Abigail Fisk

Developed tailored, trauma-informed strategies to meet the needs of at-risk youth.
Implemented crisis intervention alongside mentorship to build trust with clients.
Facilitated workshops focusing on life skills development for youth empowerment.
Established partnerships with social workers and organizations to enhance support systems.

Provided essential assistance to high-behavior and aggressive clients within community environments.
Administered medication and performed personal care tasks to support client wellbeing.
Employed behavioral models effectively to manage difficult situations and facilitate de-escalation.
Developed therapeutic relationships, enhancing client trust and encouraging behavioral improvement.

Promoted academic and social advancement for students in special needs classroom.
Guided smooth transitions for special needs students into mainstream educational settings.
Executed individualized education plans (IEPs) tailored to each student's capabilities.
Instituted positive behavioral support frameworks fostering constructive social behavior.
Applied effective conflict resolution strategies during challenging interactions.
Collaborated with teachers to facilitate skill development and practical learning opportunities.
Interacted with students across different classroom formats, supporting comprehensive growth.

Managing the conduct of self-injurious and aggressive teenagers in a group home as a Behavioral Support Specialist, I employ positive behavior modification techniques; in addition, I encourage self-control with respect to emotions. This role includes individual sessions supporting the impacted individual (or the one displaying challenging behavior), providing containment, and maintaining a safe environment.

Executed ABA therapy programs for young children to enhance skill development.
Conducted horse therapy sessions to promote physical and emotional growth.
Integrated community activities into therapy to encourage social interaction.
Documented session progress and outcomes for ongoing assessment.
Facilitated communication for children with speech impairments using specialized devices.
Fostered supportive environments that encouraged self-sufficiency in children.