Board-Certified Behavior Analyst (BCBA)

We are seeking a passionate, results-driven BCBA to join our team of dedicated behavior analysts and registered behavior technicians to change the lives of young children with ASD.

COMPETITIVE SIGN-ON BONUS FOR QUALIFIED APPLICANTS!

Kaufman Children's Center has earned a worldwide reputation for providing the highest quality applied behavior analysis, speech and language, and occupational therapy treatment for children. We provide comprehensive early intervention using primarily center-based ABA treatment with opportunities for expanding to home-based services. Children receive ABA, speech, and occupational therapy under one roof for optimum carryover and generalization across settings.

Starting at $80,000/year
Based on experience and number of years certified

  • No evenings or weekends
  • Low caseloads (7-8 full-time children)
  • Flexibility with schedules to promote work/life balance
  • Consistent opportunities to work from home
  • Up to three weeks paid time off
  • Up to 12 paid holidays
  • Winter break each December between Christmas and New Year (a portion is paid and employees may use PTO to supplement the remaining)
  • Incentives for exceeding target billable hours weekly
  • $350 continuing education stipend
  • Reimbursement for BACB and state licensure fees
  • Reimbursement for BAAM membership fee

  • Medical and dental coverage (BCBS-PPO)
  • Employee-matched SIMPLE IRA retirement account
  • Flexible Spending Account (FSA) for dependent care and medical spending
  • Life insurance policy at no cost to the employee
  • Short-term disability at no cost to the employee

  • Program (VB-MAPP) to include Barrier and Transition Assessments
  • Conduct behavioral assessments (FBA) and develop behavior intervention plans (BIP)
  • Generate treatment plan to improve socially significant behaviors across several domains
  • Obtain initial and concurrent authorizations for ABA treatment under medical necessity
  • Collect data, generate graphs to document behavior change over time
  • Produce program and progress updates with accuracy and timeliness
  • Generate approximately 26-30 billable hours per week
  • Conduct/oversee regular preference assessments
  • Conduct parent training sessions
  • Train ABA techs as needed to implement treatment plans
  • Document billable hours timely using KCC’s EMR (Raintree)

  • Current certification as a board-certified behavior analyst in good standing
  • Master's degree in applied behavior analysis
  • Hold an active licensed behavior analyst (LBA) credential through the Michigan Department of Licensing and Regulatory Affairs (LARA)
  • One year of experience developing and monitoring intervention programs for

young children with autism is preferred

  • Excellent conceptual understanding of verbal behavior
  • Familiarity with assessments such as VB-MAPP, ABLLS-R, Vineland Adaptive Behavior Scales
  • Experience conducting functional behavior assessments and developing behavior intervention plans
  • Willingness to travel on occasion if needed to support home programs
  • Experience collaborating with other service providers such as speech pathologists and occupational therapists
  • Flexibility to support parent and client needs to have greatest positive impact

  • Literacy: Must be able to read written material from a variety of sources
  • Must be able to distinguish colors and view computer screen daily for several hours at a time
  • Speaking/hearing: Must be able to communicate with staff and patients on phone or in person. Must be able to receive information through oral communication
  • Attention: Must be able to concentrate on work tasks amidst distractions
  • Stress tolerance: Must be able to exhibit self-control when dealing with clients/families or other clinic staff who become upset
  • Throughout the day (Frequently): sit, walk, stand, type, write
  • Throughout the day (Occasionally): bend, stoop, squat, reach above shoulder, kneel, lift (up to 35 pounds)

KCC is an internationally recognized private practice located in West Bloomfield, Michigan. We offer speech-language therapy, occupational/sensory-motor therapy, ABA autism programs, and many more services to help kids live their very best lives. Our bright, friendly state-of-the-art clinic includes two buildings with individual classrooms, group spaces, and sensory gyms.

Our staff is highly trained and known for enthusiasm, expertise, outstanding clinical skills, and insights into children. SLPs, OTs, and ABA professionals work together daily in a true team approach, ensuring the best possible outcomes across all settings.

KCC provides equal employment opportunities to all qualified persons based on merit and qualifications, without regard to sex, race, color, religion, national origin, age, height, weight, marital status, pregnancy, disability, veteran status, genetic information, sexual orientation, gender identity, or any other classification or characteristic protected by law.

Interested?

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Resources: Navigating Autism 2026

MOVING OUTSIDE THE ABA BUBBLE

 

Handout from Navigating Autism Today session - LINK

From Autism Speaks - LINK

From the State of Michigan - LINK

From the State of Michigan - LINK

From itsalwaysautumn.com - LINK

Pre-K transition planning document - LINK

Michigan Alliance for Families - LINK

KCC Professional Staff

From therapists to support team members, each person on the KCC staff brings expertise and a genuine love for working with kids. We believe in partnering closely with families and each other, creating a warm and encouraging environment where children feel safe, supported, and empowered to grow.

Speech & Language Staff

NANCY R. KAUFMAN

KCC DIRECTOR
Speech-Language Pathologist
MA, CCC-SLP

Nancy is the owner and director of Kaufman Children’s Center and a renowned expert on the topic of childhood apraxia of speech (CAS). In addition to working with local children, she offers intensive speech and language programs that bring families from other states and around the world to work with her at the KCC.

Since 1979, Nancy has dedicated herself to developing the Kaufman Speech to Language Protocol (K-SLP) methods and materials to help kids become effective vocal communicators. She lectures internationally and over 20,000 speech-language pathologists have learned the K-SLP directly from the creator.

Nancy earned her bachelor’s degree at Michigan State University and her master’s at Wayne State University, having been awarded a graduate assistantship. She and her husband reside in West Bloomfield, Michigan and have three grown children, a son-in-law, and two granddaughters.

Honors & awards:

Additional career highlights:

Visit Nancy’s page to learn more about her methods and the services she offers

JENNIFER HILL

SPEECH DIRECTOR
Speech-Language Pathologist
MA, CCC-SLP

Jennifer earned a bachelor’s degree in communication arts and sciences from Michigan State University with high honors. She completed her master’s in speech-language pathology at Wayne State.

She was named clinical director of the speech and language department at KCC in 2024.

Jennifer’s experience includes evaluation and treatment in public schools, hospitals, rehabilitation centers, and skilled nursing facilities. She has worked exclusively in pediatrics at KCC since 1999.

Jennifer lives in West Bloomfield with her husband and three children. She enjoys time with her family, boating and being by the water, and staying active.

KRISTI SHEARER

ASST. SPEECH DIRECTOR
Speech-Language Pathologist
MS, CCC-SLP

Kristi earned her undergrad degree at Central Michigan University and her master’s in speech and language pathology from Nova Southeastern University.

Kristi was an ABA tech at KCC before becoming an SLP. She has a wide range of pediatric speech experience, including private practice, mobile private practice (where she treated at private schools and childcare centers), public schools, and outpatient hospital settings.

Kristi enjoys spending time with her husband and their young son and daughter and doing anything outdoors.

AMANDA DUNN

Speech-Language Pathologist
MA, CCC-SLP

Amanda earned her bachelor’s degree in psychology and her master’s in communicative sciences and disorders at Michigan State University.

She has worked as an SLP in both pediatric inpatient and outpatient settings as well as acute care settings.

Amanda is a new mom to a baby girl. She also has a mini goldendoodle named Copper.

LARA ELMBLAD

Speech-Language Pathologist
MS, CCC-SLP

Lara earned her bachelor’s degree in communicative sciences and disorders from Eastern Michigan University and a master’s in the same subject from New York University.

Lara loves reading and kayaking in her free time. She has two dogs (Laney and Teddy) and they enjoy going for walks to the lake together.

SHADYA ESSAILI

Speech-Language Pathologist
MA, CCC-SLP

Shadya earned her undergrad degree in biology and psychology at the University of Michigan and her master’s in speech-language pathology from Wayne State.

Before joining us at KCC, she worked with children in the schools and in an ABA outpatient clinic. Shadya also has experience using a holistic approach to work with people who stutter at the speech clinic at Wayne State.

She enjoys watching nature and spending time with family, including her niece and nephews.

ELLE GALLAGHER

Speech-Language Pathologist
MS, CCC-SLP

Elle received her bachelor’s degree in speech and hearing sciences at Northern Michigan University. She went on to earn her master’s in speech-language pathology at St. Ambrose University.

Elle worked as a clinical intern at University Center for Literacy and Language and was a lead speech therapy practice associate at Chicago Speech Therapy.

She enjoys playing pickleball, reading, being outside, traveling, and spending time with her family and friends.

MELANIE PIERCE

Speech-Language Pathologist
MA, CCC-SLP

Melanie earned both her bachelor’s and master’s degrees in communicative sciences and disorders from Michigan State University.

She has worked as a pediatric SLP in school-based, outpatient hospital, and private practice settings.

Melanie enjoys traveling, being by the water in the summer, and spending time with her family.

CHRISTINA ROCHON

Speech-Language Pathologist
MA, CCC-SLP

Christina earned her bachelor’s degree in communication disorders at Northern Michigan University in 1999 and followed up with a master’s in speech pathology from NMU in 2001.

Before coming to the KCC, she worked for many years at a school for children with autism in Illinois.

Christina was named a “Mom-Approved Doc”  by the readers of Metro Parent magazine in 2014. She has two children.

ALANNA VOTRUBA

Speech-Language Pathologist
MS, CCC-SLP

Alanna earned her undergrad degree at Michigan State, majoring in communications with a minor in communicative sciences and disorders and earning high honors. She went to Grand Valley State for her master’s degree in speech and language pathology.

Alanna loves traveling, trying new things, and spending time with family and friends.

MARLA ZERBIB

Speech-Language Pathologist
MA, CCC-SLP

Marla earned her bachelor’s degree in psychology from the University of Windsor and her master’s in speech-language pathology from Wayne State.

In addition to her regular individual speech sessions at the KCC, Marla is our clinical director and evaluates children ages 6 and up.

She enjoys spending time with her family, being outdoors (especially in or on the water), and curling up with a good book.

Occupational Therapy Staff

AMY HENGSTEBECK

KCC ASSISTANT DIRECTOR
Occupational Therapist
OTRL

Amy was named the center’s assistant director in 2024 after serving as the director of occupational therapy and sensory integration programs since 2014.

She earned her bachelor’s degree in occupational therapy from Wayne State University.

Amy has previous experience working with inpatient orthopedic and outpatient pediatric patients in the hospital setting, as well as with spinal cord and traumatic brain injury cases.

She has been named a “Mom Approved Doc” by the readers of Metro Parent magazine.

Amy and her husband Josh have three children, and a crazy Australian Shepherd named Sadie.

JEANETTE JONES

OT DIRECTOR
Occupational Therapist
MOT, OTRL

Jeanette earned her bachelor’s degree in science and master’s degree in occupational therapy at Eastern Michigan University.

She was named the director of occupational therapy and sensory integration programs in 2024 after serving as the program’s assistant director since 2014.

Before coming to the KCC, Jeanette worked in a private pediatric sensory clinic in Chicago.

She presented at a national conference on CDKL5 after being invited by the parents of a child she treats with the rare genetic disorder.

Jeanette and her husband Greg have two sons and a daughter.

ERIN GRECO

ASST. OT DIRECTOR
Occupational Therapist
MOT, OTRL

Erin received her bachelor’s degree from Alma College and her master’s in occupational therapy from Wayne State University in 2015.

She also has experience as an OT in the school setting and has facilitated many camps for the KCC.

Erin played softball at Alma College and loves to stay active with running, hiking, and gardening.

She married her husband in 2024. They have a dog named Farley.

Erin is an avid supporter of mental health!

CARMEN CARRILLO

Occupational Therapist
MOT, OTRL

Carmen earned her BA in sociology from Chapman University and both a BS in health sciences and master’s in occupational therapy from Wayne State University.

She completed her level II field work here at the KCC.

Carmen previously worked as a nanny for children with ASD, a lifeguard and swim instructor, and as a diversity and equity program assistant.

She enjoys playing board games with her friends and boyfriend, reading, swimming, and finding new hikes around Michigan.

MARJORIE DESCHNER

Occupational Therapist
OTRL

Marjorie earned her bachelor’s in occupational therapy from Eastern Michigan University.

She previously worked at the KCC as OT director before moving on to Buffalo Hearing & Speech Center in New York.

Marjorie has experience with early childhood programs in both the school and clinic settings and developed OT clinics for Sensory Systems.

Marjorie is married with two children. She enjoys yoga and is a dog lover, especially of her rescue Beagle mix.

HADLEY MOAK

Occupational Therapist
OTD, OTRL

Hadley earned her doctorate degree in occupational therapy from the University of Michigan-Flint. Her undergrad is in exercise science with a minor in deaf studies from Xavier University. In addition to her fieldwork in pediatrics, she has experience as a daily living teacher and coordinator for adults with different abilities.

Hadley’s brother is a BCBA in New Jersey and Hadley credits their mother for always exposing them to a diverse world of friends, neighbors, and family with different abilities. She showed them from the start that the world is full of people who think differently and have different needs.
 
In addition, Hadley grew up navigating the world with learning disabilities such as dyslexia. She has grown skilled in advocacy and advocates for kids in their growth and learning the same way she has advocated for herself.

Hadley loves weightlifting and building Legos! She credits her time in the gym for her ability to play and keep up with kids on the floor, in bouncy houses, in ball pits, and anywhere else therapy takes her.

SANDRA SEELBINDER

Occupational Therapist
MOT, OTRL

Sandra earned her bachelor’s in health science and master’s in occupational therapy from Baker College.

She was twice named a “Mom Approved Doc” by the readers of Metro Parent magazine.

Sandra has two dogs (rescues named Maya and Ellie) and enjoys reading, cooking, and shopping.

JAMIE STOCKDALE

Occupational Therapist
MOT, OTRL

Jamie earned her bachelor’s degree in kinesiology from Michigan State and her master’s in occupational therapy from Western Michigan.

She completed her level 2 fieldwork here at the KCC.

Throughout college, Jamie worked as a research assistant, teaching fundamental motor skills to children on the autism spectrum. She has also worked as a nanny and soccer coach.

Jamie enjoys being outside running, biking, paddle boarding and spending time with her dog, Theo.

JULIA SZYMANSKI

Occupational Therapist (ABA)
MOT, OTRL

Julia earned her bachelor’s degree in behavioral sciences from Concordia University and her master’s in occupational therapy from Eastern Michigan.

Throughout college, Julia worked as a preschool aide and did her level two student fieldwork working with kids with severe autism, ADD/ADHD, traumatic brain injuries, and spinal cord injuries.

She enjoys spending time with her family and doing anything outdoors, such as camping and going to the beach.

Julia married her husband John in 2022.

Applied Behavior Analysis Staff

AMANDA PRATER

CLINICAL DIRECTOR – K1
Board-Certified
Behavior Analyst
MA, BCBA, LBA

Amanda earned her bachelor’s degree in psychology and master’s in applied behavior analysis, both from Western Michigan University.

She was named an ABA clinical director in 2021, after first serving as a BCBA and K1 program director.

Before joining the KCC, Amanda was a behavior analyst in a residential treatment facility, conducting functional analyses and developing clinical programming for children with severe challenging behavior.

She enjoys training staff and parents to positively impact the families we provide services for.

Amanda and her husband Chris have two boys.

LINDSAY MUNCEY

CLINICAL DIRECTOR – K2
Board-Certified
Behavior Analyst
MA, BCBA, LBA

Lindsay earned her bachelor’s degree in speech pathology and audiology from Western Michigan University and her master’s in applied behavior analysis (ABA) from Ball State University.

She was named an ABA clinical director in 2021, after first serving as a BCBA and K2 program director.

Before becoming a board-certified behavior analyst at the KCC, she worked here for many years as an ABA tech.

She says the best part of her job is learning from all of the wonderful kids and their families.

Lindsay and her husband Max have two daughters, a cat named Albie, and a French mastiff named Marty.

LAUREN AKINS

BCBA SUPERVISOR
Board-Certified
Behavior Analyst
MA, BCBA, LBA

Lauren earned her undergrad degree in psychology from Indiana University and her master’s in applied behavior analysis from Ball State University.

Before becoming a BCBA, she was a lead RBT at KCC for five years.

Lauren is married and has a fur baby named Winston. She enjoys outdoor activities and traveling to new places. She is the oldest of three kids.

Fun fact: Lauren has lived in a Dr. Seuss-themed house!

KRISTI BUCCELLATO

BCBA SUPERVISOR
Board-Certified
Behavior Analyst
MA, BCBA, LBA

Kristi earned a bachelor’s degree in psychology at Wayne State University.

She obtained her master’s in applied behavior analysis with an emphasis in autism at Ball State University.

Before becoming a BCBA, Kristi was a longtime ABA tech here at the KCC, and had previous experience as a tech at a different facility.

Outside of work, Kristi enjoys camping and going on adventures with her three kids.

HAILEE HALL

BCBA SUPERVISOR
Board-Certified
Behavior Analyst
M.Ed, BCBA, LBA

Hailee graduated from Central Michigan University with a BS in neuroscience and psychology. She went on to earn her master’s in special education from Oakland University.

Hailee was an ABA tech at the KCC before getting her BCBA certification. She had previous ABA experience before that, and also worked as a psychometrist intern at a mental health facility.

Hailee enjoys reading, sports and travel. She has a poodle/yorkie mix named Poochie Edward.

KRISTYN PARKER

BCBA SUPERVISOR
Board-Certified
Behavior Analyst
MA, BCBA, LBA

Kristyn earned her bachelor’s degree in communication disorders from Central Michigan.

She was a senior ABA tech at the KCC before becoming a BCBA and has previous ABA experience in the hospital setting.

Kristyn enjoys traveling and spending time with friends and family.

CHANEL ANDERSON

Staff Trainer
RBT

Chanel earned her associate’s and bachelor’s degrees in liberal arts and sign language through a dual program from Oakland University and Siena Heights University. She also completed a large amount of coursework in psychology and sociology, graduating as a member of the honor society.

Before coming to the KCC, Chanel worked in the culinary field and often volunteered for sign language interpreting conferences. She has completed over 300 working in the sign language field. She and her husband have two children.

KAYLA PERDUE

ABA Clinic Coordinator

Kayla earned a BA in family life education from Concordia University. She has experience in the ABA field as both a tech and a scheduling coordinator.

Kayla has two daughters with big hearts who keep her on her toes. She loves spending time with family and friends and enjoys summertime and going camping.

ABA Technicians

TAYLOR CHAMBERS

Lead ABA Tech
RBT

Taylor earned a bachelor’s degree in human biology and neuroscience at Michigan State University. She has previous experience as a registered behavior technician.

BOBBI RHEA COOPER

Lead ABA Tech
RBT

Bobbi Rhea studied at St. Clair College.

Fun fact: She is a classically trained musician.

BRENNA DIRKSE

Lead ABA Tech
RBT

Brenna earned her bachelor’s degree in cognitive science from the University of Michigan.

She has 2 1/2 years experience as an ABA tech.

Brenna enjoys reading history, traveling, and cooking. She loves cats and has two boys: Scooter and Louie.

ERIN FRANKLIN

Lead ABA Tech
RBT

Erin earned a BS in psychology at Towson University, where she graduated magna cum laude and was a member of the Psi Chi International Honor Society in Psychology.

She has completed additional coursework in family and human services and previously worked as a reading tutor.

Erin enjoys swimming, cooking with her boyfriend, traveling (including a trip to Alaska) and spending time with friends and family.

 

HELENA HANAEE

Lead ABA Tech
RBT

Helena earned a BS in social work at Oakland University. She has previous experience working with children.

KENDALL LUBERTO

Lead ABA Tech
RBT

Kendall is currently attending Macomb Community College.

Fun facts: She is a dual citizen and is related to actress Sharon Tate.

SHEENA PARIKH

Lead ABA Tec
RBT

Coming soon

FLYNN PARKER

Lead ABA Tech
RBT

Flynn is pursuing a bachelor’s degree in psychology and has experience teaching in early childhood classrooms.

RACHEL STEED

Lead ABA Tech
RBT

Rachel earned a BS in education at Bowling Green State University, majoring as an intervention specialist. She has previous experience in elementary and Montessori schools in a variety of positions, including as a substitute teacher, teacher’s aide, and paraprofessional. She enjoys working with children and has a passion to teach.

Rachel has a golden doodle named Rusti.

SAMANTHA VANSICKLE

Lead ABA Tech
RBT

Samantha earned an associate’s degree in general education from Macomb Community College and studied elementary education at Oakland University. She is currently finishing a bachelor’s degree in applied behavior analysis through Purdue Global University and hopes to continue on to earn her master’s in ABA.

Samantha has worked with young children for over 10 years in childcare facilities and preschools. Her duties grew from support staff to assistant teacher, and she took on lead teacher duties when needed.

Samantha has two French bulldogs, Moxi and Mowi, and has a lifelong love for horses and their beauty. She enjoys spending time with friends and family and being outside in nature.

DALLAS WHEELOCK

Lead ABA Tech
RBT

Dallas earned a BA in communication sciences and disorders from Central Michigan University. She previously worked in respite and direct care at JARC and has a strong knowledge of American Sign Language.

Dallas’ favorite things in the world are her dachshund and gecko. She enjoys being active and loves to rollerblade.

SHEREE ADESINA

ABA Tech

Coming soon

RACHEL BAUSE

ABA Tech
RBT

Rachel earned a BA in psychology and business at the University of Michigan-Dearborn.

She has previous experience as a behavior tech.

GRACE BLUE

ABA Tech

Grace has previous experience as an ABA technician. She loves to cook, bake, and crochet.

AMIRA FARRIS

ABA Tech

Amira earned a bachelor’s degree in psychology at Michigan State, where she was named a Dow STEM Scholar. She has previous experience as a behavior technician and also as a youth and adolescent counselor.

Amira and her fiancé have a 4-year-old daughter and three pet fish, who their daughter named Auntie, Jelly, and Onion. Amira is a hairstylist at a salon and enjoys servicing women, men, and children. She is also God-centered and likes to spend time engaging in weekly church services and Bible study sessions.

Fun facts: Amira can do a backflip and hold a handstand for a significant amount of time!

LINDSAY FURMAN

ABA Tech

Lindsay earned a bachelor’s degree in psychology from Central Michigan University. She has previous experience as a preschool teacher.

Lindsay has two daughters and enjoys cooking, painting, and photography.

Fun fact: Lindsay shares her maiden name, Foon, with the Remarkable Foon from Dr. Seuss’s “If I Ran the Circus,” a character who eats hot pebbles from the moon!

JHANELLY GARCIA

ABA Tech
RBT

Jhanelly has a bachelor’s degree in biopsychology, cognition, and neuroscience with a minor in linguistics from the University of Michigan. While at UM, she earned university honors and was a James B. Angell scholar.

Jhanelly is currently completing leveling courses in communication sciences and disorders to apply to speech-language pathology graduate programs. She has previous experience as a teaching assistant at the Health System Children’s Center for the University of Michigan hospital.

Jhanelly’s first language is Spanish. She enjoys taking walks outside, trying new workout classes, and going to unique coffee shops and restaurants.

Fun fact: Jhanelly has three siblings and 72 first cousins!

JO HEMRY

ABA Tech
RBT

Jo earned an undergrad degree in elementary and special education at Western Michigan University and a master’s in middle grades math at Piedmont University.

She is a certified teacher in special education and elementary education and previously worked in those fields.

Jo has four daughters and enjoys painting, swimming, and dancing.

Fun fact: her favorite foods are anything with cheese!

ROBBYE MADSEN

ABA Tech

Coming soon

AADA MASON

ABA Tech

Aada earned a bachelor’s degree in fire science at Anna Maria College. She has previous experience as a nanny and a childcare teacher’s assistant.

Aada enjoys snowboard and going to the gym.

Fun fact: Aada was born in Finland.

CAMRYN McCRARY

ABA Tech
RBT

Camryn is attending Oakland Community College. She is a certified birth doula.

AMANDA MORTON

ABA Tech
RBT

Amanda earned a BS in elementary education at Grand Canyon University.

She enjoys reading and word games.

CARLI PLETZKE

ABA Tech

Coming soon

SARA RITTENHOUSE

ABA Tech

Sara has a bachelor’s degree in missiology and education from Indiana Bible College, where she earned highest honors and was named to the President’s List. She has previous experience at a learning center and managing behavioral health in a church setting.

Sara is married and has 12 sisters, including two on the autism spectrum. She enjoys reading, drawing, participating in any form of art, researching, writing, and learning new things.

Fun fact: Sara is almost fluent in Spanish and is working toward learning Arabic.

NATALIE ROBINSON

ABA Tech

Coming soon

LAURYN SHEPHERD

ABA Tech

Coming soon

HILLARY SMITH

ABA Tech
RBT

Hillary earned a bachelor’s degree in communications and social work at Western Michigan. She has previous work experience as a registered behavior technician.

Hillary enjoys reading and going to concerts. She has two cats and loves the color purple.

SHANIQUA SPENCER

ABA Tech
RBT

Shaniqua is currently attending Henry Ford Community College, working on an elementary education degree.

She loves to cook and enjoys art museums.

LAURA TAMBE

ABA Tech
RBT

Laura earned a bachelor’s degree in psychological science from the University of Kore Enna and a master’s in social psychology from the University of Milano Bicocca, both in Italy.

She enjoys reading and Japanese food.

EMILY WADE

ABA Tech

Emily earned a bachelor’s degree in psychology at Lourdes University. She has previous experience as a YMCA camp counselor and in a psychological center child enrichment program.

Emily enjoys running, reading, soccer, and nature.

Fun facts: She has a dog named Lucy and loves to go camping!

Administrative Staff

NANCY R. KAUFMAN

KCC DIRECTOR
Speech-Language Pathologist
MA, CCC-SLP

Nancy is the owner and director of Kaufman Children’s Center and a renowned expert on the topic of childhood apraxia of speech (CAS). In addition to working with local children, she offers intensive speech and language programs that bring families from other states and around the world to work with her at the KCC.

Since 1979, Nancy has dedicated herself to developing the Kaufman Speech to Language Protocol (K-SLP) methods and materials to help kids become effective vocal communicators. She lectures internationally and over 20,000 speech-language pathologists have learned the K-SLP directly from the creator.

Nancy earned her bachelor’s degree at Michigan State University and her master’s at Wayne State University, having been awarded a graduate assistantship. She and her husband reside in West Bloomfield, Michigan and have three grown children, a son-in-law, and two granddaughters.

Honors & awards:

Additional career highlights:

Visit Nancy’s page to learn more about her methods and the services she offers

AMY HENGSTEBECK

KCC ASSISTANT DIRECTOR
Occupational Therapist
OTRL

Amy was named the center’s assistant director in 2024 after serving as the director of occupational therapy and sensory integration programs since 2014.

She earned her bachelor’s degree in occupational therapy from Wayne State University.

Amy has previous experience working with inpatient orthopedic and outpatient pediatric patients in the hospital setting, as well as with spinal cord and traumatic brain injury cases.

She has been named a “Mom Approved Doc” by the readers of Metro Parent magazine.

Amy and her husband Josh have three children, and a crazy Australian Shepherd named Sadie.

KELLY SWAGLER

Administrative Director

Kelly has been with the KCC since 1992. She has a bachelor’s degree in linguistics from the University of Michigan.

In her free time, she enjoys thrifting with her husband, playing with her two cats, learning about mid-century modern design and architecture, hearing live music, organizing, and traveling.

CYNDI DAVIS

Communications &
Outreach Coordinator

Cyndi majored in English at the University of Michigan-Flint. She worked in journalism before moving to the communications and marketing field, first in public school districts and then here at the KCC since 2010.

Cyndi and her husband Joe have four sons. She enjoys reading, kayaking, traveling, and spending time with her family and their dogs.

DAWN FIELDS

Administrative Assistant

Dawn has been with the KCC since 2006. She earned her associate’s degree in office information systems from Schoolcraft College.

She enjoys reading, gardening, bike riding, and camping.

KAITLYN GENSMAN

Billing & Insurance Specialist

Kaitlyn earned an associate’s degree in social work from Grand Valley and is currently finishing her bachelor’s degree in human resources. She has previous experience working with insurance in emergency rooms and outpatient clinics.

Kaitlyn enjoys fashion, Detroit sporting events, exploring metro Detroit, and helping with local dog rescues. She has a boyfriend named Anthony and dogs named Clare and Obie.

DIANE REINHEIMER

Office Manager

Coming soon

KAYLA PERDUE

ABA Clinic Coordinator

Kayla earned a BA in family life education from Concordia University. She has experience in the ABA field as both a tech and a scheduling coordinator.

Kayla has two daughters with big hearts who keep her on her toes. She loves spending time with family and friends and enjoys summertime and going camping.

⇑

Sensory Processing Disorder & How It's Treated

Most of us take our sensory systems for granted. As long as we can see, hear, taste, smell, and feel in the way we expect, we don’t think much more about them.

But for people with sensory processing disorder–especially children–the world can sometimes be an overwhelming place. Here is an overview of SPD, the common signs to look for, and the types of therapy that are most effective for kids with the condition.

About sensory processing

We take in information through our senses every second of every day. Sensory processing is how our brains receive, interpret, and respond to incoming information from our environment so we can function in everyday life.

In addition to the senses of sight, hearing, taste, smell, and touch, there are two more that aren't as well known:

  • Vestibular sense is related to changes in head position, gravity, and movement.
  • Proprioceptive sense provides feedback on where our bodies are in space and our relationship to other people and objects.

About sensory processing disorder

Children with SPD have trouble receiving and responding to sensory information, making it challenging for them to figure out what is going on inside and outside of their bodies. Because they can’t rely on their senses to give them an accurate picture of the world, they are unsure how to respond and may have trouble learning and behaving appropriately.

Kids with SPD can be either under-responsive or over-responsive to sensory information. For example, a child who is over-responsive to vestibular input will seek out movement in any way possible: swinging, running, spinning, going on slides, or playing active games with friends. A child who is under-responsive to the same input will avoid movement at all costs, preferring predictable, sedentary activities like coloring or playing with blocks.

Some possible indications of SPD include, but are not limited to:

  • Activity level: constantly on the move or moves slowly and tires easily.
  • Auditory sensitivity: excessively strong or virtually no response to loud or unusual noises, unusually high or low voice volume, and easily distracted around a lot of noise.
  • Reactivity to movement sensations: seeks out movement like swinging, twirling, jumping, or is fearful of movement, avoids active games, gets dizzy very easily.
  • Sensitivity to touch: avoids being touched, refuses to wear certain clothing or crashes into people or things, prefers hot bath water, has a high pain tolerance.
  • Taste and/or smell sensitivity: is an extremely picky eater, has difficulty tolerating various food textures, gags easily, is offended by certain smells or craves intense flavors, chews on non-food items, ignores strong odors.

How Kaufman Children's Center helps kids with sensory processing disorder

Sensory input helps kids become what occupational therapists call regulated. This means they are calm, organized, attentive, and better able to meet everyday demands in their homes, schools, and communities. It’s effective for all kids, but especially important for those with SPD.

Pediatric sensory-processing treatment sessions, such as those offered by KCC, often look like play and usually seem that way to children. The goal of most sessions is to organize their sensory systems and teach them how to process their environment appropriately.

If a child seeks particular sensory information, therapy with an occupational therapist involves feeding that system. If a child avoids particular sensory information, therapy slowly addresses it so they can tolerate typical input.

Activities in therapy may include:

  • “Crashing” activities like jumping into a ball pit
  • Handwriting and fine-motor exercises
  • “Heavy work” like carrying weighted objects
  • Messy play, such as with shaving cream or finger paint
  • Playing on swings, obstacle courses, scooter boards, and slides

If you suspect your child may have sensory processing challenges, a full evaluation at KCC is the first step. If your child has SPD, you can schedule regular treatment sessions.

Click here for information on how to get started. If you have questions about sensory processing or SPD, feel free to reach out to info@kidspeech.com.

Helping Young Kids Navigate the Holiday Season

The holidays are just around the corner, bringing with them opportunities for creating memories your family will cherish. However, many kids find the season challenging. Disrupted routines and the various sights, sounds, smells, and extra people present can easily lead to overstimulation, meltdowns, and a tough time for everyone involved.

The good news? You’re not alone and there’s plenty you can do. Our team has lots of practical tips to help you navigate the season. It all comes down to preparing kids for what to expect, preparing yourself to anticipate their needs, and offering plenty of patience and understanding during festivities.

Set the stage for success

When kids know what to expect, it’s easier for them to handle the season’s excitement and enjoy what makes it special.

  • Holiday-themed books and videos are a great way to introduce your child to the activities and tasks they may encounter. Look for ones that include step-by-step activities, such as lighting a menorah or decorating a tree. Then try making visual sequence boards or comic-strip stories to help your child practice.
  • Get ready for gatherings by looking through family photos together and pointing out the people your child is likely to see. Putting names with faces will help kids feel like they’re not surrounded by strangers. It’s also a good idea to practice social strategies like greetings, farewells, showing thanks, and receiving and giving compliments.
  • If you’re planning to travel, spend some time taking virtual tours of the places you’ll be visiting. If you’ve been there before, a reminder is still helpful. Talk with your child about how things may be different from other times they’ve visited to help them feel more comfortable when changes present themselves in the moment.
  • Prepare some of your child’s favorite toys and activities for long rides or flights. While it’s fun to give your child new items to play with, sometimes they just want what makes them feel most “at home” when they’re not at home.

Aim for slow and steady with the schedule

The holiday season can feel like a race sometimes, going from place to place without much space to just be. Try not to overload your day with too many activities and keep your child’s schedule as close to normal as possible.

  • Creating a visual schedule of events is a way to reduce anxiety and manage transitions during the holiday season, especially when it includes things that are not part of the child’s daily routine. You can let them know how long they will be at certain places, and which skills will be needed, building in time to just decompress.
  • When you arrive at a gathering, scout out quiet spaces where your child can go to take a break. A bedroom or other empty space would be great for this, but you can also ask for guidance from the host, who may have somewhere in mind for you.
  • Remember that it’s okay to say no to gatherings and events during the holidays. You know your child best, and if the day is turning into one where natural breaks aren’t going to happen, it’s okay to skip it and do your own thing.

Navigate gift exchanges

With everything else going on during the season, we also expect kids to be thankful for what they receive. This can often be tricky for young kids, so practice is important.

  • Start by having your child help choose gifts for others. This has so many benefits as it teaches skills of compare/contrast, desirable/non-desirable, and focusing on self/others. You might even talk about the expression, “It’s better to give than to receive” and how fun it can be to give gifts that make others happy.
  • Try wrapping up some objects you know your child likes as well as some they don’t so they can try receiving both. Model socially appropriate responses, including saying or signing “thank you,” even when the present isn’t exactly what they were hoping for. Talk about responses that might hurt the feelings of the gift giver and work together to think of positive things to say instead.

Make holiday food fun!

  • A little patience and planning can make any mealtime easier, but it’s particularly important on special days when there’s a lot more going on for kids to contend with. Keeping them on their normal eating schedule will help decrease the chances of them becoming cranky, upset, or frustrated.
  • Minimize change as much as possible and include at least one food your child enjoys eating. When meals take place at family or friends’ homes, bring one of your child’s favorites as your dish to share. Use as many familiar utensils, plates, cups, and placemats as possible to help decrease anxiety.
  • A great way to encourage kids to try new holiday foods is to appoint them your assistant chef! They’re much more likely to try the foods they help to make, and cooking and baking are great ways for the two of you to make fantastic holiday memories together.

Go easy on everyone

  • For all children, this time of year can be a chance to teach empathy, kindness, charity, gratitude, and the importance of family and friends. But it’s important to be realistic about your child’s willingness or ability to do it all. Setting boundaries and being able to say no are forms of self-care.
  • The season is full of fun, but if your child wants nothing to do with an activity in the moment, don’t force it. You know your child best, and it’s perfectly okay to let some things go.

We hope that these ideas will aid you and your family in having a season filled with wonderful memories for years to come!

Tips to Make Travel Easier for the Whole Family

Traveling with children is almost always tricky, but trips with kids who have diagnoses such as autism or sensory processing difficulties can be especially complicated. Don’t put your trip on hold just yet though! Our occupational therapists, behavior analysts, and speech pathologists have some tips to make your time away easier on everyone.

Before You Go

Many children feel more comfortable if they know what to expect ahead of time. Here are a few ways to help:

  • Count down on a calendar how many days are left until the vacation begins/ends.
  • If your family plans to fly, watch airplane videos and role play airport procedures such as security checks, boarding, taking off, and landing. You might even visit an airport to get your child accustomed to the atmosphere.
  • Make simple sequence stories with pictures of each part of the trip (plane rides, hotel rooms, attractions, possible crowds, etc.). Take the stories along on your trip to remind them what’s next.

What to Pack

Take along items and activities that fight boredom (during travel, while waiting in line, and during other downtime on your trip) and help kids feel calm in overwhelming environments. Sensory supports are excellent options that achieve both purposes! Here are a few ideas on things to pack:

  • Chewing gum, which can also combat nausea
  • Relaxing music, such as familiar kid songs or classical music selections
  • Tactile fidgets for input through the hands, like hair ties, rubber band balls, stress balls, or twisty toys
  • Weighted blankets or lap pads for calming deep pressure
  • Headphones or ear plugs for kids to reduce anxiety in noisy environments

Sensory Supports

Before getting on the plane or in the car, have kids perform physical “heavy work.” These activities promote a calm state and will help them to be able to sit for longer periods. Here are a few ideas:

  • Arm push-ups on chairs or walls
  • Deep-pressure hugs and squeezes
  • Frog jumps or jumping jacks
  • Pushing/pulling the luggage

Once you’re on your way, try a few of these favorite activities to keep kids engaged:

  • Clip small clothespins all around kids’ travel areas for an easy scavenger hunt.
  • Engage in fine-motor tasks such as sticker books, coloring books, and dry erase boards.
  • Enjoy simple activities like puzzles and blocks.
  • Try hiding small objects inside balls of putty for kids to find!

Ensuring Safety

Keeping kids safe in unfamiliar environments is a top worry for vacationing parents. Here are a few helpful items that are widely available through Amazon or other retailers:

  • Door alarms: Inexpensive portable alarms sound off when a door is opened from outside or inside. They are a great solution to make sure kids don’t leave the hotel room without you knowing.
  • Wrist bands: Write your contact information on cute, adjustable bands to help ensure kids are found quickly if lost. They are available in many different styles, including waterproof options.
  • GPS trackers: If your child tends to wander or bolt away, consider a device such as AngelSense or other wearable GPS. They give kids greater independence and confidence while giving peace of mind to parents and caregivers, who can track their locations. Read more about the service on the Autism Alliance of Michigan’s website.

Getting a Little Help

If your trip includes an amusement park or other attraction, research their disability policies ahead of time. Many have thoughtful plans in place to help make visits comfortable and memorable for everyone. Some even provide quiet spaces when a child needs down time.

Ask your child’s therapy team for a letter requesting special accommodations, such as early boarding or skipping lines. It should be signed and on letterhead, listing what the child is being treated for and which situations they need help with. These letters work in some locations and not others, but are always worth a shot.

Happy travels!

Best Practices for Your Child’s Speech Therapy

BY NANCY R. KAUFMAN, MA, CCC-SLP
KCC Owner & Director / Speech-Language Pathologist

May is Better Speech and Hearing Month, and the 14th is Childhood Apraxia of Speech Awareness Day! In the spirit of helping children who struggle to speak, here are some best practices that parents should look for in children’s speech and language therapy.

MOTIVATION

Favorite toys and activities should be used in therapy and changed up often to keep children attentive, engaged and willing to perform structured tasks. In addition to some drills, there should also be time for play while working on target words and phrases. Therapy should be fun!

TARGET WORDS & PHRASES

Words chosen for therapy should be within the child’s capability: they should be able to produce most of the vowels and consonants within the words. The words should help them gain syllable shapes they haven’t yet mastered and to help them request and comment in their environment. SLPs should determine what the child’s best approximations would be for specific target words and continue to assist them toward perfection of these targets.

CUES

Multisensory cues (hand signals, oral postures, gestures, first consonants/syllables, etc.) should be used to support the child’s initial efforts until the cues can be faded. Imitation with full cues should then be used to help the child produce the target word as independently as possible.

MASS PRACTICE

Gaining as many repetitions as possible on the chosen target syllables, words, or phrases is important. Using the child’s favorites for reinforcement and avoiding wasted time will help keep motivation high.

AVOID OVERGENERALIZATION

SLPs should vary their goals within sessions. If final consonant inclusion was the only goal (for example), the child may believe that every word should have a final consonant.

COACHING THROUGH PLAY

Coaching parents and caregivers to gain the child’s goals within their natural environment is important for success. It is our task as SLPs to help parents and caregivers to practice at home and through so that homework is fun and practical!

Why ABA is the Gold Standard of Autism Treatment

BY KERRY PETERSON, MA, CCC-SLP, BCBA
Speech-Language Pathologist
Board-Certified Behavior Analyst

Every child with autism spectrum disorder is unique and not all need the same combination of treatments to make progress. Much depends on a child’s individual strengths and needs. What is generally the same across the board is that parents of children with ASD, like all parents, want their children to reach their highest potential.

Although many treatments claim to improve outcomes, applied behavior analysis (ABA) continues to be the first treatment recommended following a diagnosis of autism. Because it has been studied for decades and has the largest body of research to support its efficacy, it is considered the gold standard in autism treatment.

ABA treatment is designed to establish and increase skills across many areas, including but not limited to communication, cognitive skills, activities of daily living (such as dressing and toileting), social skills and play/leisure skills. Early ABA intervention significantly improves a child’s long-term outcomes.

Treatment is typically delivered intensively at 25-40 hours per week. This is considered a comprehensive ABA program and is intended to “close the gap” between where a child is functioning compared to his or her peers. Not all children will need this many hours of treatment, especially if they appear to be benefiting from more naturalistic learning opportunities.

ABA treatment can also effectively reduce challenging behaviors that negatively impact the quality of life for children and their families. Many children with autism struggle with transitions and tolerating limits, and often exhibit severely restricted eating and sleeping habits. They may also have physical behaviors that pose safety concerns. A focused ABA treatment plan targets specific behaviors that are in need of reduction in order for the child to have an improved quality of life.

Family involvement is critical for the success of ABA treatment. Skills must be generalized across all settings and among people in the child’s life to become and remain established. Parents must understand that their behavior and the home environment are important factors to help ABA treatment be successful.

When to Have Your Child's Speech Evaluated

BY ALBIONA RAKIPI, MA, CCC-SLP
Speech-Language Pathologist

Parents of young children are faced with countless questions about their development. Some of the most common concerns are about their speech and language skills. Are they delayed? Are their errors age appropriate? When should they be evaluated?

A quality speech and language evaluation should be a thorough observation and assessment of your child’s communicative functioning. Deciding to initiate an evaluation for a very young child can be difficult, but it’s often the best decision. In some cases, it may reveal that the child is demonstrating age-appropriate skills. If a delay or disorder is discovered, early intervention is paramount.

If your child is age 2 and not talking, you should schedule an evaluation. This is also recommended if your child:

  • Has difficulty following spoken directions
  • Repeats back words and phrases without comprehension
  • Frequently uses memorized phrases or sentences
  • Demonstrates unintelligible speech
  • Has trouble using appropriate grammar
  • Seems reluctant to engage in conversation
  • Does not make eye contact and/or does not answer to his or her name
  • Misinterprets social cues

If your child attends preschool, ask the teachers if he/she is a successful communicator. Do they ask and answer questions? Do they engage with peers? Is their speech understood or are they frequently asked to repeat themselves?

Keep in mind that a child may seem to understand spoken language at home because it is routine, predictable and repetitious. Try giving your child directions they haven’t heard before, without pointing or using any visual support, to discern if they are truly comprehending language.

Parents often think that their child must be school age to receive services through their local school district. Each county in the state of Michigan has an Early On program that services all children under the age of 5. Part of their role is to conduct evaluations and determine whether a child is eligible for speech and language services.

You can also seek answers or an evaluation from a private practice like the Kaufman Children’s Center. As speech-language pathologists who work with young children, research informs so many of our decisions. We know by intervening early, with quality therapy, we can help every child reach their greatest potential.

Helping Kids Share About Their School Day

By JENNIFER HILL, MA, CCC-SLP
Speech-Language Pathologist

Those of us who are parents are all too familiar with this scenario: Upon picking up your child from school or camp you ask excitedly, "What did you do today?" Your child responds with an unenthusiastic, "I don't know."

It may not be that your child does not want to share or did not have a good day, but that he does not know how to share. The problem is with that open-ended question: it is not specific enough and has too many possible answers.

To get more information and fewer shoulder shrugs, try this proven strategy.

  1. Ask your child's teacher or counselor about the day's planned activities and other students your child spends time with. Pick 1-3 activities or people to ask your child about.
  2. At drop-off time, prepare or "pre-teach" your child by telling them the questions you will be asking when you pick them up at the end of the day.
  3. Be sure to have gotten the answers to your questions from the teacher/counselor prior to asking your child. It is difficult to determine the accuracy of your child's responses if, for example, you do not know the name of a friend or the type of activity you plan to ask about. Also, the teacher/counselor can act as a facilitator in recalling and retaining information, by reminding your child about another student's name or about the sequence of events throughout the day.
  4. As soon as you have your child in the car, away from the distraction of others and while the information is fresh in their mind, ask your questions:
    "What is your new friend's name?"
    "Who was your partner during reading today?"
    "What did you eat at snack time?

Try asking the same questions every day for the next several days. Eventually, you can ask different questions or fade away the pre-teaching step at the beginning of the day.

As time goes on, your child will begin to anticipate these questions at pick-up time. You may find that it becomes easier for your child to share the details of the day, given less reminders and facilitation for recall.

You may also discover that your child begins to offer up information that was not predetermined or rehearsed. At the very least, it will help to add a little more chatter to your ride-home routine.