world lived experiences, equipping you with practical tools and strategies to implement more appropriate interventions and improve client outcomes.

Upon completion of this Masterclass you will be able to:

Define autistic needs regarding communication and social interaction.

Demonstrate how cultural competency contributes to trust and the efficacy of treatment.

Compare and contrast neurotypically-developed appointment structures against the experience of autistic individuals.

Analyze common interventions and learn how efficacy can be improved.

Utilize three effective forms of clinical intervention with autistic clients.

Create sensory-safe environments that foster comfort and trust.

Session Breakdown

1DAY 1 (December 3): Enhancing Communication and Care: Meeting the Needs of Autistic Individuals in Therapy

Duration: 2 hours (6 -8pm EST / 3-4pm PST)

The first half of this Masterclass will equip you with essential knowledge to better understand and support autistic clients in therapeutic settings. Dr. Mary Donahue and Lisa Morgan will define the unique communication and social interaction needs of autistic individuals and explore how cultural competency enhances trust and improves treatment outcomes. Through a comparison of neurotypically-developed appointment structures and the lived experience of autistic clients, you will gain insights into how to adapt your clinical practice for more effective and compassionate care, promoting better outcomes for autistic individuals. The session will conclude with an extended Q&A segment, where you will be able to ask your own questions.

2DAY 2 (December 4): Effective Interventions and Sensory-Safe Environments for Autistic Clients

Duration: 2 hours (6 -8pm EST / 3-4pm PST)

Building from the previous day, this session will provide you with practical tools to improve the efficacy of interventions with autistic clients. Dr. Mary Donahue and Lisa Morgan will analyze common therapeutic approaches and provide strategies to enhance their impact. You will be introduced to three effective intervention methods tailored to autistic individuals, ensuring they meet the unique needs of this population. Additionally, you will learn how to develop sensory-safe environments that foster communicate and trust, essential for effective therapy. The session will conclude with an extended Q&A segment, where you will be able to ask your own questions.

Save $100.00 (41% off)

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Supporting Autistic Clients | Mental Health Academy

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An online, interactive 4-hour Masterclass facilitated by Dr. Mary P. Donahue and Lisa Morgan. Hosted by Mental Health Academy.

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AutismWaiver Fact Sheet_Oct 2024 English

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Autism Waiver Application Process_Oct 2024

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Autism on the Go Parent, Caregiver, Supporter Meeting 11/6 7 pm 

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Autism on the Go Parent, Caregiver, Supporter Meeting 11/6 7 pm 

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Join Zoom Meeting

﻿

https://us02web.zoom.us/j/84015597500

Meeting ID: 840 1559 7500

Dial In

301-715-8592

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Maryland Center for Developmental Disabilities

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AOG’s Parent, Caregiver, Supporter Meeting - Tonight at 7pm

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Email from Maryland Center for Developmental Disabilities For all on the spectrum who identify as a parent, supporter, or caregiver Click HERE to view this email as a webpage AOG’s Parent, Supporter

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Beyond Labels: A Forum on Neurodiversity and Stigma on Monday, November 18, 2024 from 6:00 - 7:45pm 

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Beyond Labels: A Forum on Neurodiversity and Stigma on Monday, November 18, 2024 from 6:00 - 7:45pm 

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On Our Own of Maryland's Anti-Stigma Project is proud to present

Beyond Labels: A Forum on Neurodiversity and Stigma

Register

Mental health problems affect approximately 70–80% of autistic individuals across all age groups, and suicide is a leading cause of early death. The stigma related to behavioral health conditions and neurodivergence such as autism and ADHD can be devastating, and often silences people and keeps them from seeking support.

Join us virtually on Monday, November 18, 2024 from 6:00 - 7:45pm for an informative forum to address the stigma surrounding behavioral health and neurodiversity. We've assembled a panel of experts, including an autistic adult with lived experience, a family member of a person with autism, and a neurodiversity affirming behavioral health provider, who will share their personal stories and professional knowledge to help us build more compassionate and inclusive communities.

Our panel will include:

§   Becca Gibson, LCSW-C (they/them/she/her)

§   Karen Webber (she/her)

§   Sam Brandsen, Ph.D. (he/him)

The event is free but registration is required.

For questions please contact krism@onourownmd.org or (301) 660-2086.

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You Finally Received the Autism Waiver: What Should You Expect?

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You Finally Received the Autism Waiver: What Should You Expect?

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Agenda/Google Meet

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Kinera: My Child was just diagnosed with Autism. Where do I begin?

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Kinera: My Child was just diagnosed with Autism. Where do I begin?

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Fast Facts: Children Identified with Autism

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Fast Facts: Children Identified with Autism

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Individuals with Disabilities Education Act

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OSEP Fast Facts: Children Identified With Autism (Updated 2024)

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OSEP updated one of its most popular OSEP Fast Facts, which provides updated data on children identified with autism.

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This forum and the information provided on this page is not sanctioned by any of the associated organizations, nor do we accept any liability for any information provided here. This is a collection of information that can be shared amongst agencies, school systems and community members throughout the mid-shore to include Caroline, Dorchester, Kent, Queen Anne and Talbot counties.

This is a resource for all partners to gain knowledge about the autism diagnosis.

For more information, contact Andrea Wolters awolters@talbotschools.org or Audra Cherbonnier acherbonnier@midshorebehavioralhealth.org.

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Town of Greensboro - Autism Awareness Community Event

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Town of Greensboro - Autism Awareness Community Event

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Fostering Meaningful Inclusion and Belonging at Work and in Life Spaces: Why it Matters and How to Prioritize it

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Fostering Meaningful Inclusion and Belonging at Work and in Life Spaces: Why it Matters and How to Prioritize it

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Supporting Your Emotionally Dysregulated ASD Child| Children’s Mental Health Webinar 

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Supporting Your Emotionally Dysregulated ASD Child| Children’s Mental Health Webinar 

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Thursday April 18th, from 11:30AM – 12:30PM

This webinar will provide discussion and strategies to support autistic children and their caregivers with emotional regulation and co-regulation. Register at the above link.

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Beautiful and powerful native Salesforce events platform.

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FY24 MidShore Autism Group Meeting Schedule

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FY24 MidShore Autism Group Meeting Schedule

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May 1, 2024

June 5, 2024

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The Maryland Infants and Toddler Program is open during the Covid-19 Pandemic. As local programs follow national, State, and local health and safety guidance and regulations, evaluations and ongoing family intervention services and supports may be provided virtually, in-person, or in combination.

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MD State Dept. of Education - Special Education services for preschool

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MD State Dept. of Education - Special Education services for preschool

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Maryland’s system of Preschool Special Education Services provides specialized instruction and related services, such as speech-language therapy, physical and occupational therapy, to young children, ages three through five, determined eligible under the Individuals with Disabilities Education Act and in accordance with State regulations for special education. Through 24 local education agencies, the Maryland School for the Blind and the Maryland School for the Deaf, Maryland’s system of preschool special education services ensures the provision of a free appropriate public education (FAPE) to all eligible children at no cost to their families, and in the least restrictive environment (LRE).

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The Maryland Center for Developmental Disabilities (MCDD) is hosting a 2024 Annual Learning Series. The series consist of half-day and 2 or less hour workshops with interdisciplinary topics focused on working with students and individuals with intellectual, developmental, and other disabilities and their families. The Annual Learning Series will help a range of professionals (e.g., teachers, social workers, psychologists, nurses, care providers, paraprofessionals, case managers, speech, physical, and occupational therapists, school counselors, care management staff, faith leaders, community members, parents, students, and others) to expand their knowledge and skills to engage in effective advocacy.

Our top priority is the health and well-being of our community. We will hold live, real-time, interactive webinars to align with current social distancing policies and to protect the health and safety of our community.

We are committed to bringing high quality trainings to our professionals and community members and will offer up to 3.0 Category I CEUs to psychologists and social workers for most workshops. A certificate of attendance will be made available for all other disciplines.

For more information on our Annual Learning Series or sponsoring a workshop, please call Dr. Mirian Ofonedu at 443-923-9555 or email Training.MCDD@KennedyKrieger.org.

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The Maryland Center for Developmental Disabilities (MCDD) is hosting a 2024 Annual Learning Series. The series consist of half-day and 2 or less hour workshops with interdisciplinary topics focused on working with students and individuals with intellectual, developmental, and other disabilities and their families.

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Resources for Job Seekers and Employers (HireAutism.org)

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Resources for Job Seekers and Employers (HireAutism.org)

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Hire Autism has resources for job seekers, employers, and those who might be supporting a friend, student, or loved one with their job search. So whether you're looking for information on how to write a stellar resume or ideas on how to become a more autism-friendly employer, we have something for you!

Job Scams: What to Look for and Common Red Flags

Disclosure and Accommodations with Sample Language

Read through our Frequently Asked Questions to find answers to common inquiries, or submit your very own.

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Hire Autism has resources for job seekers, employers, and those who might be supporting a friend, student, or loved one with their job search.

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Sex Ed for Self-Advocates (Autistic individuals 15+)

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Sex Ed for Self-Advocates (Autistic individuals 15+)

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Welcome to Sex Ed for Self-Advocates This guide is a sexuality and sex education resource written specifically for autistic people age 15 and up. Autistic people sometimes don’t have the chance to learn about sexuality and sex in ways that work for them, so OAR created this guide as a starting point…

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Social Media Safety Series for Individuals with IDD (incl Autism)

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Social Media Safety Series for Individuals with IDD (incl Autism)

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Join The Arc Montgomery County for a series of virtual workshops where people supported, their family members, direct support professionals, teachers, and all who are connected to people with Intellectual and Developmental Disabilities (IDD) will learn strategies to remain safe while engaging socially online. The workshops are led by Dr. Mary Jo Krile, PhD, an expert specializing in teaching digital literacy to young adults with IDD. To learn more about Dr. Krile, please click on her image below.

This series is the first initiative under The Arc Montgomery County's Technology Coaching Program, brought to you with the generous support of The Arc of the United States and Comcast NBCUniversal.

If you have questions, please contact Engagement at Engagement@arcmontmd.org or 301.984.5777 x1274.

Dr. Mary Jo Krile is an assistant professor of Special Education at Eastern Kentucky University. She teaches undergraduate and graduate level courses in special education and moderate to severe disabilities. Dr. Krile has over 10 years of experience in teaching students with disabilities in the public K-12 and postsecondary settings, including teaching digital literacy to young adults with IDD. Dr. Krile's research is dedicated to promoting social media use and safety, as well as digital literacy skills, for people with IDD.

Accessing Technology: Benefits, Risks, and Strategies for Independence

This workshop highlights the importance of technology access and digital inclusion for people with IDD. Basic technology access, benefits and risks of technology access, and strategies for fostering independent access are also discussed.

This workop highlights the basics of social media. It includes a definition of social media, benefits and dangers of using social media, identification of social media platforms, ranking of safety levels of social media platforms, and what to look for when choosing to use a social media platform.

Social Media Settings: Setting Up for Safety

This workshop highlights safety features within social media apps. It includes a definition of social media dangers (predators, cyberbullying, and scams) and how-to on selecting and setting privacy settings, as well as other safety features available across social media platforms.

Identifying and Addressing Online Dangers

This workshop reviews the definitions of predators, cyberbullying, and scams. It includes strategies for identifying and addressing these dangers (as well as promoting independence in this).

Safely Connecting with Others Online: Red and Green Flags for Online Trust

This workshop highlights the online connections that should be had in case of an emergency and the criteria for developing online trust.

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Social Media Safety Series : Technology Coaching Program : Where to Connect : The Arc Montgomery County

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Join The Arc Montgomery County for a series of virtual workshops where people supported, their family members, direct support professionals, teachers, and all who are connected to people with Intellectual and Developmental Disabilities (IDD) will learn strategies to remain safe while engaging socially online.

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Eastern Shore Health Focus Group (The Parents' Place of Maryland)

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Eastern Shore Health Focus Group (The Parents' Place of Maryland)

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Autism Waiver Factsheet (both English and Spanish) created by The Parents' Place of MD

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Autism Waiver Factsheet (both English and Spanish) created by The Parents' Place of MD

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Autism Waiver Fact Sheet | Parents’ Place of Maryland

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Maryland’s Special Education and Health Information Center

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Free Family Guidebooks from Organization for Autism Research (OAR)

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Free Family Guidebooks from Organization for Autism Research (OAR)

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My child has been diagnosed with autism: Now what?

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My child has been diagnosed with autism: Now what?

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Brown Bag  My Child Has Been Diagnosed with Autism What's Next

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Mission - Be an electronic centralized resource for all community partners on the Eastern Shore of Maryland, for those who are in need (events, education, medical, advocates, agency supports and mental health), for Autism.

Goal #1: To develop a centralized resource that can be filtered to meet all requests to gain information specific to Autism.

Goal #2: To work collaboratively with colleagues to develop the group as a hub of resources for the Mid-Shore Community on the Eastern Shore of Maryland for Autism.

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MidShore Autism WorkGrp Meeting Minutes: Jan 31, 2024

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MidShore Autism WorkGrp Meeting Minutes: Jan 31, 2024

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Autism Spectrum Disorder: Definitions, Making the Transition to Adulthood, and Real-Life Concerns — Maryland CASA April 3, 2024

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Autism Spectrum Disorder: Definitions, Making the Transition to Adulthood, and Real-Life Concerns — Maryland CASA April 3, 2024

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The latest estimates suggest that 1 in 36 children (about 3% of the population) are identified as being on the autism spectrum. These youth have many strengths and capacities, while struggling with the demands of life in a non-autism friendly world. The transition from youth to adulthood is especially difficult as those with autism typically lose services and supports at this age, and are faced with educational and relationship decisions that often overwhelm them and their families.

This 90-minute presentation has the following objectives:

a)       Gain greater understanding and insight into the diagnosis of autism

b)      Discuss real-life strengths, demands, and challenges faced by youth with autism

c)       Explore the transition from youth to adulthood on the spectrum, and gain ideas about how to help

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Autism Spectrum Disorder: Definitions, Making the Transition to Adulthood, and Real-Life Concerns — Maryland CASA

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The latest estimates suggest that 1 in 36 children (about 3% of the population) are identified as being on the autism spectrum. These youth have many strengths and capacities, while struggling with the demands of life in a non-autism friendly world. The transition from youth to adulthood is especial

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2024 Annual Learning Series from Maryland Center for Developmental Disabilities

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2024 Annual Learning Series from Maryland Center for Developmental Disabilities

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The Community and Professional Development Training Program offered by the Maryland Center for Developmental Disabilities (MCDD) at Kennedy Krieger Institute is committed to providing evidence-based training across a broad spectrum of topics to improve the quality of life of people with disabilities and their families. MCDD's 2024 Annual Learning Series will run from April through October. The series consist of three-hour continuing education (CEU) virtual and in-person workshops with interdisciplinary topics focused on working with individuals with intellectual, developmental, and other disabilities and their families.

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The Maryland Center for Developmental Disabilities (MCDD) is hosting a 2024 Annual Learning Series. The series consist of half-day and 2 or less hour workshops with interdisciplinary topics focused on working with students and individuals with intellectual, developmental, and other disabilities and their families. The Annual Learning Series will help a range of professionals (e.g., teachers, social workers, psychologists, nurses, care providers, paraprofessionals, case managers, speech, physical, and occupational therapists, school counselors, care management staff, faith leaders, community members, parents, students, and others) to expand their knowledge and skills to engage in effective advocacy.

Our top priority is the health and well-being of our community. We will hold live, real-time, interactive webinars to align with current social distancing policies and to protect the health and safety of our community.

We are committed to bringing high quality trainings to our professionals and community members and will offer up to 3.0 Category I CEUs to psychologists and social workers for most workshops. A certificate of attendance will be made available for all other disciplines.

For more information on our Annual Learning Series or sponsoring a workshop, please call Dr. Mirian Ofonedu at 443-923-9555 or email Training.MCDD@KennedyKrieger.org.

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The Maryland Center for Developmental Disabilities (MCDD) is hosting a 2024 Annual Learning Series. The series consist of half-day and 2 or less hour workshops with interdisciplinary topics focused on working with students and individuals with intellectual, developmental, and other disabilities and their families.

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Virtual Only Services

312-965-2997

info@earlyautismservices.com

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Virtual Only Services

866-625-4740

info@attainaba.com

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ABA Provider - Achieve Beyond Pediatric Therapy & Autism Services 

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ABA Provider - Achieve Beyond Pediatric Therapy & Autism Services 

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Virtual Only Services

866-696-0999

info@achievebeyondusa.com

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ABA Therapy & Related Services - Achieve Beyond

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Achieve Beyond - Pediatric therapy and educational services to children, students, and families throughout the United States, including the greater Los Angeles, ( ) area, San Francisco, Virginia (VA) / Maryland (MD) / DC area, south Connecticut (CT), Tennessee (TN), central New Jersey (NJ), and the entire New York (NY) metropolitan area. We offer coordination in initial evaluations and follow-up sessions and provide services in the predominant language of the patients in both home and community settings. We provide Speech Therapy, Occupational Therapy, Physical Therapy, Special Education, and ABA Services.

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Serving Talbot County

404 South Harrison St.

Easton, MD 21601

202-427-4400

Mollykeegan@learningtogetherllc.com

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About Learning Together, LLC

At Learning Together; LLC we are dedicated to providing the highest quality of individualized behavioral and educational services for children with autism spectrum disorders (ASDs) and other developmental disabilities. We utilize the methodology of Applied Behavior Analysis (ABA) with an emphasis on the Verbal Behavior Model of teaching. Our Board Certified

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Get in Contact

(202) 427-4400

molly@learningtogetherllc.com

Frequently Asked Questions

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Learning Together, LLC | ABA Therapy | Easton, MD 21601

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At Learning Together; LLC we are dedicated to providing the highest quality of individualized behavioral and educational services for children with autism spectrum disorders (ASDs) and other developmental disabilities. We utilize the methodology of Applied Behavior Analysis (ABA) with an emphasis on the Verbal Behavior Model of teaching.

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Serving Kent & Queen Anne's Counties

*In-home, school, or community

3261 Old Washington Rd.

Waldorf, MD 20602

800-610-6558

support@alignedvb.com

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Individualized treatment plans with services performed in the home or via TeleHealth. Parent training is provided for sustainability outside of therapy sessions.

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Serving Caroline and Queen Anne's Counties

941-321-1968

info@abamaryland.com

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About Abintra Breakthrough Services

Abintra Breakthrough Services is a dynamic therapy company providing an applied behavior analysis (ABA) core. Utilizing proven best practices we have developed a co-therapy verbal focused program that assesses each child and builds a behavioral plan customized to them. Our BCBA, Occupational Therapist, Speech Therapist, Special Educators, Registered Behavior Technicians, Music Therapist and Psychiatrist not only collaborate but also co-treat in real time at our center. While Abintra is not based in a school program it does provide consulting and sub-contracting services to school programs as well as private state agencies. We provide in office intensive ABA programs and accept most insurance.

For ABA, Speech or Occupational therapies, please use the following link to access registration for Abintra Breakthrough Services.

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ABS Foundations (Abintra Breakthrough Services) is a dynamic therapy company providing an applied behavior analysis (ABA) core.

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3/6/24 Next Meeting

Join with Google Meet

Meeting link

meet.google.com/kjt-bqav-awa

Join by phone

(US) +1 513-843-1125
PIN: 697110962

More joining options

The minutes from 1/31/24 and agenda for this invite, will be out prior to meeting:) Thank you for being patient~

When

Wednesday Mar 6, 2024 ⋅ 11am – 12pm (Eastern Time - New York)

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Autism Speaks does not provide medical or legal advice or services. Rather, Autism Speaks provides general information about autism as a service to the community. The information provided on our website is not a recommendation, referral or endorsement of any resource, therapeutic method, or service provider and does not replace the advice of medical, legal or educational professionals. Autism Speaks has not validated and is not responsible for any information, events, or services provided by third parties. The views and opinions expressed in blogs on our website do not necessarily reflect the views of Autism Speaks.

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What is Applied Behavior Analysis (ABA)?

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What is Applied Behavior Analysis (ABA)?

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What is Applied Behavior Analysis?

Applied Behavior Analysis (ABA) is a therapy based on the science of learning and behavior.

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What is Applied Behavior Analysis?

Applied Behavior Analysis (ABA) is a therapy based on the science of learning and behavior.

Behavior analysis helps us to understand:

How behavior works

How behavior is affected by the environment

How learning takes place

ABA therapy applies our understanding of how behavior works to real situations. The goal is to increase behaviors that are helpful and decrease behaviors that are harmful or affect learning.

ABA therapy programs can help:

Increase language and communication skills

Improve attention, focus, social skills, memory, and academics

Decrease problem behaviors

The methods of behavior analysis have been used and studied for decades. They have helped many kinds of learners gain different skills - from healthier lifestyles to learning a new language. Therapists have used ABA to help children with autism and related developmental disorders since the 1960s.

How does ABA therapy work?

Applied Behavior Analysis involves many techniques for understanding and changing behavior. ABA is a flexible treatment:

Can be adapted to meet the needs of each unique person

Provided in many different locations - at home, at school, and in the community

Teaches skills that are useful in everyday life

Can involve one-to-one teaching or group instruction

Positive Reinforcement

Positive reinforcement is one of the main strategies used in ABA.

When a behavior is followed by something that is valued (a reward), a person is more likely to repeat that behavior. Over time, this encourages positive behavior change.

First, the therapist identifies a goal behavior. Each time the person uses the behavior or skill successfully, they get a reward. The reward is meaningful to the individual - examples include praise, a toy or book, watching a video, access to playground or other location, and more.

Positive rewards encourage the person to continue using the skill. Over time this leads to meaningful behavior change.

Antecedent, Behavior, Consequence

Understanding antecedents (what happens before a behavior occurs) and consequences (what happens after the behavior) is another important part of any ABA program.

The following three steps - the " A-B-Cs " - help us teach and understand behavior:

An antecedent: this is what occurs right before the target behavior. It can be verbal, such as a command or request. It can also be physical, such a toy or object, or a light, sound, or something else in the environment. An antecedent may come from the environment, from another person, or be internal (such as a thought or feeling).

A resulting behavior: this is the person's response or lack of response to the antecedent. It can be an action, a verbal response, or something else.

A consequence: this is what comes directly after the behavior. It can include positive reinforcement of the desired behavior, or no reaction for incorrect/inappropriate responses.

Looking at A-B-Cs helps us understand:

Why a behavior may be happening

How different consequences could affect whether the behavior is likely to happen again

EXAMPLE:

Antecedent: The teacher says "It's time to clean up your toys" at the end of the day.

Behavior: The student yells "no!"

Consequence: The teacher removes the toys and says "Okay, toys are all done."

How could ABA help the student learn a more appropriate behavior in this situation?

Antecedent: The teacher says "time to clean up" at the end of the day.

Behavior: The student is reminded to ask, "Can I have 5 more minutes?"

Consequence: The teacher says, "Of course you can have 5 more minutes!"

With continued practice, the student will be able to replace the inappropriate behavior with one that is more helpful. This is an easier way for the student to satisfy the child's needs!

What Does an ABA Program Involve?

Good ABA programs for autism are not "one size fits all." ABA should not be viewed as a canned set of drills. Rather, each program is written to meet the needs of the individual learner.

The goal of any ABA program is to help each person work on skills that will help them become more independent and successful in the short term as well as in the future.

Planning and Ongoing Assessment

A qualified and trained behavior analyst (BCBA) designs and directly oversees the program. They customize the ABA program to each learner's skills, needs, interests, preferences and family situation.

The BCBA will start by doing a detailed assessment of each person's skills and preferences. They will use this to write specific treatment goals. Family goals and preferences may be included, too.

Treatment goals are written based on the age and ability level of the person with ASD. Goals can include many different skill areas, such as:

Communication and language

Social skills

Self-care (such as showering and toileting)

Play and leisure

Motor skills

Learning and academic skills

The instruction plan breaks down each of these skills into small, concrete steps. The therapist teaches each step one by one, from simple (e.g. imitating single sounds) to more complex (e.g. carrying on a conversation).

The BCBA and therapists measure progress by collecting data in each therapy session. Data helps them to monitor the person's progress toward goals on an ongoing basis.

The behavior analyst regularly meets with family members and program staff to review information about progress. They can then plan ahead and adjust teaching plans and goals as needed.

ABA Techniques and Philosophy

The instructor uses a variety of ABA procedures. Some are directed by the instructor and others are directed by the person with autism.

Parents, family members and caregivers receive training so they can support learning and skill practice throughout the day.

The person with autism will have many opportunities to learn and practice skills each day. This can happen in both planned and naturally occurring situations. For instance, someone learning to greet others by saying "hello" may get the chance to practice this skill in the classroom with their teacher (planned) and on the playground at recess (naturally occurring).

The learner receives an abundance of positive reinforcement for demonstrating useful skills and socially appropriate behaviors. The emphasis is on positive social interactions and enjoyable learning.

The learner receives no reinforcement for behaviors that pose harm or prevent learning.
ABA is effective for people of all ages. It can be used from early childhood through adulthood!
Who provides ABA services?

A board-certified behavior analyst (BCBA)provides ABA therapy services. To become a BCBA, the following is needed:

Earn a master's degree or PhD in psychology or behavior analysis

Pass a national certification exam

Seek a state license to practice (in some states)

ABA therapy programs also involve therapists, or registered behavior technicians (RBTs). These therapists are trained and supervised by the BCBA. They work directly with children and adults with autism to practice skills and work toward the individual goals written by the BCBA. You may hear them referred to by a few different names: behavioral therapists, line therapists, behavior tech, etc.

To learn more, see the Behavior Analyst Certification Board website.

What is the evidence that ABA works?

ABA is considered an evidence-based best practice treatment by the US Surgeon General and by the American Psychological Association.

"Evidence based" means that ABA has passed scientific tests of its usefulness, quality, and effectiveness. ABA therapy includes many different techniques. All of these techniques focus on antecedents (what happens before a behavior occurs) and on consequences (what happens after the behavior).

More than 20 studies have established that intensive and long-term therapy using ABA principles improves outcomes for many but not all children with autism. "Intensive" and "long term" refer to programs that provide 25 to 40 hours a week of therapy for 1 to 3 years. These studies show gains in intellectual functioning, language development, daily living skills and social functioning. Studies with adults using ABA principles, though fewer in number, show similar benefits.

Is ABA covered by insurance?

Sometimes. Many types of private health insurance are required to cover ABA services. This depends on what kind of insurance you have, and what state you live in.

All Medicaid plans must cover treatments that are medically necessary for children under the age of 21. If a doctor prescribes ABA and says it is medically necessary for your child, Medicaid must cover the cost.

Please see our insurance resources for more information about insurance and coverage for autism services.

You can also contact the Autism Response Team if you have difficulty obtaining coverage, or need additional help.

Where do I find ABA services?

To get started, follow these steps:

Speak with your pediatrician or other medical provider about ABA. They can discuss whether ABA is right for your child. They can write a prescriptionfor ABA if it is necessary for your insurance.

Check whether your insurance company covers the cost of ABA therapy, and what your benefit is.

Search our resource directory for ABA providers near you. Or, ask your child's doctor and teachers for recommendations.

Call the ABA provider and request an intake evaluation. Have some questions ready (see below!)

What questions should I ask?

It's important to find an ABA provider and therapists who are a good fit for your family. The first step is for therapists to establish a good relationship with your child. If your child trusts his therapists and enjoys spending time with them, therapy will be more successful - and fun!

The following questions can help you evaluate whether a provider will be a good fit for your family. Remember to trust your instincts, as well!

How many BCBAs do you have on staff?

Are they licensed with the BACB and through the state?

How many behavioral therapists do you have?

How many therapists will be working with my child?

What sort of training do your therapists receive? How often?

How much direct supervision do therapists receive from BCBAs weekly?

How do you manage safety concerns?

What does a typical ABA session look like?

Do you offer home-based or clinic-based therapy?

How do you determine goals for my child? Do you consider input from parents?

How often do you re-evaluate goals?

How is progress evaluated?

How many hours per week can you provide?

Do you have a wait list?

What type of insurance do you accept?

For more information
ATN/AIR-P Parent's Guide to Applied Behavior Analysis ATN/AIR-P An Introduction to Behavioral Health Treatments Behavior Analyst Certification Board (BACB) Association for Behavior Analysis International (ABAI)

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Applied Behavior Analysis (ABA) | Autism Speaks

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What is aba therapy? Click here to learn about applied behavior analysis and how it works.

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This Resource Center was made possible by a grant from the American Academy of Child and Adolescent Psychiatry's Campaign for America's Kids (CFAK).

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Autism spectrum disorders affect as many as 1 in 150 American children. Types of autism include autistic disorder, pervasive developmental disorder, and Asperger’s syndrome.

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SUPPORT, TRAINING, AND HOPE

We get it because we've been through it. We are parents and professionals who connect with you to provide support, education, and strategies for the spectrum of needs in your home, classroom, or organization.

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We get it because we've been through it. We are parents and professionals who connect with you to provide support, education, and strategies for the spectrum of needs in your home, classroom, or organization.
Discover How

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We get it because we've been through it. We are parents and professionals who connect with you to provide support, education, and strategies for the spectrum of needs in your home, classroom, or organization. Discover How

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For over 25 years, Radcliffe Creek has been home to a diverse group of learners in grades K-8. Our educators specialize in offering hands-on, multi-sensory learning. Our acclaimed programs and methodologies allow us to tap into a student's true potential - whether they have dyslexia, autism, anxiety, ADHD, or simply desire individualized instruction. At Radcliffe Creek, we recognize that everyone has limitless potential.

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Discover!

The School They Need.
The Peace of Mind You Want.

While we specialize in students with learning disorders, our doors are open to the neurodivergent and neurotypical alike. Our team and our host of services help us change the lives of students with specific learning differences (such as, but not limited to):

Dyslexia

Dyscalculia

Dysgraphia

ADHD

Anxiety

Autism Spectrum Disorder (ASD)

Language Processing Disorders

Sensory Processing Disorders

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Discover! The School They Need. The Peace of Mind You Want. While we specialize in students with learning disorders, our doors are open to the neurodivergent and neurotypical alike.

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Creative Space Child Therapy is an infant and early childhood mental health therapy practice specializing in working with children birth through eight years old. Services are provided in the community or home base settings. (410) 929-7427

creative.space.childtherapy@gmail.com

latrice-gray.clientsecure.me

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Learning Together, LLC - A Behavioral Approach to Learning

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Learning Together, LLC - A Behavioral Approach to Learning

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At Learning Together, LLC we are dedicated to providing the highest quality of individualized behavioral and educational services for children with autism spectrum disorders (ASDs) and other developmental disabilities.  We utilize the methodology of Applied Behavior Analysis (ABA) with an emphasis on the Verbal Behavior Model of teaching.  Our Board Certified Behavior Analysts (BCBAs) and trained ABA therapists ensure that only evidence-based, data-driven methods are utilized so everyone we serve has the opportunity to reach their fullest potential.

At Learning Together, LLC we are committed to designing the most effective, individualized programs for individuals, classrooms and school districts in Maryland, Washington DC, and Virginia.

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Learning Together, LLC - Home - Easton, MD

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Learning Together, LLC. A Behavioral Approach to Learning

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Welcome! I am a licensed clinical social worker located in Easton, Maryland. At my practice, I provide client-centered psychotherapy services to children (beginning at age 5), adolescents, adults, and families. Therapy is a safe space to seek support and work through challenges. The therapeutic process includes developing awareness to personal strengths and areas of need. I believe therapy is a collaborative process with the client/family determining goals for treatment. Therapy is an opportunity to explore emotions, thought processes, and personal barriers.

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Anne V. McCauley, Healthy Mindsets, LLC, Clinical Social Work/Therapist, Easton, MD, 21601 | Psychology Today

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Anne V. McCauley, Healthy Mindsets, LLC, Clinical Social Work/Therapist, Easton, MD, 21601, (667) 200-1172, Welcome! I am a licensed clinical social worker located in Easton, Maryland. At my practice, I provide client-centered psychotherapy services to children (beginning at age 5), adolescents, adults, and families. Therapy is a safe space to seek support and work through challenges.

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Dr. Kelly B Lane Clinical Psychologist, Easton, MD 

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Dr. Kelly B Lane Clinical Psychologist, Easton, MD 

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Dr. Kelly B Lane specializes in clinical psychologist in Easton, MD and has over 13 years of experience in the field of medicine. She graduated from her medical school with her medical degree in 2011. Dr. Kelly B Lane is licensed to practice by the state board in Maryland (05234).
Dr. Kelly B Lane also practices at 18 North Hanson Street, Easton, MD. She is accepting new patients at her medical office, and available for appointments, preventative care, medical care as well as ongoing patient care.

Contact Information

Primary practice location

Check Dr. Kelly B Lane's office address in Easton, MD and make an appointment.

OFFICE ADDRESS18 North Hanson Street,
Easton, MD 21601

PHONE NUMBER(410) 822 3188

klanepsych@gmail.com

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Put Together The Pieces Disability and Autism Awareness Day Event

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Put Together The Pieces Disability and Autism Awareness Day Event

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April 20, 2024 10-2 American Legion Stevensville

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Building Bridges Pediatric Therapy Services

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Building Bridges Pediatric Therapy Services

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Our mission is to assist children with gaining the necessary skills to achieve their highest potential.

Our team consists of occupational, physical, and speech therapists who provide individualized, goal-directed therapy using a play-based approach.  We provide “just right” therapy interventions with the right amount of challenge and success.

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Building Bridges Pediatric Therapy Services

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Building Bridges Pediatric Therapy Services

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Guide your child to play, grow, and succeed with pediatric Occupational Therapy, Physical Therapy, and Speech Therapy on the Delmarva Peninsula with locations in Easton, Maryland and Salisbury, Maryland

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Forta’s Parent-led therapy empowers you to help your child learn and develop through personalized therapy. Provide ABA therapy and help your child diagnosed with autism progress to their next milestone.

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Take control of your care

Learn how to provide ABA therapy through our training program and become the care your child needs.

Improve behavior

Reduce the frequency and intensity of meltdowns.

Develop new social skills

Take steps to develop social, learning, and communication skills with your child.

Build independence

Developing the confidence that your child can one day be independent of the parent is our shared north star.

" I'm so happy to be able to
give back to my son!"

Parent Trainee after 1-month
of parent-led therapy

" The parent training has already changed the way I think to make me a better teacher for my child. She has grown leaps and bounds this year academically."

Parent Trainee after
completing our course

" If we continue to grow how we have in just a month with Forta, I know he will be able to work independently on his own."

Parent Trainee after 1-month of parent-led therapy

Eligibility requirements

Apply today and we'll review your eligibility to receive our training free of charge. If approved, our care coordinators will be in touch within the week.

High school diploma

Must have a high school diploma or equivalent to certify with the BACB.

Hear from parent trainees

Forta AI Healthcare

We help families get access to quality care by researching and deploying AI-powered clinical programs. Our goal is to create a world where specialist physicians can deliver quality care with the help of AI.

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Forta's parent training program empowers you to help your child to learn and grow through personalized therapy. Provide ABA therapy and help your child diagnosed with autism progress to their next milestone.

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Kristine Nellenbach, MS

Resource Finder Program Coordinator

Maryland Center for Developmental Disabilities

Kennedy Krieger Institute

800-390-3372

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The goal of the Resource Finder is to inform consumers, families, and professionals about community services, trainings, research, and other information on developmental disabilities and related disorders across the lifespan.

This is accomplished through ways that would best suit the customer such as telephone, email, conferences, printed materials and other methods.

Resource Finder Factsheet
Resource Finder Factsheet (Spanish)

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Resource Finder at Kennedy Krieger Institute

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The goal of the Resource Finder is to inform consumers, families, and professionals about community services, trainings, research, and other information on developmental disabilities and related disorders across the lifespan. This is accomplished through ways that would best suit the customer such as telephone, email, conferences, printed materials and other methods.

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Applied Behavior Analysis (ABA) is the process of applying scientific principles and the best available evidence about behavior analysis to supports, using proven methods to make positive change in the lives of persons with autism.

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Applied Behavior Analysis
Applied Behavior Analysis (ABA) is the process of applying scientific principles and the best available evidence about behavior analysis to supports, using proven methods to make positive change in the lives of persons with autism.

Behavior Support Services
Ocean Front provides supports for children and adults displaying behaviors that interfere with their goals in acquiring skills, gaining social acceptance, or becoming full participants in the community. We work with you to develop Behavior Plans, which help to modify behavior through the use of clinically-accepted techniques to manage and improve challenging behaviors and make progress towards desired goals.

Autism Waiver

Services for children with autism ages 2 to 21 under Maryland's Autism Waiver program. These home and community-based services are provided to children and their families to help them live in the community as independently as possible.

Ocean Front Counseling LLC

Stephanie is a licensed Psychology Associate in the state of Maryland and has experience working with teens and adults with developmental disabilities. Her focus is on developing strategies for individuals, families, and staff to help manage the challenging maladaptive behaviors that may occur by creating an individualized plan of action aimed at preventing behaviors.

After transferring from Pennsylvania State University, Stephanie earned a Bachelor of Science degree in Psychology from the University of Houston and a Master of Arts in Psychology from Cornell University. Stephanie joined Ocean Front Counseling in 2017.

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Stacy is a Licensed Clinical Social Worker at Ocean Front Counseling.  She graduated from Washington College in 2006 with her bachelor's degree in psychology and sociology, and then went to obtain her master's degree in social work from University of Maryland School of Social Work in 2008.  Prior to working at Ocean Front Counseling, Stacy worked for the Department of Social Services working with at-risk children and families.

Stacy has been part of Ocean Front Counseling since 2014. She provides Behavior Support Services and helps coordinate the program, primarily working with adults with various Developmental Disabilities.  Her role includes developing and implementing behavior strategies, providing consultation to individuals, families, and staff, and advocating as an involved team member to those she works with. Additionally, Stacy supervises and provides Family Consultation under Autism Waiver.

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Nikki began her career in 2004 working in the residential educational setting with students ages 3 to 22 at The New England Center for Children in Southborough, MA. Nikki received her Master s of Science in Education and License as a Teacher of Students with Severe Disabilities through Simmons University in 2007 and completed the Advanced Training Program in Behavior Analysis at Northeastern University and became a Certified Behavior Analyst in 2009. Prior to coming to Ocean Front , Nikki served as the Assistant Director of the New England Center for Children's Day Program and oversaw a team of forty-five staff members including paraprofessionals, special educators and other BCBAs. Nikki has extensive experience in IEP development, parent training, staff training, early intervention, functional life skills training and the functional assessment and treatment of problem behavior. Since joining Ocean Front Counseling in 2019, Nikki has worked with clients all over Eastern Shore and she is thrilled to begin serving clients in Sussex County and the surrounding areas.

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Mike was born and raised in Maryland. He grew up in the suburbs of Washington, D.C., and moved to the Eastern Shore just days after graduating high school. He attended Wor-Wic Community College in Salisbury, MD and received an Associate of the Arts degree in 2006. He then transferred to Salisbury University and received a Bachelor of the Arts degree in Psychology in 2008. Mike received his Master of Education - School Counseling from Wilmington University in Delaware in 2012.

Mike began working with Ocean Front Counseling in 2015, leaving the company to work as a high school counselor in 2018. He returned to Ocean Front in 2022 and is currently working as a High School Counselor as well as a registered Psychology Associate. Mike holds a State of Maryland License for Psychology Associate as well as a Certification for Education in the State of Maryland.

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Jesse has be en a part of Ocean Front Counseling since 2014 . Since th en he has been able to serve individuals, families, and partners across the Eastern Shore in the role of Behavioral Consultant . Jesse started his education at Frostburg State University where he received a Bachelors of Science in Psychology and a Minor in So cio logy ( 2004 ) . He then completed his Master's of Social Work degree at Salisbury University in 2013. Jesse is a Licensed Clinical Social Worker and is proud to serve the community that he grew up in. He started his career in Developmental Disabilities in 2007. Since that time Jesse has served communities as a case manager, outpatient therapist, crisis worker, and also worked for state and federal governments.

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Jennifer began working with Ocean Front Counseling in November 2014 under the Behavior Support Services program servicing adults with various intellectual and developmental disabilities. She earned a Bachelor of Science degree in Speech Language Pathology and Audiology from Bloomsburg University, a Master of Education degree in K-12 School Counseling from Bloomsburg University and a Post Masters Certification in Applied Behavior Analysis from Florida Institute of Technology. Jennifer's passion is to assist families and individuals with making pragmatic and meaningful changes to behaviors that will have a lasting impact on their lives. Jennifer became a Board Certified Behavior Analyst and Licensed Behavior Analyst in May 2018.

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Donnielle Gorirossi is a licensed Psychology Associate with over 9 years of experience in behavioral health. She graduated with a master's degree in psychology from Chatham University in 2014 and a bachelor's degree in psychology and criminal justice from Seton Hill University in 2012. Prior to joining Ocean Front Counseling, LLC in 2016, Donnielle had the opportunity to work with children, teens and young adults with Autism Spectrum Disorder and other psychiatric diagnoses providing therapeutic and behavioral support services in home, school, and community settings in Pittsburgh, Pennsylvania.

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Kay attended Liberty University in Lynchburg, VA and received a BS in Psychology in 2006.  She attended Capella University and graduated with a MS in Behavior Analysis in 2019. She became a Certified Behavior Analyst in 2020 and is licensed in the state of Maryland (Delaware does not require separate licensing at this time). She has worked with children and adults with developmental disabilities since 2004.  She is a member of Association for Behavior Analysis International.  Kay has been with Ocean Front Counseling since 2007.

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Applied Behavior Analysis Applied Behavior Analysis (ABA) is the process of applying scientific principles and the best available evidence about behavior analysis to supports, using proven methods to make positive change in the lives of persons with autism.