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| Discipline Coordinators: |
Special Education |
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| Discipline(s): |
Education/Special Education Education: Administration Education: Early Intervention/Early Childhood Psychology Applied Behavior Analysis |
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| AUCD Council Membership: |
No Council Membership |
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| Research: | autism spectrum disorder, intellectual/developmental disabilities, Down syndrome, parent support, family stress, caregiver training, teacher training, Project ECHO, ECHO in Education, professional development for educators, staff training, applied behavior analysis, special education, early intervention, multi-tiered systems of support, functional communication training, augmentative/alternative communication training, verbal behavior, daily living skills, transition planning, vocational training | ||||||||||||||||||
| Education: | Applied Behavior Analysis, Early Intensive Behavioral Intervention, Special Education, Positive Behavioral Interventions and Supports, Multi-Tiered Systems of Support, autism spectrum disorder, neurodevelopmental disabilities, school-based consultation, assessment and curriculum development, behavioral assessment, functional behavior assessments, criterion-referenced assessments, curriculum-based measurement, School Psychology, mental health | ||||||||||||||||||
| Service: | Parent/caregiver training, professional development for teachers & school districts, BCBA consultation, BCBA supervision, behavioral consultation, curriculum development, social skills training, behavioral systems development | ||||||||||||||||||
Vita/Bio
Rachel Freedman is a Board Certified Behavior Analyst, licensed Special Education Administrator, and experienced Special Educator. Since becoming a Board Certified Behavior Analyst in 2011, Rachel's professional practice has focused on supporting families and school districts in promoting the development of meaningful, functional skills for learners with autism spectrum disorder, intellectual/developmental disabilities, and social-emotional challenges. She is currently enrolled in the Ph.D. program in Special Education with an emphasis in Autism Spectrum Disorder and Related Disabilities at the University of Idaho. During her doctoral studies, Rachel completed the Utah Regional Leadership Education in Neurodevelopmental Disabilities (URLEND) program as a long-term trainee in both the Core Curriculum track and the Autism-Enhanced track and also provided fieldwork supervision to staff at the Idaho Center on Disabilities and Human Development (UCEDD for the state of Idaho). Rachel's research interests include measuring and reducing parenting stress in families of children and adults with autism spectrum disorder and developing effective consultation practices for increasing the capacity of school districts to provide high-quality educational programming to students with autism spectrum disorder, Down syndrome, and other developmental disabilities. Rachel has been providing Applied Behavior Analysis and Special Education services to toddlers, children, teenagers, and adults with ASD and other developmental disabilities since 2007, with a focus on naturalistic approaches and integrating students with disabilities into inclusive educational environments alongside their typically developing peers. She currently serves as a reviewer for the journal Focus on Autism and Other Developmental Disabilities (FOCUS).
