About Us

Anderson Behavioral Consulting

About Us

Our Philosophies

BEHAVIORAL PHILOSOPHY:
We believe strongly in the principles of Applied Behavior Analysis. This is, that all behavior has a purpose or function and if we know the function (or "why") of the behavior we can then examine the factors that are reinforcing the behavior. If we change the reinforcing elements of the behavior, we can decrease or extinguish unwanted behaviors and increase desired behaviors.

EDUCATIONAL PHILOSOPHY:
We believe that ANY child can learn when given the supports and resources necessary and when education is individualized to meet their needs. We feel that children learn best in the natural environment and although it is necessary to do some teaching at a table setting, it is at least equally important to incorporate play into the teaching as well as incorporating teaching into everyday situations as to help the child generalize their knowledge.

COLLABORATION PHILOSOPHY:
We feel that parents are an essential part of the learning process and parents will be involved in all decisions made by us. Parents will also be encouraged to become knowledgeable on their child’s programs so that they may incorporate them in day-to-day life. We also feel that a child's success is highly dependent on continuity across all environments (home, school, social, therapy, etc.). Because of that importance, we place high regard on collaboration with all people that interact with a child on a regular basis...from family members to care takers to other therapists and teachers.

Anderson Behavioral Consulting was started in February 2006 by a teacher who was working part-time as an ABA therapist.

After graduating from Bowling Green State University with her bachelor's degree in special education (with a focus on autism, ABA, and habilitation); Meghan spent two years working as a QMRP (Qualified Mental Retardation Professional), where she ran a total of 4 group homes for indivduals aged 11-76 with a multitude of physical and mental disabilities (including autism, mental retardation, Downs Syndrome, and Fragile X and many other mental health issues such as Bi-polar, obsessive compulsive disorder, and oppositional defiant disorder). During this time, she wrote all the programming (activities of daily living and behavioral programming) for these individuals. This gave Meghan vast experience with many different disabilities. During this time, Meghan confirmed her beliefs that she was meant to work with children and adolescents and sought a job teaching.

While working as a preschool teacher, Meghan Anderson was working evenings and weekends as an ABA therapist because it was something she truly loved to do. As the school year progressed, Meghan was finding herself having to turn away more and more families because there was simply not enough time in a day. When the school year ended, Meghan decided to take up ABA and VB full time. She attended many training seminars and began her courswork to become board certified and obtain her Masters degreen in ABA.

Meghan has over tweleve years of experience working with children and adolescents on all levels of the autism spectrum. Two of these years were spent teaching at an ABA-based (DTT approach) school for children with autism. She also has five years of experience working with children and adolescents with ADD and ADHD.