Sara Isabel Freire Blanco

Fieldwork Experience at the IBIS Clinic – University of Miami

During my fieldwork, I worked at the IBIS Clinic at the University of Miami under the supervision of Dr. Elaine Aguirre, Dr. Anibal Gutierrez, and Dr. Melissa Hale. The program provided exposure to a variety of client profiles and problem behaviors, with clients rotating each semester. The primary age range of clients was between 1–5 years old.

First Year: Direct Therapist Role
As a first-year trainee, I served as a direct therapist. My primary responsibilities included implementing treatment plans, and collecting behavioral data. Throughout the year, I developed a strong foundation in Applied Behavior Analysis (ABA) and became proficient in several core clinical procedures. These included:

• Prompting strategies: Physical (hand-over-hand), verbal, gestural, model, and visual prompts.
• Instructional methods: Discrete Trial Teaching (DTT), Natural Environment Teaching (NET), and chaining procedures (forward and backward chaining).

Second Year: Supervisory Role
In my second year, I transitioned into a supervisory role. I was assigned first-year trainees to mentor and train in ABA procedures, including accurate data collection and implementation of behavior intervention plans. My responsibilities also included providing performance feedback, creating and modifying individualized programs, and assisting with treatment integrity.

This year also provided broader clinical exposure through additional community-based experiences. I worked at a surf camp and a summer camp, both sponsored by the Center for Autism and Related Disabilities (CARD) at UM. These programs allowed me to work with older children (ages 5–12), expanding my experience with different age groups and behavioral needs across diverse settings.

Workshops and Advanced Training Exposure

As part of the program, I participated in several specialized workshops and trainings that deepened my understanding of key areas in Applied Behavior Analysis (ABA), including:

• Picky Eating and Feeding Interventions
• Toilet Training Procedures
• ABA Ethics and Professional Conduct
• Dr. Gregory Hanley’s Skills-Based Treatment (SBT) Model

I had the opportunity to apply workshop knowledge in real clinical settings, including:

• Implementing feeding intervention strategies with a client experiencing picky eating.
• Applying components of Skills-Based Treatment (SBT) with a client, to support skill acquisition and reduce problem behavior using compassionate, trauma-assumed practices.

These experiences not only expanded my clinical skill set but also allowed me to practice ethical, and research-based interventions in a supervised and supportive environment.

Behavior Technician Experience (Adolescents, Ages 13–16)

During my time with this organization, I worked with clients aged 13 to 16 in both school and home-based settings. This role emphasized collaboration with families and professionals—including teachers and support staff—to ensure client-centered, comprehensive care.

Key Responsibilities & Skills Developed:

• Collaborated with families and multidisciplinary teams to prioritize client needs and deliver consistent, individualized support.
• Observed and recorded client behaviors to identify patterns and track progress over time.
• Implemented Behavior Intervention Plans (BIPs) for adolescents with developmental challenges, focusing on reducing problem behaviors and increasing functional skills.
• Provided extensive support in daily living skills training (e.g., hygiene routines, time management, household tasks) to promote greater independence among teenage clients.
• Encouraged positive behavior using reinforcement strategies such as praise, tangible rewards, and token systems.
• Accurately documented session notes to ensure continuity of care, including:
  Progress notes
  Daily logs
  Incident reports
  Program updates
• Collected and analyzed data to monitor client progress toward individualized goals and make data-driven decisions.
• Applied crisis management and de-escalation techniques, including redirection and calming strategies, to manage challenging behaviors in real-time.
• Supported the development of essential life and social skills to help clients navigate everyday situations and interactions more successfully.

Classroom-Based ABA Experience (Children on the Autism Spectrum)

In this position, I worked with multiple children on the autism spectrum simultaneously, typically in a classroom setting with approximately 5–7 students. This experience helped me strengthen my ability to multitask effectively while maintaining high-quality support for each child.

Key Responsibilities & Skills Developed:

• Managed a small group of students with diverse needs, ensuring individualized attention and support.
• Designed and implemented individualized academic plans tailored to each student's developmental and learning profile.
• Assisted students with academic tasks and classroom routines, using evidence-based ABA strategies to promote engagement and success.
• Adapted teaching methods and materials to align with each child’s goals and abilities.
• Maintained a structured, supportive environment to promote learning, independence, and appropriate classroom behavior

Volunteer Experience – Classroom Support for Children on the Autism Spectrum

As a volunteer, I had the opportunity to observe and support classroom activities for children on the autism spectrum, gaining insight into the day-to-day responsibilities of educators and behavior technicians. This experience coincided with my completion of the 40-hour RBT training course, which provided foundational knowledge in Applied Behavior Analysis (ABA).

Key Responsibilities & Skills Developed:

• Observed classroom dynamics and instructional strategies used to support children with autism.
• Assisted teachers with daily responsibilities, including:
  Helping students complete worksheets and classroom tasks
  Supporting toileting routines and hygiene
  Assisting with feeding when necessary
• Applied foundational ABA principles in real-time, reinforcing skills learned during my RBT coursework.
• Led and organized sports and recreational activities, designing fun and inclusive games that encouraged physical activity, social interaction, and turn-taking.
• Developed strong skills in engagement, patience, and responsiveness to individual needs within a group setting.