Marian Rabe M.S.

Marian Rabe,

is a Board Certified Behavior Analyst, a Maine licensed Special Education Consultant, and a Maine state certified teacher of K-12 students with severe disabilities. She earned her Bachelors of Arts degree from Grinnell College in 1970, with a major in Psychology and a teaching certificate. She taught junior and senior high school English classes in Woonsocket, Rhode Island and Sharon, Massachusetts, and volunteered with the Greater Boston Association for Retarded Citizens and various other organizations supporting individuals with disabilities.

She pursued her Masters degree in Special Education from the University of Southern Maine, and graduated in 2005, having completed an internship as a Special Education Consultant at the Woodside Elementary School in Topsham. Wanting to further specialize in the education of individuals with Autism, she joined the first cohort of students at the University of Maine Farmington to pursue the course sequence offered in the state of Maine required for sitting for the exam for Board Certified Assistant Behavior Analyst. Successfully passing the exam in 2007, she continued the BCBA coursework from the University of Massachusetts Lowell and accumulated 1500 hours of mentoring supervision by a BCBA in order to meet requirements to sit for the BCBA exam, which she took in Jan., 2012. As a BCBA, she is prepared to conduct descriptive and systematic behavioral assessments and provide behavior analytic interpretations of the results. She can design and supervise behavior analytic interventions. She is qualified to teach and supervise others to carry out ethical and effective behavior analytic interventions.

While gathering credits and experience in working with children with autism, Marian worked in a public school Day Treatment program for children with severe disabilities. She delivered individualized support to individuals with Autism Spectrum Disorder, working on social, functional, behavioral and educational goals and objectives. When the need arose for more programming for children on the Autism Spectrum at another elementary school in 2007, she took the position as lead teacher . Some of her responsibilities included developing IEPs, Positive Behavior Support Plans, and daily curriculum for students on the autism spectrum receiving pervasive support. She implemented IEPs, creating and modifying curriculum materials for supporting student learning for all goals. She was responsible for creating and monitoring user-friendly data keeping systems for measuring ongoing behavioral and academic student performance. She worked with students to develop and support appropriate academic and functional skills. She also trained, supervised, managed and evaluated Day Treatment Support Technicians who worked individually with each student in the Day Treatment Program. As a team member, she regularly consults with family members, case managers and home support personnel to maintain quality and consistency across settings and personnel.