Step One
A relaxed conversation where we'll discuss:
Your biggest concerns
Your goals for your child and family
Questions you may have
Whether my services are the right fit
If another provider or service would better meet your needs, I'll point you in the right direction.
Step Two
This is the foundation of individualized support.
The goal is not simply to identify problems. The goal is to understand the child as a whole, identify strengths and areas where support is needed, and develop a clear plan for moving forward.
✓ Parent and caregiver interviews
✓ Direct observation
✓ Review of developmental, medical, educational, and family history
✓ Review of relevant records and existing evaluations
✓ Assessment of skills, strengths, and areas of need
✓ Assessment of behaviors that may be interfering with learning or daily functioning
✓ Collaboration with other members of the child's support team when appropriate
✓ Development of individualized goals and recommendations
A clearer understanding of their child's strengths and needs
A better understanding of what may be contributing to current challenges
Clear goals and priorities
An individualized treatment plan
Recommendations for additional supports or services when appropriate
Step Three
The focus and format of ongoing support will depend on the child’s goals, needs, and treatment plan. Support may include direct sessions with the child, parent-focused sessions, or a combination of both.
Direct sessions focus on helping children build and use the skills identified in their treatment plan. Depending on the child’s goals, this may include communication, social skills, emotional regulation, learning, independence, or reducing behaviors that interfere with participation.
Direct sessions take place in person in the family’s home or community.
Parent sessions focus on helping parents understand their child’s behavior and development, learn and practice effective strategies, and problem-solve challenges as they arise. Sessions may address challenging behavior, routines, communication, independence, or how to support skill development across different situations.
Parent sessions may take place in person or virtually and may include the child, depending on the family’s needs and goals.
The goal of ongoing support is to build skills that carry beyond sessions and give families the tools and confidence to continue supporting progress over time. The frequency and format of support are determined based on the child’s needs and treatment plan.
Fostering Growth offers services through private pay and, when applicable, Vermont Medicaid.
Eligibility, covered services, and authorization requirements vary depending on the service and child's circumstances.
Please reach out for more information on payment options!
I primarily work with children and families seeking behavior-analytic support related to autism and developmental needs.
For families using Vermont Medicaid, services must meet Medicaid’s eligibility and medical-necessity requirements, which include a qualifying developmental diagnosis.
Most Medicaid-funded ABA services are provided to children with an autism spectrum disorder (ASD) diagnosis. Services are individualized based on each child’s strengths, needs, and family priorities.
I can help families address concerns such as challenging behavior, communication, emotional regulation, transitions, routines, independence, social skills, self-advocacy, and developing new skills.
Yes. I am a Board Certified Behavior Analyst (BCBA) and provide applied behavior analysis (ABA) services when they are appropriate and medically necessary.
My approach is individualized and focused on functional, meaningful goals rather than using a one-size-fits-all model. Vermont Medicaid covers medically necessary ABA for eligible children under 21
I am currently in the process of becoming credentialed with Vermont Medicaid. Once credentialing is complete, I plan to accept Vermont Medicaid for eligible services. Coverage depends on the child’s eligibility, needs, and the specific service being provided.
Yes. Private-pay services are available for families who prefer this option or whose needs are not covered by insurance. Private-pay services may include assessment, parent consultation, and individualized support.
That’s okay! You do not need to know exactly what service your child needs before reaching out. We can start by talking about what you’re seeing, what you have tried, and what you would like to be different. From there, I can help determine whether my services are a good fit and what type of support would be most appropriate.
Yes. Parent and caregiver involvement is an important part of effective, lasting support. Parents are not expected to become therapists or carry out every part of treatment on their own, but they are an active part of the team.
Depending on the child’s needs and goals, this may include participating in sessions, learning strategies to support skill development at home, sharing information about what is working or not working, and helping make decisions about treatment priorities.
Yes. With the family’s permission, I can collaborate with teachers, school teams, speech-language pathologists, occupational therapists, and other professionals involved in a child’s care. This helps create consistency across the people and settings supporting the child.
Children should be active participants in their own care. I place a strong emphasis on assent, autonomy, and respect for each child’s communication, preferences, and boundaries.
Physical guidance may sometimes be appropriate when a child needs help learning a skill, but it is used only when the child is comfortable receiving that assistance. If a child shows signs of discomfort or refusal, I will adjust the approach rather than forcing participation. This may mean presenting the skill differently, giving the child more time, or finding another way to build interest and engagement.
Throughout services, I also work to help children develop self-advocacy skills so they can communicate their needs, preferences, and boundaries to the people around them.