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Kimberly Maich
Dr. Kimberly Maich, PhD, OCT, BCBA-D
Newfoundland & Labrador’s first Board Certified Behaviour Analyst
Dr. Maich is an Associate Professor at Memorial University (St. John’s, Newfoundland & Labrador), in the Faculty of Education, and accepting graduate students (as of September 2017). She has studied, taught, and lived from coast-to-coast in Canada from Vancouver, BC, to St. Anthony, NL (and in-between), spending most of her career as a resource teacher, supporting students with exceptionalities from Kindergarten to Grade 12, as well as being a clinical coordinator with McMaster Children’s Hospital’s ASD School Support Program (Hamilton, ON) and tenured Associate Professor at Brock University (Niagara, ON). She has been the owner of Exceptionally Yours Educational Services since 2010. Recently, she has taught, researched, and served undergraduates, graduate students, and professional educators at Brock University, Fanshawe College, Western University, Nipissing University, Redeemer University, as well as schools, community agencies, conferences, and parent groups. She is an experienced teacher, researcher, speaker, trainer, supervisor, and resource developer with a strong collaborative style focused on knowledge mobilization. She is also the parent of three adult children, including one with special needs, and a grandmother to one delightful baby grandson.
Her primary interests lie in disabilities and special education, with a focus on autism spectrum disorders in inclusive school environments. Kimberly is also a master's-level Registered Psychologist (Provisional) in Newfoundland & Labrador.
Newfoundland & Labrador’s first Board Certified Behaviour Analyst
Dr. Maich is an Associate Professor at Memorial University (St. John’s, Newfoundland & Labrador), in the Faculty of Education, and accepting graduate students (as of September 2017). She has studied, taught, and lived from coast-to-coast in Canada from Vancouver, BC, to St. Anthony, NL (and in-between), spending most of her career as a resource teacher, supporting students with exceptionalities from Kindergarten to Grade 12, as well as being a clinical coordinator with McMaster Children’s Hospital’s ASD School Support Program (Hamilton, ON) and tenured Associate Professor at Brock University (Niagara, ON). She has been the owner of Exceptionally Yours Educational Services since 2010. Recently, she has taught, researched, and served undergraduates, graduate students, and professional educators at Brock University, Fanshawe College, Western University, Nipissing University, Redeemer University, as well as schools, community agencies, conferences, and parent groups. She is an experienced teacher, researcher, speaker, trainer, supervisor, and resource developer with a strong collaborative style focused on knowledge mobilization. She is also the parent of three adult children, including one with special needs, and a grandmother to one delightful baby grandson.
Her primary interests lie in disabilities and special education, with a focus on autism spectrum disorders in inclusive school environments. Kimberly is also a master's-level Registered Psychologist (Provisional) in Newfoundland & Labrador.
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Boy on the Bridge, a post-apocalyptic, dystopian, horror, fiction novel to critically deconstruct the representation of
autism specifically related to 15-year-old science prodigy
Stephen Greaves. Using a critical content analysis approach,
three relevant constructs were identified with depictions
including savant/super-crip, non-human othering, and psycho-emotional disablism. Each of these areas is discussed
related to the current literature on disability, generally, and
autism, more specifically. This analysis demonstrates that
cultural understandings of disability are dominated by the
medical model, and continue to stigmatize and pathologize
while excluding positive social identities. Consideration of
the potential damaging aspects of literature portrayals of
autism in fictional works is needed to move the autism
genre forward in a humanizing and inclusive manner.
maternal employment disruption in order to explore what mothers of these children do using a
critical lens. Although a broad range of peer-reviewed scholarly publications exist on many topics
related to ASD, specific family issues such as the potential employment challenges of the maternal
employment of children with ASD, have been explored in less detail until recently. ASD has
generated much discussion and research. We report the most recent data over the last decade.
Through a comprehensive literature review, we identify a range of papers on the topic of ASD
and parental employment disruption. This project, then, highlights relevant international Canadian
and internationals research findings, including the United States, China, the United Kingdom (UK)
and Sweden. The review and its critical commentary show how structures which act to exclude
children with ASD cause parents to seek employment adjustments in order to manage their
complex situations. Parents, especially mothers of children with ASD, have fewer employment
opportunities. This situation has substantial economic impact on families. This trend extends
beyond preschool child care as obtaining capable and reliable child care support is an ongoing
issue that exists well into the school years—and beyond. Supportive, accommodating, and
especially flexible employment situations make employment possible, at times, for mothers of
children with ASD.
included element that should be considered is a relaxation station, designed to teach and promote everyday self-regulation
skills within a calmer and more private space. A relaxation station is an essential component in every classroom to support
sensory needs, self-regulation, and so on, in an everyday and easily accessible manner appropriate for students with
disabilities and their typical peers. This article presents a rationale as well as practical guidelines on how to develop such
a space effectively, including recommendations for its design (e.g., boundaries), procedures (e.g., entry/exit), and elements
(e.g., items, tools, and visuals).
learning for all students and particularly for those with special education needs. The purpose of
this article is to consider the prerequisite skills required for effective iPad® use. The effective
integration of assistive technologies, from technology, pedagogy, and content knowledge
perspectives is an important theoretical framework. From a Universal Design for Learning
perspective, we consider how new skills can be taught and how task analysis is a critical part of
the process. A review of suggested apps for prerequisite skills, such as cause and effect, tap, drag,
and swipe, is included as are considerations for Individual Education Plans. An authentic case
anecdote is provided to illustrate the ways in which prerequisite skills can be addressed. The
conclusion integrates the scholarly literature on teaching and assistive technology
Boy on the Bridge, a post-apocalyptic, dystopian, horror, fiction novel to critically deconstruct the representation of
autism specifically related to 15-year-old science prodigy
Stephen Greaves. Using a critical content analysis approach,
three relevant constructs were identified with depictions
including savant/super-crip, non-human othering, and psycho-emotional disablism. Each of these areas is discussed
related to the current literature on disability, generally, and
autism, more specifically. This analysis demonstrates that
cultural understandings of disability are dominated by the
medical model, and continue to stigmatize and pathologize
while excluding positive social identities. Consideration of
the potential damaging aspects of literature portrayals of
autism in fictional works is needed to move the autism
genre forward in a humanizing and inclusive manner.
maternal employment disruption in order to explore what mothers of these children do using a
critical lens. Although a broad range of peer-reviewed scholarly publications exist on many topics
related to ASD, specific family issues such as the potential employment challenges of the maternal
employment of children with ASD, have been explored in less detail until recently. ASD has
generated much discussion and research. We report the most recent data over the last decade.
Through a comprehensive literature review, we identify a range of papers on the topic of ASD
and parental employment disruption. This project, then, highlights relevant international Canadian
and internationals research findings, including the United States, China, the United Kingdom (UK)
and Sweden. The review and its critical commentary show how structures which act to exclude
children with ASD cause parents to seek employment adjustments in order to manage their
complex situations. Parents, especially mothers of children with ASD, have fewer employment
opportunities. This situation has substantial economic impact on families. This trend extends
beyond preschool child care as obtaining capable and reliable child care support is an ongoing
issue that exists well into the school years—and beyond. Supportive, accommodating, and
especially flexible employment situations make employment possible, at times, for mothers of
children with ASD.
included element that should be considered is a relaxation station, designed to teach and promote everyday self-regulation
skills within a calmer and more private space. A relaxation station is an essential component in every classroom to support
sensory needs, self-regulation, and so on, in an everyday and easily accessible manner appropriate for students with
disabilities and their typical peers. This article presents a rationale as well as practical guidelines on how to develop such
a space effectively, including recommendations for its design (e.g., boundaries), procedures (e.g., entry/exit), and elements
(e.g., items, tools, and visuals).
learning for all students and particularly for those with special education needs. The purpose of
this article is to consider the prerequisite skills required for effective iPad® use. The effective
integration of assistive technologies, from technology, pedagogy, and content knowledge
perspectives is an important theoretical framework. From a Universal Design for Learning
perspective, we consider how new skills can be taught and how task analysis is a critical part of
the process. A review of suggested apps for prerequisite skills, such as cause and effect, tap, drag,
and swipe, is included as are considerations for Individual Education Plans. An authentic case
anecdote is provided to illustrate the ways in which prerequisite skills can be addressed. The
conclusion integrates the scholarly literature on teaching and assistive technology
a small-group, multi-session psychoeducational training for
students in Grades 4–6, including training as peer mentors for
mindfulness, self-regulation, and related strategies. Eight sessions
were framed in cognitive-behavioural strategies, mindfulness
techniques, and developmental bibliotherapy for eight
students nominated by school staff with parental permission (see
Figure 1; Burke, 2010; Crescentini, Capurso, Furlan, & Fabbro,
2016; Maich & Kean, 2004)
Location. Information on how to access the full article is provided below. Get started on your relaxation station today.
Case Inquiry is a case-based resource that
was collaboratively developed by Wilfrid
Laurier University, Brock University,
Western University, Memorial University
of Newfoundland and the Ontario College
of Teachers (the College). It is designed to
facilitate professional inquiry into inclusive
education leadership practices through
exploring experiences of school principals. As
educators engage with the resource, they are
invited to reflect on their lived, professional
practice through the cases, case commentaries
and subsequent inquiries within this resource.
Initial teacher education and Additional
Qualification (AQ) courses can serve as
important contexts for use of this resource.
AQ courses are key professional forums
for inquiring into inclusive pedagogies
and processes, the ethical standards and
standards of practice, as well as for deepening
Introduction
understanding related to one’s professional
beliefs, assumptions, biases and values.
The cases in this resource have been written
by Canadian university researchers based on
interviews with principals and are intended to
help facilitate dialogue related to inclusion.
It is hoped that this resource will serve as a
catalyst for deepening professional inquiry and
reflection into the many dimensions associated
with creating inclusive learning contexts for all.
The ethical standards and standards of
practice represent a vision of professional
practice, guide ethical decisions and actions,
and convey the collective ethical professional
responsibilities and commitments of the
teaching profession. These standards can be
another lens through which the principal cases
in this resource can be explored.
Readership : This book is a supplemental text for special education courses at universities in Ontario, either through education departments or through additional qualification courses.
These fifty case studies:
Are suited to individual or team training.
Present guiding questions regarding ABA process and professional practice.
Feature charts, forms, templates, and other practical tools.
Include links to Behavior Analyst Certification Board resources.
Demonstrate the flexibility of ABA for use with children, adolescents, adults, or seniors.
Applied Behavior Analysis: Fifty Case Studies in Home, School, and Community Settings is an essential text for graduate students, researchers, and practitioners in child and school psychology, behavior analysis, learning and instruction, counseling, and education. This singular volume models critical thinking and professional development in keeping with best practices and professional standards.
Drawing on evidence-based practice, Kimberly Maich and Carmen Hall provide concrete examples of localized research and practice within clinical, educational, and community-based settings that will enhance student comprehension of positive interventions. This introductory text features detailed examinations of ASD experiences across the lifespan and incorporates an extensive range of pedagogical tools, which will encourage reflection and deepen understanding.
Rebecca Ward, assistant professor and clinical coordinator of the Centre for Applied Disability Studies, Maureen Connolly, professor in the Department of Kinesiology and Kimberly Maich, assistant professor in the Department of Teacher Education discuss theories and practices in the area of social skills development. October is Autism Awareness Month in Canada.
Having used a variety of assistive technology (Dragon Naturally Speaking and a variety of mice, such as an Expert Mouse) programs for over 30 years, the coordinator and manager of the Assistive Technology Initiative at the Educational Research and Innovation Hub - the iHub - is the perfect fit to help discover new applications, programs, and software in the continuous effort to help those with disabilities, and those who support them, access learning.