Becky
Thomas
Child Development Specialist
Supporting parents, students and support teams
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By taking the time to understand each child’s behavior, I develop trust and implement responsive, individualized support. My work with children celebrates their strengths and uniqueness, building their confidence toward safety, autonomy, and joy.
Services offered
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Parents, you are not alone! Navigating complex systems for a child who does not “fit the mold” can be isolating and scary. You may be receiving a lot of conflicting information and advice. You may have been issued an ultimatum from your child’s school. You may not know how to address certain issues or even where to begin. Becky can help orient you to approaches and services that are inclusive, respectful, and effective. She can also help you strategize solutions for specific situations. Endlessly creative and deeply empathetic, Becky is always ready to listen and full of ideas to try.
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Becky provides an understanding and joyful environment for kids to reconnect with play, an important part of their development and well-being. Kids need space to breathe, relax, feel safe, and express themselves in order to learn and grow, and Becky is remarkably fluent in the many communication styles of children, especially those who seem to baffle others.
From this base of genuine trust and respect, Becky can also assist children in developing school readiness skills such as executive functioning skills, perspective-taking, interoception, emotional regulation, and more.
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Becky brings her experience from many areas of the education sector to assist families in coordinating services for their children. Often, an individual child may be working with several providers within a school as well as supplemental providers outside of school.
Coordinating information and strategies is crucial to successfully supporting students, and ensuring that the work of translating approaches between contexts is appropriately handled by adults on the team, rather than falling to the child to navigate. The more aligned and cohesive the team is, the more effective they can be.
who is becky?
Becky Thomas has over fifteen years of experience supporting children and their families. By directly participating in educational systems through a variety of roles, Becky has gained a robust perspective to navigate complex hurdles to access and provide appropriate services. Specifically, Becky worked as a teacher in public and private schools as well as Head Start, before becoming a Special Education Itinerant Teacher (SEIT).
Her exemplary skills and creative, solutions-oriented approach led her to be promoted to work as a SEIT supervisor and run “social skills” groups at the Bank Street Graduate School of Education, from which she holds a Master’s degree. Becky’s study at Bank Street specialized in Infant and Family Development, Early Childhood and Special Education, and also she holds certifications in DIR/Floortime, an evidence-based and child-centered approach to improving communication between children and caregivers. She is an avid learner and holds certifications in ADHD Understanding and Collaborative Proactive Solutions. She is a co-founder of PlayGroup Social Skills Groups.
Becky is a dedicated expert who is as committed to helping your family find joy as she is to helping you define and develop success. Her responsive approach has been finely honed through years of working with children and developing a keen understanding for even the most subtle cues. Pulling from an internal index to make just the right connection at just the right time, Becky identifies and capitalizes on opportunities for learning. Becky can spot the exact right ember of interest and provide the oxygen it needs to grow into a warm and sustaining blaze of connections.
FAQs
I’m overwhelmed, and I don’t even know where to start. Can you help?
I’ve worked with many families who are just beginning to find their bearings navigating support options and understanding what their child needs to thrive. You are not alone, and I can help you build resources and connect to community.
Will my child need support full-time or forever?
I believe strongly in creating the least restrictive environment for children. This means, I want to provide supports so that a child can function successfully independently in their classroom or social setting. To help with this, I am constantly assessing and working with teachers, family and providers to make the best plan to reduce direct support in the classroom as soon as possible. I want children to thrive confidently on their own and provide the strategies and tools for them to do so.
We’ve tried so many things. Can you really help?
I have successfully supported many kids and families who had reached a point of feeling hopeless from lack of understanding and appropriate services. I am committed to listening to kids, even those who communicate in ways that might not be easily understood. By building trust with you and your child, we can address challenges together and reconnect with joy.
Do you offer social skills training? Are you a behaviorist?
I offer support for children, families, and providers to better communicate with each other. I am guided by self-advocates in the neurodiverse/disabled community (and
recent research, such as the “Double Empathy Problem”) which proceeds from a framework that difference is not a deficit. I do not “train” children, but I do educate them
(and their families), and I offer insight to neurodiverse kids about the social world around them, while acknowledging and celebrating their unique social communication as well. I help children understand their individual perspectives and behaviors, and how they can
express themselves most safely, effectively, and authentically.
“Working with Becky was the single most transformative experience in my son’s life. When they first started together he was having behavioral issues due to severe ADHD that caused him to lash out and hit other kids. Becky understood what was going on in his brain from the get-go and got down on his level to prevent outbursts before they even began. He had worked with a variety of different OT and speech therapists but Becky was the only person who seemed to just innately understand him and what he needed. She was able to help him better express himself to his peers and let them see the best side in him. With Becky’s influence he went from being the kid in class that others thought was mean, to a real leader in the classroom with tons of friends. This isn’t just a job for Becky, she cares so deeply for the kids she works with and they feel that in their core, which is integral to building their self-esteem.” E, parent
'“We thank our lucky stars that we have had the privilege to work with Becky. Our son adores her and as his SEIT she was exquisitely attuned to his needs and deftly provided him with exactly the right supports. Becky was our absolute rock during the disorienting process of navigating occupational therapy, evaluations, IEPs and school decisions. She is endlessly knowledgeable and empathetic and generous with her support and guidance. Her love for the kids she works with is palpable. Becky was with us every step of this journey and brought the full force of her wisdom, joy and good humor to bear throughout. We are forever grateful to her. If you have the chance to work with her, do not hesitate!” A, parent
“Becky is a pleasure to work with both personally and professionally. She goes above and beyond her role; referring her students to other necessary providers, sending weekly summaries of the progress her students have made, and making sure to connect with the students' team consistently. The families she supports see so much progress in their students once Becky gets involved. She is a great role model for the children who ensures she incorporates the child's needs and specific interests in all of her interventions.” M, OT
Becky is very nice. She is always interested in whatever a kid has to say. She is very funny and has a lot of good ideas. You should work with Becky because she always helps with whatever ideas and projects you come up with.” –T, age 10