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© 2023 by Lou Sandler, PhD, BCBA - D.

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ONLINE CLINICAL AND SUPPORT/MENTORING FOR WORKING BCBAs

Many BCBAs are working largely - or without - peer collaboration and support. Whether you are a younger BCBA or bring years of experience, if you aren't part of a peer; supervision network, your clinical efficacy can be reduced while your legal risks become higher

If you are without colleagues with whom to collaborate; contact me.

If additional professional/clinical resources would be helpful to you and on behalf of your clients; contact me.

If you are interested in building your capacity still further to work with more challenging individuals/circumstances; social and behavioral needs; Contact Me. 

I've worked online with BCBAs in the U.S., Canada and Europe. 

Let's talk.....


 

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Fees for clinical, specialized clinical and mentoring are based on the nature of the requested service. My fees are individually considered and, always, very competitive. 

I anticipate and am ready for all scheduled online sessions. With this, same day unexpected cancellations can be very disruptive. They also represent time blocks in which I could have scheduled another person.

Unexpected cancellations, those given with less than 24 hours warning, will typically be charged a missed appointment fee of 50% of the identified base rate. Unique circumstances will be considered. 

Unless previously discussed and agreed, all missed appointment and individual session invoices must be met prior to the next scheduled appointment.

While I do not request advanced payment for time blocks and have thus far kept my services 'at will,' completing a session - or missing a session by the above stated criteria - constitutes an agreement by the student/client to pay the invoice for that session. 

MEALTIME AND FEEDING ISSUES

I also have my own original and copywritten behavioral feeding assessment materials which I will send to be completed and reviewed together. In that mealtime is usually a social event, I also look very closely at a range of other factors and variables to include those which may not typically be targeted by other clinicians.

 

Persisting food refusal can lead to deep frustration and stress, social isolation, child embarassment and a decreased quality of life as well as daily disruptions for the child, family/caregivers and other primary providers.

 

At worst, it can become a threat to health and well being.

 

Toileting issues, disrupted sleep, limited social and activity engagement/on task; medical, GI and dental stressors; lack of peer, community and school-based success and comfort, inconsistent compliance and difficult interactions, to name but a few, can take root in dysfunctional meal and eating routines. 

 

This behavior can also shape unintended interactive patterns around mealtime that actually reduce, rather than increase, the likelihood of success over time.

 

For instance, extra attention via specific premeal activities, extended time at the table, preparing multiple food choices, time spent 'discussing' the need to eat, offering too much food at a time, when adult stress is obvious to the child and/or the use of punitive responses when food is not accepted can easily intensify, rather than relieve, this problem area. As such, comprehensive and very individualized behavioral assessment, support and intervention become even more important. 

 

It is important to recognize that food refusal can also become related to context and other external variables even when there is a contributing medical history. Intervention must consider the reasons behind and structure surrounding mealtime/feeding issues combined with the awareness that the child is just one member of a very complex social system.