Maria Nicolaou

I am a BCBA with 12 years of hands on experience as well as parent training.

Experience in assessment as well as virtual telehealth

Special Learning, Senior Clinical Behaviour Analyst.

February 2023- Present

Virtual working

• ACE Coordinator for the BACB and QABA
• Content creation for CE webinars and workshops
• Clinical lead for virtual consultation (parents support program)
• Curriculum development

1• Clinical support to the technology and marketing team.

• Clinical support to the recruitment team (pairing the right BCBA/RBT to the right service provider depending on the clients needs)

BCBA Supervisor, Madrid Spain (tele -therapies)

March 2022- Present

Self employed

• BCBA supervisor with families in the UK using telehealth and virtual assessments.
• Completing Initial Assessment (virtually) including VP-MAPP, ABLLS, CARS-ST2, BLA, AFLS,

Vineland and Functional Assessments.

• Recommend and monitor the delivery of treatment interventions and skill development programmes.
• Parent and Carer training following the “Parent Training for Disruptive Behaviour” of the Rubi Autism

Network.

• Offering workshops and seminars for parents and carers with themes including toileting, sleeping, eating and challenging behaviour.
• 1:1 tele-therapy session with child and young people through Zoom, Microsoft Teams and other virtual platforms. During these sessions we identify targets the YP would like to work on. These might include academic, social or personal targets.
• Review and analyse data collected by parents or self-reported data from YP.
• Supervise and train RBTs (including BCBA supervision) as well as school staff.
• Attend professional meeting including EHCP reviews with schools and the local authorities.
• Laison with schools to ensure YP achieve academically.

PALMS, Hertfordshire Community Trust ( NHS), Watford

August 2020- March 2022

Positive Behaviour Analyst

Due to covid-19 100% of the therapy was provided virtually through Microsoft Teams and other online platforms.

• Part of a multidisciplinary team aiming to support parents and carers of children and young people with Autism and/or global delay.
• Providing assessments and interventions for children and young people following ABA principles and Positive

Behaviour Support.

• Assessing challenging behaviour including physical aggression, verbal aggression, self-injurious, self-harming behaviour, and comprehensive assessment of toileting, feeding and sleeping concerns using methods of ABA and PBS.
• Completing Functional Assessments virtually with the support of parents and tutors/carers.
• Complete training and modelling sessions for parents and carers, this includes training on collecting data and implementing interventions
• Review and analyse data collected by parents and carers
• Working closely with families in a PAT (parents as therapist) model to support with challenging behaviour,

feeding, toileting and sleeping difficulties as well as teaching functional skills to increase quality of life.

• Supporting YP with mental health difficulties (depression, anxieties, OCD, gender identity difficulties) either though 1:1 work or through the PAT model. This includes thinking of risk management, monitoring mood and medication and supporting with implementing behaviour activation strategies.

2• Facilitate the delivery of PBS (positive behaviour support) groups for parents and carers aiming to develop their understanding of behaviour, functions of behaviour and offer proactive as well as consequence-based strategies to support with difficulties.

• Develop, review and monitor PBS plans, proactive strategies, active and reactive strategies.
• Work closely with other health, social care and educational professionals to support the families in a systemic way.
• Attend and contribute to CIN (children in need) and other professional and network meeting.
• Support with duty (for families on waiting list) by completing risk assessments (for YP in crisis or risk), trusted assessments with other agencies and triaging as well as completing initial assessments.

Tree House School, Ambitious about Autism, London

December 2019 – August 2020

Behaviour Analyst

• Responsible for 16 pupils across 2.5 classes, aged 5-13 years old
• Work closely with tutors, class leads and other professionals to develop and implement behaviour plans
• Conduct yearly assessments, including VB-MAPP and EFLs, to inform skill acquisition targets and assess progress towards skill development
• Develop and monitor individual learning plans, as well as monitor data collection
• Conduct functional assessments and functional analysis
• Contribute to the writing and review of Positive Handling Plans for pupils
• Develop and monitor multi-element behaviour plans based on positive behaviour support framework
• Contribute in writing IEPs
• Develop pre and post annual review paperwork
• Chair annual review meeting, termlies as well as 6-week review meetings
• Work closely with families and other professionals to support pupils and provide a person-centred approach of supporting behaviour management and academic progress
• Analyse pupil progress data to identify trends or patterns in learning and behaviour and ensure that effective interventions are put in place to narrow the gaps between baseline and target performance.
• Chair weekly team meeting with each linked class to discuss pupil’s learning and behaviour
• Liaison with OT and SLT to develop and monitor any shared targets for our pupils
• Team Teach trained in positive behaviour management
• Conduct admissions assessments for potential pupils and develop assessor report, as required
• Responsible for promoting and safeguarding the welfare of children and young people within the school

EDUCATION

Tizard Centre, University of Kent, Canterbury, England

September 2014 – September 2016

Master of Science in Applied Behaviour Analysis: Merit

Coursework: Concepts of ABA, Developing and Implementing Intervention, Social Issues, Social Psychology,

Work base learning with title: Let’s play the piano using DTT, MTS and Precision Teaching.

Roehampton University, London, England

January 2012 – January 2013

PG Diploma on Music and Special Educational Needs: Merit

Coursework: Music and Special Educational Needs, Music Brain and Mind, Music in Everyday Life, Practical

Project, Research Methods

Institute of Education, University of London, London, England

September 2010 – September 2011

Master of Arts in Music Education: Pass

Coursework: Philosophy of Music and Music Education, Sociology of Music and Music Education, Psychology of

Music and Music Education, Critical Studies in Pedagogy and Music Education and Dissertation with title:

Investigated Study in Special Education Context in Cyprus

University of Sussex, Sussex, England

September 2007 – June 2010

Bachelor of Arts in Music: 2ii (Honours)

LICENCE

Board Certified Behaviour Analyst, BACB

July 2020

Certification Number: 1-20-43689

BCBA Supervisor, BACB