7 Principals We Work By
1AppliedWe focus on teaching clients skills of important social significance, ensuring that we produce the greatest meaningful change possible in the lives of our clients and those they love.
2BehavioralOur interventions focus on the measurable and observable behaviors that a person does- these are what matter to the individual and those around them.
3AnalyticWe use scientifically based practices to understand our client’s behavior, even those behaviors that are difficult at first to understand, and to produce meaningful changes therein.
4Conceptually SystematicOur interventions are based on a research-driven framework that has proven incredibly successful over decades. Our interventions are individualized to each client.
5TechnologicalEvery intervention we use can be taught to parents, caregivers, and others- and be repeated to ensure continuing success.
6EffectiveOur interventions are continuously changed and adapted to ensure the highest level of success for the individual.
7GeneralizableWe teach our clients to live life. We teach skills that can be used in different settings, with different people, and at different times.
J.J. Tomash has studied and applied Behavior Analysis for over 16 years. He spent his educational career, from his Associate’s degree through his Ph.D. at Swansea University, studying the Science of Behavior, and how it can be applied to solving real problems. He spoke at several international conferences, published multiple articles in peer-reviewed journals, and received research awards. Following his studies, and a brief interlude living in India, Dr. Tomash turned to the practical application of Behavior Analysis. He acquired his BCBA working with Josh Pritchard at Lodestone Academy. He has had the good fortune to work with a wide variety of individuals and needs- conducting functional analysis and assessments, designing and implementing interventions to reduce disruptive behaviors; teaching communication, social skills, and independent living skills. He has worked in virtually every setting where clients need help.
Throughout his academic and practical studies of behavior analysis, Dr. Tomash has acquired a deep respect for Behavior Analysis as a great tool to improve people’s lives. Its power goes far beyond reducing particular problem behaviors, but to finding and teaching the targeted skills that will make problem behavior unnecessary.
Growing up in India, Nicole saw first-hand the need for research-based services for those with developmental disabilities and in the field of mental health. This brought her to the UK, where she completed her M.Sc. in Abnormal and Clinical Psychology. She returned to India and worked in a care center with adults with intellectual disabilities.
In 2013, Nicole moved to Orlando, FL to pursue her Board Certification as a Behavior Analyst. In Orlando, she she worked in one of the first behavior analytic schools in the area: Lodestone Academy. Here she worked with children ranging from ages of 3 – 23 years, a wide variety of behavior problems and needs, and a close-knit group of highly trained Behavior Analysts. She acquired experience developing and conducting a variety of programs, assessments and curriculum-based trainings.
Nicole’s love for the mountains, as well as her determination to bring Behavior Analysis to new areas of need, drew her to Colorado in 2015. She worked with another large company in the area until May, 2016- when she became the Clinical Director at Boulder Analysts.
Cierra graduated from the University of Central Florida with a degree in clinical psychology and a newly discovered passion for behavior analysis. Following graduation, she began working at Breakthrough Behavior in Orlando, Florida providing in-home ABA services. While there, she conducted functional behavior assessments, designed treatment plans and implemented a wide range of behavioral interventions. Cierra recently moved to Boulder, Colorado and finished her Master’s in Applied Behavior Analysis. Currently, she is working toward becoming a Board Certified Behavior Analyst and intends on producing research with adult individuals with special needs.
Chantal Tolman Received her B.A. from Colorado Mesa University in Sociology with a minor in Spanish in 2010. She worked for a non-profit organization as a counselor and eventually, finding her passion for behavior therapy, moved into the role of Behavior Specialist. She obtained her Masters in Special Education through Regis University and worked as a Special Education teacher for the public schools. In this role, she advocated for students with disabilities and created individualized plans for students with a variety of complexities. Chantal has a passion for helping children meet their full potential and find joy in life. Being able to teach self-regulation and to overcome difficulties is one of her passions. Chantal is in the process of becoming a Board-Certified Behavior Analyst.
“I love this field because I get to work with some of the most intelligent people in the field of ABA.” The clients are amazing and the difference that it makes in their lives and for their families is remarkable. “I get to take part in changing lives and that is an achievement.” Kimberly has made Dean’s List at Regis University and will graduate in the spring of 2018. She is currently obtaining her RBT certification.
Measurement of Behaviors means Tracking behavior is the greatest tool that behavior analysts use, and what sets them apart from other therapies. We continuously monitor our effectiveness by the measurable effects we have on our clients’ behavior. This involves intensive data collection, graphing and analysis of the results
- Behavior Analyst Certification Board
The BACB is an organization whose mission is to regulate and ensure the highest standards in the field of behavior analysis. Those they give the credential BCBA can be trusted to be highly educated and effective in helping teach and resolve behavior problems.
- Essential for Living
A functional skills curriculum, assessment, and skill tracking instrument for students with moderate-to-severe disabilities, including, but not limited to autism. It is especially useful for learners with limited communication repertoires, minimal daily living skills, or severe problem behavior.