Autism, Behavior, Technology, Inc.
Support for Students with Special Needs at School and at Home.
Support for Students with Autism, Students with Behavior Needs or Assistive Technology Consultation and Support.
Kristine Bretl, M.Ed., BCBA
Board Certified Behavior Analyst
Assistive Technology Specialist
kbretl@mac.com
Request a free 30 minute consultation
Collaboration
Collaboration
Autism Supports
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Structured Teaching
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School Based ABA
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Social Stories
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Positive Behavior Interventions
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Classroom Modifications
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Observations
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Working with Teams
Every student with autism is unique and has their own special needs. Through research and experience, educators know that students with autism respond to structure and to visual supports in the classroom. Structured teaching involves visual supports, schedules and task organizers to promote independence and individual success. These can be based on objects, graphics or words, depending upon the student. Classroom modifications should reflect the same type of structure and support and should be individualized for each student.
Individualized,
Customized ​Behavior
​Plans
Behavior Intervention Plans should be customized to the individual student and based upon good data that is taken by a reliable observer. This data should include not just the problem behavior but also positive behaviors and areas of strength. It should include specific antecedents to both positive and problem behavior and information on the consequences that are maintaining both of these types of behavior. A customized behavior intervention plan is a part of the process in supporting a student in various environments and promoting more successful and positive behaviors.
Behavior Supports
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Functional Analysis
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Behavior Intervention Plans
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Classroom Observations
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Collaboration
Positive behavior supports are based upon the appropriate identification of the true function of behavior. Determining these supports should encompass a functional assessment or analysis of the concerning behavior. An individualized behavior intervention plan is then developed to provide supports within the natural environments. Observations can help to determine the function by identifying the antecedents and consequences that are either promoting positive behaviors or strengthening problem behaviors. Collaboration with the parent, teacher, therapists and team members is important for these supports to be successful. Classroom observations can be an important element of identifying problem behaviors.
Assistive Technology Evaluation, Consultation and Support
Assistive technology can be a highly specialized support for a student with special needs or it can be a simple tool that promotes more independence and participation in general education. Areas of assistive technology include communication, writing - both mechanics of writing and composition, organizational and executive functioning supports, reading, math, computer adaptations, hearing and vision aids, seating and mobility supports, and environmental controls. An evaluation should help to identify a students needs within their own natural environments and to identify the tasks in which the student may benefit from assistive technology devices.
Resources
Behavior Analysis Certification Board - The Behavior Analyst Certification Board®, Inc. (BACB®) is a nonprofit corporation established to meet professional credentialing needs identified by behavior analysts, governments, and consumers of behavior analysis services. The BACB adheres to international standards for boards that grant professional credentials. http://www.behavioranalystcertificationboard.com/
Infinitec - Infinitec is a consortium of school districts and agencies in conjunction with United Cerebral Palsy. Infinitec stands for infinite potential through technology. They aim to advance independence and promote inclusive opportunities for children and adults through technology.
Autism Speaks - A national organization that provides information, research and advocacy.
http://www.autismspeaks.org/what-autism
Autism Society of Illinois - an agency to provide local support and information for families and individuals.
http://www.autismillinois.org/
Abledata - provides objective information about assistive technology products and rehabilitation equipment.
Cast - is a nonprofit research and development organization that works to expand learning opportunities for all individuals through Universal Design for Learning.
Ollibean - provides easy to understand information about disabilities and supports related to people who have disabilities.
Kristine Bretl
Kristine Bretl
Board Certified Behavior Analyst® (BCBA®)
A BCBA conducts descriptive and systematic behavioral assessments, including functional analyses, and provides behavior analytic interpretations of the results. The BCBA designs and supervises behavior analytic interventions. The BCBA is able to effectively develop and implement appropriate assessment and intervention methods for use in unfamiliar situations and for a range of cases.
Kris completed the rigorous class work and passed the board certification exam to become a BCBA in 2013. Her interest and experience is working within school settings to assist with functional assessments and the design of behavior intervention plans.
Assistive Technology Specialist
Assistive technology should be used as support for access, learning and performing daily tasks. In general, assistive technology is appropriate when it compensates for disabilities so that the individual can function as normally as possible. Assistive technology can help a student to have access to educational opportunities or to benefit from education.
Kris has led teams in assistive technology evaluations, working with students in natural environments to determine the most appropriate devices and services. She has provided training and support on various areas of assistive technology for both staff, parents and students. She can work with school teams, parents and students to determine the best assistive technology for a student.
M.Ed.
Kris received her Bachelor's degree from Illinois State University in Special Education and her Master's Degree from the University of Illinois at Chicago in Learning Disabilities. She has maintained multiple certification in various areas of special education. Kris taught for many years in the classroom, working with students who had multiple handicaps, students with autism, and students with other significant disabilities. For 19 years, she worked as a support specialist for Elmhurst Community School District. She continues to hold a current certificate/license for teaching in Illinois.
Testimonials
Kris was instrumental in helping my son use technology to overcome obstacles that were impacting his educational performance. Thanks to Kris, he now uses his iPad to independently scan in his own worksheets, download audio books, use word prediction apps and dictate speech to text.
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Kristine Bretl is the most knowledgeable practitioner I have worked with when it comes to Autism Spectrum related disorders, child behavior development, and IEP accommodations, modifications, and child advocacy. Kris' approach with families and educators is that of a team partnership, in which the overarching focus is always what is best for the child.
Sandy Chiampas, parent , SLP, and AT Specialist
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Dr. Meg Schnoor, Assistant Superintendent-Palatine CCSD 15