Autism & ABA Information:

Autism Speaks

South Carolina Autism Society

Behavior Analyst Certification Board

Association for Science in Autism Treatment

Association for Behavior Analysis International

South Carolina Association for Behavior Analysis

Materials & Flash Cards:

Speaking of Speech

ESL Flashcards

ESL – Kids Flashcards

ESL Flashcard Library

Story-Based Interventions:

The Watson Institute

Social Narratives

Service Coordination 

Service Coordination helps families develop and obtain high quality supports and services that are the least intrusive to meet their desires and needs and support personal goals.

Service Coordinators
  • Assist individuals with disabilities and their families with residential placement and day services
  • Work with area businesses and job coaches to locate and create meaningful employment opportunities for students and adults based on their individual talents and preferences.
  • Work closely with community agencies to see that individuals are making community connections.
  • Work with local public schools to help children and their families navigate through the system.

South Carolina Autism Resources

Lowcountry Autism Foundation (LAF)

Stacy Lauderdale-Littin
(843) 800-7171

South Carolina Department of Disabilities and Special Needs 

(803) 898-9600

South Carolina Autism Society (SCAS)

Kim Thomas
(803) 750-6988

Berkeley Citizens, Inc

(843) 761-0300

Military Families

Exceptional Family Member Program (EFMP)

Extended Health Care Option (ECHO)
**covers ABA and Respite Care

Questions to ask Potential Providers

What is ABA?

  • ABA is the design, implementation, and evaluation of environmental modifications to produce socially significant improvement in human behavior.
  • ABA uses changes in environmental events, including antecedent stimuli and consequences, to produce practical and significant changes in behavior.
  • The successful remediation of core deficits of ASD, and the development or restoration of abilities, documented in hundreds of peer-reviewed studies published over the last 50 years has made ABA the standard of care for the treatment of ASD.
What experience should my BCBA or BCaBA have?
  • The formal training of professionals certified by the Behavior Analyst Certification Board (BACB) is similar to that of other medical and behavioral health professionals. That is, they are initially trained within academia and then begin working in a supervised clinical setting with clients.
  • Training and supervised clinical experience with clients with special needs.
  • BCBA or BCaBA should attend ongoing Continuing Education Credits (CEU’s) to maintain certification.
  • BCBA or BCaBA should be familiar with and rely on peer-reviewed literature, established treatment protocols, and decision trees for the ASD population.
What is caseload size recommendation?
  • Caseload size on average for a BCBA without the support of a BCaBA is 6-12
  • Caseload size for a BCBA who has support of a BCaBA can be between 16-24
How often should the BCBA or BCaBA provide onsite supervision?
  • The amount of supervision varies depending on individual client needs or insurance requirements.
  • 1-2 hours of supervision for every 10 hours of direct treatment is the general standard of care.
  • Tricare DEMONSTRATION program requires 2.0 hours a month for each tutor. This means that the BCBA or BCaBA should provide each tutor on your child’s team with an individual onsite 2.0 hour supervision session each month.
What training should my paraprofessionals/tutors receive?
  • Initial Training: Therapists/paraprofessionals should meet specific criteria before providing treatment, including background checks. Before working with a client, a therapist must be sufficiently prepared to deliver treatment. Initial training may include:
    • HIPAA
    • Autism Spectrum Disorders
    • Developmental milestones
    • Data collection
    • Basic ABA procedures such as shaping, reinforcement, prompting, etc.
  • Ongoing Training: Therapists should receive direction on new goals or the revision of goals on a regular basis to ensure the quality of implementation.
  • There should also be ongoing observation, training, and supervision to maintain and improve the therapists’ skills.
What should my treatment plan look like?
  • An ABA assessment typically utilizes data obtained from multiple methods including:
    • Direct observation
    • Interviews with the client, caregivers, and other professionals
    • Data from standardized assessments (these assessments should be individualized for each client)
    • Problem Behavior Assessment
  • Your child’s treatment plan should not be based on only 1 tool (e.g. ABLLS-R or VB-MAPP)
  • The assessment tools will reveal areas that need to be addressed (e.g. fine motor, play skills, academics, self-management)
  • When prioritizing the order in which to address multiple goals, the following should always be considered:
    • Behaviors that threaten self or others
    • Behaviors that prevent student/family from attending normalized environments in the community or at school (e.g., self-injury or aggression, non-compliance)
    • Absence of developmentally appropriate adaptive, social, or functional skills (e.g. toileting, dressing, feeding, compliance with medical procedures) that are fundamental to maintain health, social inclusion, and increased independence
Where should my child’s therapy take place?
  • Treatment provided in multiple settings, with multiple adults and/or siblings will promote generalization and maintenance of therapeutic benefits.
  • Settings may include: home, school, clinic, places in the community
What coordination of care should my BCBA or BCaBA do?
  • Consultation with other professionals such as the school, outside speech, outside OT or PT helps ensure client progress through efforts to coordinate care and ensure consistency.
  • Treatment goals are most likely to be achieved when there is a shared understanding and coordination among all healthcare providers and professionals.

School Supports

Purpose: To ensure your child has a meaningful educational experience. 

The Individualized Education Program (IEP) creates an opportunity for teachers, parents, school administrators, related services personnel, and students (when appropriate) to work together to improve educational results for children with disabilities. The IEP is the cornerstone of a quality education for each child with a disability.

Family Resource Center

Special Education Law Information

ABA Consultants

Help by collaborating and sharing treatment plans to maximize child progress

Service Coordinators

Help you share information and request an 
IEP meeting

Charleston Area Resources

Charleston County First Steps

4975 LaCross Road, Suite 100
North Charleston, SC 29406
(843) 745-0237

Breakwater Associates, LLC

1031 Chuck Dawley Blvd, Unit #5
Mount Pleasant, SC 29464
(843) 388-4048

The Arc of the Low Country

137 Palmetto Bluff Drive
North Charleston, SC 29418
(843) 557-5149

Coastal Pediatric Associates

1952 Long Grove Drive, #202
Mount Pleasant, SC, 29464
(843) 971-2992

Gordon Teichner, Ph.D, ABPP

1459 Stuart Engals Blvd
Mount Pleasant, SC, 29464
(843) 849-9913

Liv Fogle, Ph.D

48 Courtenay Drive
Charleston, SC, 29464
(843) 853-3005

Medical University of South Carolina

Autism Care Services
10 McClennan Banks Drive
Charleston, SC 29425
(843) 792-2300

Family Supports

Family Connection South Carolina

Charleston Office
(843) 556-5010


Walk for Autism – Charleston

Kerianne Krause
P.O. Box 62097
North Charleston, SC 29419
(843) 553-1316

Carolina Children’s Charities

1064 Gardner Road, Suite 112B
Charleston, SC 29407
(843) 769-7553

Local Camps

Camp Wonder

Charleston County Summer Camps

Camp Rise Above

Pattison’s Academy

 Rein and Shine