Since creating Autism Baby fifteen years ago, I have written extensively about the theory behind my program, and about the function and purpose of the individual nonverbal exercises that make up my program.
Before I started the Autism Baby program, I received my Bachelor’s Degree in Trumpet Performance from the University of Southern California and my Master’s Degree in Trumpet Performance from The Juilliard School. I am a musician, composer, and digital music producer.
When I discovered in the year 2001 that my daughter, Suzanne, had a definite insight into the situation surrounding autistic children, I knew that as a teacher I could work with her to achieve her goals in changing people’s awareness about autistic children.
In order to do this, I had originally intended to get my teaching certificate from Arizona approved for California and to do so passed all of the required California Teaching Tests: the CBEST, CSET, and RICA. However, I changed my teaching plans and instead got a Masters in Special Education, with a focus in Educational Therapy from California State University, Northridge.
The exercises Suzanne creates always surprise me at how immediately they connect with children who have a nonverbal consciousness, and how quickly the children learn from them. Through these exercises the children develop a strong sense of self that not only improves their physical appearance, but also enables them to be outgoing, communicative, and sensitive to others. This has been such a revelation to me that I feel a definite obligation to our program to ensure that more and more children will have the opportunity to benefit from it.
My education prior to working with autistic children and young adults includes a Bachelor’s Degree in English from Webster University, and an MFA in Creative Writing from Arizona State University.
I devise and create all of the nonverbal exercises in the Autism Baby program, and work one-on-one with the children in the sessions. I possess an in-depth understanding of how nonverbal thinking works, and a comprehensive understanding of the methodologies needed in order to help nonverbal thinking children honor their own nonverbal consciousness, so they can become fully functioning people.