Who is qualified to implement ABA?  

Just as a medical treatment program should be directed by a qualified medical professional, ABA programs should be created and supervised by a highly trained and experienced BCBA (Board Certified Behavior Analyst) that has the supervised experience providing ABA treatment for children with autism.  A BCBA has the board certification (Behavior Analyst Certification Board) which is required for a person to become a Behavior Analyst, and it is recognized worldwide.  In the field of ABA, this is the gold standard for professionals.  

Because of the huge demand for ABA intervention many individuals and programs now claim to provide ABA and unfortunately some who claim to offer ABA lack the field's established minimum requirements in education major and practical experience.

Beware of the misapplication of ABA.

What do the job titles mean, specifically?

BCBA  The Board Certified Behavior Analyst® (BCBA®) is a graduate-level certification in behavior analysis. Professionals who are certified at the BCBA level are independent practitioners who provide behavior-analytic services. In addition, BCBAs supervise the work of Board Certified Assistant Behavior Analysts, Registered Behavior Technicians, and others who implement behavior-analytic interventions.

BCaBA - The Board Certified Assistant Behavior Analyst® (BCaBA®) is an undergraduate-level certification in behavior analysis. Professionals who are certified at the BCaBA level may not practice independently, but must be supervised by someone certified at the BCBA/BCBA-D level. In addition, BCaBAs can supervise the work of Registered Behavior Technicians, and others who implement behavior-analytic interventions. 

RBT - The Registered Behavior TechnicianTM (RBT®) is a paraprofessional who practices under the close, ongoing supervision of a BCBA, BCaBA, or FL-CBA. The RBT is primarily responsible for the direct implementation of behavior-analytic services. The RBT does not design intervention or assessment plans. It is the responsibility of the RBT supervisor to determine which tasks an RBT may perform as a function of his or her training, experience, and competence. The BACB certificant supervising the RBT is responsible for the work performed by the RBT on the cases they are overseeing. 

Job title position descriptions are from the Behavior Analyst Certification Board, which can be accessed at: http://www.bacb.com

Meet Our Team:


Nikki is a Board Certified Behavior Analyst and Licensed Professional Counselor.  She graduated from Lewis University with her Master’s degree in Counseling Psychology and School Counseling. Nikki completed a Post-Master’s degree certificate program at Southern Illinois University in Carbondale with an emphasis on Applied Behavior Analysis. Nikki has been working in the field for over 4 years and certified in CPI.   Her area of expertise is in staff and parent training, implementing discrete trial teaching, program development, and applied behavior analysis support in residential and workshop settings. 


Danielle earned her bachelors degree in psychology from DePaul University and her masters degree in Applied Behavior Analysis (ABA) from Ball State University. She has been working with children with autism since 2012 and has experience implementing the principles of ABA in a variety of settings, including school, clinic and home. Danielle enjoys creating skill acquisition programs for her clients as well as seeing their progress during sessions. In her spare time, she enjoys riding and showing her horse.


Bio coming soon!


Cindy attended Lindenwood University in St. Charles, MO as a business major and has worked in finance since 1997.   Her first professional job was for a small manufacturer's rep company in the aerospace industry and her most recent position was as the Director of Finance for a global software company.  Cindy has also owned and managed a successful technology reseller from 2008 to 2016.  At the Illinois Valley Autism Center Cindy utilizes her fiscal administration skills to ensure the facility runs efficiently while continually expanding resources for the children's skill advancements.


Registered Behavior Technicians



Emily earned her BS in 2012 from Illinois State University.  She took a number of courses in child development, psychology, communication disorders and behavior interventions.  Emily is also fluent in American Sign Language (ASL) and has experience tutoring children that are deaf or hearing impaired.  Emily loves her position as a Registered Behavioral Technician because she enjoys motivating and captivating each child's play skills in a natural setting and watching their social skills flourish.


Jessica attended Mid-Continent University where she graduated with a BS in Psychology.  She went on to obtain her MA in Human Services from Capella University in 2012.  Jessica has specialized in the area of Mental Health.  She has provided personal care to individuals with developmental disabilities and mental illness by teaching and assisting with activities of daily living, working one on one to improve socialization and has provided individual and group counseling services to children and adults.  What Jessica enjoys most about her position is that she knows each day she works with a child makes a major difference on their quality of life.

Ali S., RBT

After Ali graduated from LP High School in 2010 she attended Illinois Valley Community College.  Ali has continually been in the presence of children while she grew up and then worked as a nanny for two years.  While attending school she decided to join Illinois Valley Autism Center in September of 2013.  Ali worked hard and earned her RBT as soon as that certification became available in December 2015.  She loves helping others.  Ali's favorite part about being a Registered Behavior Technician is seeing the children succeed and grow in their skills.


Rachel earned her BS in 2014 from Illinois State University.  She took a number of courses focusing on communication disorders, teaching strategies and has 149 hours of clinical experience in an individualized general education setting.  She has worked as a paraprofessional at a junior high level and is now excited to be apart of the differences we are making locally. Rachel's favorite part about being a behavior technician is seeing how personalized and tailored each learner's program is for their specific needs.


Trisha attended the University of Wisconsin-Stout in Menomonie, WI where she graduated with a BS in Human Development and Family Studies (HDFS) in 2013.  She took a number of courses focusing on the development. and lifespan of an individual.  Her previous work experience was working as a Qualified Intellectual Disabilities Professional (QIDP) severing adults with intellectual disabilities in a house setting with the main goal of providing and teaching activities of daily living so they become more independent.  Trisha loves her position as a RBT because she gets to work 1:1 with each child and especially likes the NET environment that engages the child in a play therapy aspect.  She loves seeing the children's skills heighten and expand!



Bio coming soon!


Bio coming soon!


Bio coming soon!





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