Kenda Morrison, Ph.D., BCBA-D

I've worked with over 100 young children who have autism spectrum disorders since 1989.  Initially, I started out as a paraeducator, then worked in several other related positions such as senior teacher, trainee, intern, project coordinator, consultant, and director.  I received training at the UCLA Young Autism Project under Lovaas, as well as Princeton Child Development Institute under Krantz and McClannahan.  I started my own practice in 1995. I have a Ph.D., in Developmental and Child Psychology and am nationally certified as a Board Certified Behavior Analyst (BCBA)  I was also Kansas-certified in Early Childhood Special Education between 1995-2006, but allowed this to lapse when the renewal requirements changed.

I believe in using ALL empirically-based methods of behavior analysis to help students with autism learn.  This means that I incorporate strategies such as errorless teaching, discrete trial, incidental teaching, verbal behavior, functional assessment, video modeling, priming, behavioral momentum, visual schedules, etc. depending on the child and skill being taught.   By remaining open to all data-based strategies, I believe children can access the most appropriate, effective, and individualized interventions.

In my opinion, there is no skill more important than verbal communication.  I feel it is prerequisite for more advanced social skills.  Therefore, most children's programs center around teaching verbal and communication skills.  In addition to language, teams focus on teaching social skills, academics, play and other engagement activities, attending, reducing problem behaviors, as well as many other types of skills.  No two home programs look the same.  The skills chosen depend on the individual child, as well as the priorities of the parents. 

My professional philosophy is that children make the most progress when their parents are very involved in their treatment, particularly the generalization of skills taught.  For this reason, I prefer to work in home-based intervention.  I also feel that it is necessary for me to maintain a small caseload (about 10 children) for each child to make as much progress as possible.  I am available to answer questions by phone or e-mail between weekly meetings.