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Index
Consultant Information
Region(s) Served
Profile of Cilents Served
Services Provided Directly Relating to Autism
Education
Formal Coursework/Programs Specific to Autism
Supervised Practical Training Related to Autism (academic and workplace)
Employment Experience
Snapshot of Practice as Professionals Working with Individuals/Families with Autism
Description of fee schedule
References

Consultant Information

 

Title:

Ms

Last Name:

Baxter

First Name:

Sharon

Profession:

Behavior Analyst

Agency Affiliation:

Private Practice

Street Address:

891 Stayte Road

City:

White Rock

Province/State:

British Columbia

Postal Code/Zip Code:

V4B 4Y6

Telephone: (including area code)

604-312-9742

Fax: (including area code)

 

E-mail:

sharonbaxteraba@yahoo.ca

Website:

 


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Region(s) Served

 

Fraser

X

Interior

 

Vancouver Coastal

X

Vancouver Island

X

North

 

Areas served within region(s)

White Rock, Surrey, Langley, New Westminster, Burnaby, Coquitlam, Vancouver, North Vancouver, West Vancouver, Victoria

Languages in Addition to English :  

Profile of Clients Served:

Preschoolers

Ages 6 - 12

Ages 13 - 18

Adults

Asperger's Syndrome

X

X

X

 

Rett's Syndrome

 

 

 

 

Autism (Autistic Disorder)

X

X

X

X

Childhood Disintegrative Disorder

 

 

 

 

Pervasive Development Disorder Not Otherwise Specified

X

X

X

 

Services Provided Directly Relating to Autism

 

Individual assessment, establishing goals and priorities for treatment

X

Overall design of an individualized intervention program

X

Development of specific teaching strategies/programs

X

Training of interventionists and/or parents

X

Supervision of data collection and analysis, monitoring progress

X

Behavioural consulting, designing and supervising interventions for challenging behaviour

X

Designing, implementing, and supervising language and communication programs

X

Designing, implementing, and supervising programs related to motor skills

X

Designing, implementing, and supervising programs related to activities of daily living

X

Designing, implementing, and supervising programs related to sensory problems

 

Designing, implementing, and supervising programs related to teaching social skills

X

Designing, implementing, and supervising programs to teach academic skills

X

Designing, implementing, and supervising programs to teach vocational and job skills

X

Family or individual counselling

 

Community training sessions and workshops

X

Other services

 
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Education (specify area of study)

 

 

Degrees/Diplomas/Certificates

Name of Institution

Year Degree Obtained

BA - Psychology

Simon Fraser University, BC
778-782-3111

1998

MA - Applied Behaviour Analysis

Teachers College Columbia University, NY
212-678-3000

2002

Board Certified Behaviour Analyst
(BCBA) #1-03-1227

Behavior Analyst Certification Board
Tallahassee, Florida
www.bacb.com/consum_frame.html

2003


A. Formal Coursework/Programs Specific to Autism
 
Applied Behavior Analysis Principles & Methods
Behavioral
Assessment & Measurement
Autism Spectrum Disorder
Child Development
and/or Speech Language Development
 
Full
Partial
Full
Partial
Full
Partial
Full
Partial
University Graduate level coursework
X
X
X
X
University Undergraduate coursework
X
X
X
College coursework
Certificate Programs (e.g, Douglas College Autism Specialty)
Other Courses (e.g., Hanen; describe)  

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B. Supervised Practical Training Related to Autism (academic and workplace)  

Agency/School

Rockland Board of Cooperative Educational Services, NY

Start (month/year) 09/2001
End (month/year) 06/2005
Name & Title of Supervisor and credentials/degree Dr. R.D. Greer, Ph.D., Professor of Education and Psychology
Number of hours/months of supervised activities 50
Activity
Designing & evaluating treatment plans and programs x
Conducting functional behaviour assessments & designing behaviour support plans X
Working directly with children with ASD to implement programs X
Teaching and Training Others (family members, other consultants, etc.) X
 

Agency/School

Jigsaw CABAS School (Comprehensible Applications of Behaviour Analysis to Schooling), United Kingdom

Start (month/year) 09/2002
End (month/year) 06/2003
Name & Title of Supervisor and credentials/degree Dr. R.D. Greer, Ph.D., Professor of Education and Psychology
Number of hours/months of supervised activities 10
Activity
Designing & evaluating treatment plans and programs x
Conducting functional behaviour assessments & designing behaviour support plans X
Working directly with children with ASD to implement programs X
Teaching and Training Others (family members, other consultants, etc.) X
 

Agency/School

ABA Teaching Homes, (The Children’s Foundation/ KARMA Society)

Start (month/year) 09/2001
End (month/year) 06/2005
Name & Title of Supervisor and credentials/degree Dr. Richard Foxx, Professor of Psychology
Number of hours/months of supervised activities 2
Activity
Designing & evaluating treatment plans and programs x
Conducting functional behaviour assessments & designing behaviour support plans X
Working directly with children with ASD to implement programs X
Teaching and Training Others (family members, other consultants, etc.) X

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Employment Experience:

 
The following is a brief overview of my most recent employment experience:
  • November 03 present: Behaviour Consultant designing and implementing comprehensive ABA (applied behaviour analysis) home- and school-based programs for children and youth with a diagnosis of ASD.
  • January 2006 present: Clinical Director of two ABA Teaching Homes, providing individualized residential treatment for youth with ASD.
  • January 2006 present: Instructor, Surrey College: I teach one component of the ABA Support Worker program called "Working in Schools: Applied Behaviour Analysis In The School Setting."
  • Sept 2002 Oct 2004: Supervisor and teacher at the Jigsaw CABAS School in Mytchett, Hampshire, England. The Jigsaw school follows the Comprehensive Application of Behavioral Analysis to schooling (CABAS) system, specializing in the education of students with autism. My duties included training teachers in individualized curriculum design and monitoring school-wide and individual student data.
  • Sept 2002 - June 2002: Public school teaching assistant, as part of the CABAS Program for the Rockland Board of Co-operative Education in New York State. I supported Grade 8 students with emotional disturbances, and a class of kindergarten students diagnosed with autism and language delay. The curriculum design reflected the principles of ABA and involved detailed data collection and classroom management procedures.

Snapshot of Your Philosophy and Approach to Working with Individuals and Families with Autism

 
I believe that all children with autism can learn, and that achieving this goal for children with ASD depends on effective teaching that is grounded in the science of Applied Behavior Analysis (ABA). I believe strongly in this approach, which has shown to be effective in many professional research articles that have focused on ABA and related topics, and I have used the approach for over 12 years—first as an instructor (therapist) and now as a behaviour consultant and Board Certified Behaviour Analyst (BCBA).

The individualized treatment programs that I design are based on detailed assessments and are aimed at meeting child and family needs in a variety of areas, including communication, social skills, leisure skills, academics, and self-management. They include monitoring of treatment protocols and strategies to ensure the program is meeting stated goals. A key focus is on teaching the child communication skills that are useful (functional) and used (generalized) in all areas of his or her life. Besides the acquisition of new skills, I believe it is also important to emphasize the self-management of challenging behaviours, in order to increase the likelihood that each child will achieve his or her own greatest level of independence. My design includes trial-by-trial data collection, visual summaries of data on graphs, and on-going analysis of data collection systems.

I also believe that the involvement of parents and siblings is essential to the success of any treatment plan. Accordingly, I provide supervision and training to parents, tutors (therapists), and school-based personnel who support the child; and I encourage family members to be active participants by running their own programs, attending meetings, and providing feedback on treatment strategies and goals.

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Professional Development Activities:

 

Over the years I have attended a number of seminars, workshops in order to advance my knowledge in the field of ASD. These have included the following:

  • 2003, 2004, 2005, 2006, and 2007: International Association of Behavior Analysis conventions in San Francisco, Boston, Chicago, Atlanta, and San Diego, respectively;
  • October, 2003, Burnaby, BC: Attendance at a presentation entitled, “Do the Right Thing.” Presentation by Bobby Newman, sponsored by the Autism Society of BC;
  • July, 2003, Parma, Italy: Attendance at the European Association of Behaviour Analysis annual convention; and
  • February, 2003, New York: Attendance at the CABAS (Comprehensive Application of Behavioral Analysis to Schooling) annual conference.

Publications and Conference Presentations:

 
  • May, 2007, San Diego, CA: Three-hour workshop entitled, “Generalization and Maintenance in Discrete Trial Programs for Children with Autism,” at the International Association of Behaviour Analysis convention. Using examples of students with varying functional levels and at different levels of programming, this workshop described and demonstrated generalization and maintenance activities for common discrete trial programs using matching, gross motor imitation, and conversation programs.  
  • May, 2006, Atlanta, GA: Three hour workshop entitled, “Running Your Home-Based ABA Program: A Parent-Professional Perspective,” at the International Association of Behaviour Analysis convention. Best practices in ABA home-based programming were described from the perspectives of a parent of a child with autism, a behavioural tutor, and a behavioural consultant.
  • May 2005, Chicago, IL: Presentation entitled, “Assessing the Effects of a Relaxation Procedure on Assaults,” at the International Association of Behavior Analysis convention. This was a data-based presentation that including graphic displays.
  • July, 2003, Parma, Italy: Presentation at the European Association of Behaviour Analysis convention on some of the tactics used within the Jigsaw CABAS School, entitled, “DRO With Rule Governed Behaviour To Decrease Personal Assaults on Teachers and Students” and “The Effect Of Listener Immersion On Learn Units To Criterion.”

Description of fee schedule

 

The fee for direct and indirect services is $100/hour (plus GST), billed hourly or in 15-minute increments. Direct services include assessments, curriculum design, consultation at team meetings, tutor observation sessions, school observations, and meetings with parents or teachers/school administrators. Indirect services include consultation via telephone, report writing, and curriculum design between home or school sessions. I also charge for travel time, which is charged for time spent traveling to and from the location of a consultation (all efforts will be made to minimize travel time). I will gladly discuss fees and expenses during the first consultation session.


References (Academic, Clinical, Family )

 

Available on request.

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