*We are currently accepting clients for our Applied Behavior Analysis Program, Outpatient Cognitive Therapy Program, Parent Training Program, and School-Based Mental Health Program via Direct Private Pay, NC Medicaid (Alliance & Vaya), Blue Cross & Blue Shield, United Healthcare and Aetna.

All other services, including board supervision, continuing education credits, graduate level coursework, training, and professional development may be accessed via PayPal, Square, Cashapp, Visa, Mastercard, or commercial checks. We do not accept personal checks or cash at this time.

The primary mission of TBCG is to address the needs of ASD and PDD sufferers in their homes and communities (this includes the school setting) since this is where they spend the vast majority of their time. This work happens, first via culturally competent, comprehensive assessment, secondly via Caregiver Training & Support and Educator Training, administered by certified/licensed clinicians with specific expertise in ASD, behavior modification, and positive discipline techniques. Further, we espouse a tertiary emphasis on direct intervention with children and young adults administered by highly trained technicians, paraprofessionals.  Finally, we will provide a continuum of care based on the “systems model” which will include assessment, case management, mental health therapy, psychoeducational supports, socio-emotional learning, community/peer support, habilitation, and advocacy. The aforementioned are not listed as such to reflect a ranked ordering, but rather to conceptualize the chronological order our clinicians and providers believe is necessary to provide the most benefit to our clients.


  • Get a referral. Talk to your doctor or your child’s pediatrician for a referral.
  • Check with your insurance. Most behavioral health services are covered by insurance, but it is important to check with your policy provider about coverage, requirements, co-payments, and deductibles.
  • Assessment is the first step. During this stage the individual will meet with a therapist who conducts assessments and asks about strengths, weaknesses, needs, and goals. From this information, the professional will develop a treatment plan for submission to the insurance provider. This process typically takes 2-4 weeks and requires multiple sessions.
  • Treatment will involve different techniques based on the individuals goals and needs. Sessions may be as short as an hour or last several hours, depending upon the treatment plan. Sessions will take place 2 or more times per week.
  • Parent/Caregiver Training is required for the families of all of our clients who are under age 18. Therapists teach parents and family members skills and strategies to help maintain desirable behaviors in home, school, and community settings. Parent/Caregivers may also take advantage of our outpatient services if it will help them to better support their children and cope with the stressors that often come along with having a child with special needs…


ACT has been used effectively to help treat workplace stress, test anxiety, social anxiety disorder, depression, obsessive-compulsive disorder, and psychosis. It has also been used to help treat medical conditions such as chronic pain, substance abuse, and diabetes.


Applied Behavioral Analysis or ABA, therapy is an approach to treatment that focuses on using positive reinforcement to improve behavior, build social and communication skills, and acquire adaptive living skills. ABA uses behavioral psychology principles to set goals, reinforce behaviors and measure outcomes using data.

It has been described as the “gold standard” in terms of treatment of autism, but may also be used with a variety of conditions such as Attention-deficit/hyperactivity disorder (ADHD), Obsessive-compulsive disorder (OCD), Anxiety and Sleep problems, just to name a few. It is widely used and has been shown to be effective for improving specific skills (such as shoe tying and toileting) and decreasing problem behaviors (such as tantrums and self-injurious behavior).

Comprehensive ABA Therapy vs Focused ABA Therapy

Comprehensive ABA delivers treatments that usually last for several hours each day for multiple years. A therapist or behavior technician works with the individual for several hours each week and may work in both the home and school setting. This treatment also includes working with parents, caregivers, and teachers to teach skills that can be used outside of ABA sessions.

Focused ABA is used to help an individual in a specific situation where they are facing difficulty and may be short-term looking (6 months to a year) and addresses a very small number of focused goals or skills such as learning specific tasks for a job placement.

A number of modalities and treatments may be used as a part of ABA therapy. Some of those include the following:

  • Discrete Trial Training (DTT) involves breaking a skill down and teaching it step-by-step.
  • Early Intensive Behavioral Intervention (EIBI) is an approach that may be used in young children to teach social, adaptive, communication, and functional skills. It is usually highly individualized, intensive (at least 40 hours per week) and comprehensive.
  • Early Start Denver Model (ESDM) is a technique based on applied behavior analysis and is often used for children with autism between the ages of 12 and 48 months. It utilizes play activities to help foster cognitive, social, and language skills.
  • Natural Environment Training (NET) is a form of treatment that can be used after or in conjunction with Discrete Trial Training. Learners begin to practice skills in more natural environment.


Board Supervision & Training is one of the primary eligibility requirements for certification as a Behavior Analyst or a Behavior Technician. This includes the completion of pre-defined educational requirements and practical field experience in applied behavior analysis.

TBCG proudly partners with The Qualified Applied Behavior Analysis Credentialing Board (QABA®), an ANAB accredited board, which has a tiered structure of certified providers with supervision and education requirements that differ at each level.

TBCG provides remote supervision, training, and continuing education credits for candidates, and certificate holders of the Applied Behavior Analysis Technician® (ABAT®), Qualified Autism Service Practitioner-Supervisor (QASP-S), and Qualified Behavior Analyst (QBA) credentials. For more information about QABA, visit

For more information about supervision and training, schedule an intake appointment by emailing We offer stand-alone, competency based, continuing education credits and graduate level course work via our university partner University of Massachusetts Global.

For CEU courses offered directly via TBCG, you will recieve a PayPal Invoice to complete once you have submitted the course registration. Once the PayPal invoice has processed, the self-paced course material will be released to you via the email you supply. Refer to the syllabus for assignment completion requirements. All self-paced courses require at least (1) synchronous check-in with the course instructor prior to completion. Completed course work will be evaluated by the instructor and upon satisfactory completion, the learner will recieve a certificate of completion.

For graduate-level credit course work facilitated by TBCG for UMASS Global, you will recieve a PayPal Invoice to complete once you have submitted the course registration. However, total course payment will be submitted in (2) two parts: (1) one fee paid directly to TBCG for course facilitation and (1) fee paid directly to UMASS global in order to obtain the graduate level transcript. 

Once the initial PayPal invoice has processed, the self-paced course material will be released to you via the email you supply. Refer to the syllabus for assignment completion requirements. All self-paced courses require at least (2) synchronous check-in with the course instructor prior to completion. Completed course work will be evaluated by the instructor and upon satisfactory completion, the learner will recieve a certificate of completion.

Once all course competencies have been completed, the TBCG instructor will submit your graded course work to UMASS Global and they will issue your graduate level transcript.

TBCG’s current course offerings are below:

  • 40 Hour Behavior Technician Course Work & Competency Assessment
  • Autism Core Knowledge
  • Core Principles of Applied Behavior Analysis
  • Principles of Working with Autism Effectively
  • Pivotal Response Treatment
  • Training & Supervision for Behavior Analysts
  • Legal, Ethical & Professional Considerations for Behavior Analytic Professionals
  • Assessment & Treatment Planning for Clients with Intellectual/Developmental Delays
  • Understanding & Managing Behavior (Functional Assessment & Behavior Intervention Plan Development)


CBI is based on the belief that behavior is mediated by cognitive processes. Learners are taught to examine their own thoughts and emotions, recognize when negative thoughts and emotions are escalating in intensity, and then use strategies to change their thinking and behavior.


The HEAL Model uses a set of interrelated principles for understanding and managing emotion in ourselves and others, that we call “Six Keys to Relationship”.  The neural circuits specifically related to social-emotional learning are among the most powerful predictors of whether people can truly thrive. Equine-Facilitated Psychotherapy and Learning (EFPL) activities serve as a living relationship laboratory. At HEAL horses are treated as companion animals in relationships that include working partnership (riding or ground training tasks). Strictly speaking, we cannot control the horse’s emotional state; but we can influence the horse’s emotion and behavior in positive directions by conscientiously managing our own arousal, thought processes and responses (i.e. by careful and educated use of the Keys). The HEAL emphasis on teaching specific skills for management of arousal and development of stress regulation skills distinguish it from other models of EFP or EAP and make this model more suitable for clinical populations, especially those with a background of trauma.


EF is the set of self-management and organization skills that help people achieve goals. In order to effectively meet the challenges of school, work, and life, learners must be able to manage their emotions, focus their attention, organize and their work and effectively use their time.  They must also have the mental and emotional dexterity to reflect upon and revise their tactics as contexts and situations change. Our goal is to help learners become more effective by teaching  skills that can be generalized across a variety of settings and circumstances. Our coaches use the ABA skill acquisition models and behavior modification strategies in conjunction with real life situations from school or work as vehicles to build these Executive Function skills.


FBA is an approach to figuring out why a student acts a certain way. It uses different methods to understand what’s behind behavior challenges. The basic idea is that a student’s behavior serves a purpose.


NCA Neurocognitive assessment is a noninvasive method for measuring brain function. It evaluates specific cognitive abilities, including memory, fine motor control, and recognition, among others. Various abilities are linked to different areas in the brain. For instance, organization skills are linked to the frontal lobes, while memory skills are concentrated in the temporal lobes.


PD is learning to earn or maintain professional credentials such as academic degrees to formal coursework, attending conferences, and informal learning opportunities situated in practice. It has been described as intensive and collaborative, ideally incorporating an evaluative stage. TBCG also offers course modules and continuing education credits for behavior technicians and and analysts as a partner and provider with QABA (Qualified Applied Behavior Analysis Credentialing Board (QABA®)

  • Positive Behavior Support
  • Multi-Tiered Systems of Support
  • Equity & Anti-Discrimination Training
    • Section 504
    • ADA
    • IDEA
    • Title IX
    • Universal Designs for Learning

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