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WellCare Pediatric Therapy Specialists offer:
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Center-Based ABA Services
Board Certified Behavior Analyst Clinic
WellCare Pediatric Therapy Specialists offers personalized, intensive services to children ages 2 - 12 in our BCBA clinic providing behavioral evaluation and ABA Therapy (Applied Behavior Analysis) for children with autism spectrum disorders.
Our clinic setting offers windowed private therapy rooms equipped with cameras, a sensory break room, an open group space, and access to the park and playground right outside our door. Outside service providers are also welcome to work with clients within our facility allowing for our clients to receive all their services within one location and increasing collaboration between all members of the team.
WellCare Pediatric Therapy Specialists provide ABA services at our clinic, located at 5446 N. Academy Blvd, Suite 204, from 7 a.m. to 7 p.m. Monday - Saturday, by appointment only. 
Individualized Behavior Intervention Plans
One-on-one services are provided within spacious private therapy rooms with daily direct service and supervision provided by Board Certified Behavior Analysts (BCBA).
Children attend our program daily for 17.5 hours per week (part-time) or 35 hours per week (full-time) at our clinic. Each child receives a great amount of attention, support and high-quality individualized services, including access to a multi-disciplinary team of ABA, Occupational, Physical and Speech therapists. Our team-focused approach includes BCBAs who also work directly with children and provide parent training and in-home support.
Each child within our program receives a fully individualized Behavior Intervention Plan containing developmentally appropriate skill acquisition goals meant to target the core deficits of autism. Services are provided across all environments (clinic, home, and community) and progress is tracked daily allowing for on-going modifications to accelerate success.Home & Community ABA Therapy
We encourage learning skills in various natural environments rather than at a table. Our program includes daily integration within the community with daily walks and playground time as well as weekly outings to restaurants and shopping where we may then focus on behavioral and functional skills within the natural environment. Our group activities also allow our clients to receive one-on-one support to facilitate learning and social interactions with peers.
Our unique location backs to the Garden Ranch park and playground and is within walking distance to key community locations. We believe in the importance of integrating our clients into the community as much as possible to generalize learned skills to real world settings.
Plans are comprehensive to help each child reach their maximum potential to function independently and actively participate at home, in school and in the community.
Everyone Who Enters Our Care is Family
As a locally owned family-focused company, WellCare Pediatric Therapy Specialists takes a very personal approach to developing individualized ABA treatment plans.
We work to get to know our children as unique individuals and work alongside families to educate, encourage and nurture their children's full potential.
We believe having a consistent daily routine is important for our children's success and helps prepare them for transitioning into an educational setting. Research has shown that intensive ABA treatment is the most effective, especially for younger learners, and we are able to make great strides with language, toilet training, and various other skills that require more time and intensity than the child might otherwise receive in home, school, or with more limited services.
Meet Our ABA Team
Kimberly Rosa, M.A., BCBA
ABA Clinical Director Bio
Kim began her career working with individuals with autism in 2002 having been personally affected by a sibling with autism. A native of Long Island, New York, she received her Bachelor’s degree (2003) and Master’s degree (2004) in Clinical Psychology from Adelphi University and her post-graduate certificate in Behavioral Interventions in Autism from The University of Massachusetts in 2007. She has been a Board Certified Behavior Analyst since 2008. Kim received her clinical training in well-established private ABA schools for students with autism in New York City and Long Island including The Nassau-Suffolk Services for Autism at the Martin C. Barell School and The McCarton School. Since relocating to Colorado in 2010, she has worked as a Consultant for various ABA agencies throughout the state, has assisted new agencies with developing their behavioral intervention programs, and has worked directly with clients in her own private practice; which eventually grew into a center-based program. She has diverse experience working with the special needs population ranging in ages from 2 years to adult and at all levels of functioning. Kim is committed to providing services that help to support families and to the training of future BCBAs entering the field. 
Cheyenne Frey, M.A., BCBA
Board Certified Behavior Analyst Bio
Cheyenne received her Bachelor’s in Psychology degree from the University of Colorado, Colorado Springs in 2017. In August of 2020 she completed her last semester at Capella University where she earned her Master’s in Psychology with an emphasis in Applied Behavior Analysis. Cheyenne received her RBT certification in 2017 and has been working in the field of ABA for the past 2 years. Her career goals include pursuing her PhD in Applied Behavior Analysis. 
Chelsea Nottoli, BS, RBT
Registered Behavior Technician Bio
Chelsea graduated from Ohio University in 2012 with a major in Communication Science and Disorders. She is currently a graduate student at the Sage Colleges majoring in Applied Behavior Analysis with a specialization in autism. Chelsea has been working with children with special needs for 15 years and has experience providing ABA in the clinic and home settings. She earned her RBT certification in 2018. |
Brittani Burks, M.Ed, BCBA
Director of ABA BIO
Brittani completed her undergraduate degree in Biochemistry at the University of Colorado in Colorado Springs in 2015. She graduated with her Masters of Education in Curriculum & Instruction with an emphasis in Applied Behavior Analysis from Arizona State University in 2018. Brittani became a Board Certified Behavior Analyst in 2018. She has over ten years of experience working with children and has been in the field of ABA since 2015. She has provided behavioral services to children with autism in the home, school, and clinic settings. Brittani joined the WellCare team in October of 2016. 
Jaime Wyman, MA, QASP
Assistant Clinical Supervisor Bio
Jaime graduated from National University in 2016 with a degree in Psychology. She earned her Master’s in Behavior Analysis from Florida Institute of Technology in 2019 and has completed her intensive practicum requirements at WellCare. Jaime has worked in the field of ABA for over 3 years. She earned her RBT credential in 2016 and her certification as a Qualified Autism Service Professional (QASP) in 2019. Jaime relocated from Florida to join the WellCare family in 2017. 
Matthew Pape, BS, RBT
Registered Behavior Technician Bio
Matt graduated from the University of Colorado at Colorado Springs in 2014 with a major in Communication and Leadership. He earned his RBT certification in 2016 and has been providing ABA services to children with autism in the home and community settings for over 3 years. Matt had previously served in a leadership role as an Outreach Training Coordinator where he provided training and supervision to new ABA therapists. |
Nicole Norris, M.S., BCBA
Senior Board Certified Behavior Analyst BIO
Nicole began her education in behavior analysis as an undergraduate at the University of Kansas where she graduated in 2013 with a degree in Applied Behavior Sciences with an emphasis in early childhood education & intervention. While at the University of Kansas, Nicole worked as Research Assistant in the Applied Behavior Analysis Department and as an Assistant Lead Teacher in a preschool program. She earned her certification as a Board Certified Assistant Behavior Analyst (BCaBA) in 2013. Nicole graduated from the Sage Colleges in 2016 with Master’s degree in Applied Behavior Analysis with a focus on autism and became a Board Certified Behavior Analyst that same year. She has been providing behavioral services to clients with autism and their families since 2011 and has served in a leadership role as a Clinical Director of a large ABA clinic for the past two years. Nicole enjoys working directly with clients as well as training professionals and parents in ABA principles. 
Mackenzie Hirn, BA, RBT
Registered Behavior Technician Bio
Mackenzie graduated from Northern Michigan University with a degree in psychology and an emphasis in Applied Behavior Analysis in 2016. She began providing ABA services to children with autism in 2017. Mackenzie has previous experience working with children with autism in educational and clinic-based settings and has previously worked as a therapist for clients with severe behavioral challenges at the New England Center for Children in Massachusetts. Mackenzie earned her RBT credential in 2019 and is motivated to pursue her graduate training in Applied Behavior Analysis. 
Jason Rosa, BS, RBT
Special Education Teacher Bio
Jason is a dually Certified Special Education and Elementary Education Teacher with a Bachelor’s of Science degree from the State University of New York at Old Westbury. Jason started his behavioral training in 2005 at the Nassau-Suffolk Services for Autism (Martin C. Barell School) on Long Island. He has worked with children and adults with autism for over 10 years in home and center-based ABA programs and in both public & private educational settings. Jason is a Registered Behavior Technician (RBT) and has pursued coursework in Applied Behavior Analysis through Florida Institute of Technology. Jason is also a certified QBS Safety Care Trainer for all ABA staff. |
Insurance Partners
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Frequently Asked Questions
What is ABA?
Applied Behavior Analysis (ABA) is based on the science of behaviorism with over 50 years of empirical knowledge behind it. Behavior Analysts use scientifically valid methods to increase behaviors or to teach new behaviors, to maintain behaviors, to generalize behaviors to other environments, as well as to reduce problem behaviors or any behaviors that interfere with learning. It is a true science and Behavior Analysts adhere to its principles of data collection to monitor progress.
Why ABA?
Applied Behavioral Analysis (ABA) is the only scientifically valid treatment for autism and has been endorsed by most state and federal agencies. Within ABA there are also various treatment approaches and methodologies. ABA is the science of learning and motivation and it is widely applicable to a variety of fields.
What is a board certified behavior ANALYST?
Board Certified Behavior Analysts (BCBA) are masters level clinicians who have completed approved graduate programs in Applied Behavior Analysis (ABA), met supervised fieldwork hour requirements, and passed a certifying exam through the Behavior Analyst Certification Board (BACB). This is not an entry level qualification and most Behavioral Analysts have been working in the field for a number of years. BCBAs are required to keep up to date in the latest research by participating in continuing education coursework to maintain their certification, and are bound to adhere to strict ethical guidelines. Please see the BACB website for more information about these requirements and to verify the qualifications of service providers.
Isn't ABA unnatural/robotic/bribery?
People with autism can acquire new skills by being taught that engaging in a certain response will bring about some type of reward. Because social interactions or social praise are not always rewarding to people with autism, some unnatural rewards may be used at first to increase the motivation to engage in the desired behavior until more natural situational rewards can have an opportunity to take their place.
ABA has also suffered from the stereotype that it produces ‘robotic’ results. Unfortunately this can be true when services are provided by inexperienced practitioners who teach skills in a very inflexible and rote manner or who fail to work on generalization training. Because inflexibility and the inability to generalize skills across environments are characteristic of autism, it is especially important that all skills be taught in natural contexts as quickly as possible.
Many families who reject the more unnatural aspects of ABA teaching, may become turned off to ABA entirely and seek out non-research based treatment approaches which focus on relationship building and play. However, these same aspects of relationship building and play can also be used in ABA. In fact, these alternative therapies are only successful if they use the principles of behaviorism to begin with (harnessing motivation, tracking progress, etc.). Behaviorism is based in motivation–and you cannot teach anything without some degree of engagement or perceived value.
ABA has also suffered from the stereotype that it produces ‘robotic’ results. Unfortunately this can be true when services are provided by inexperienced practitioners who teach skills in a very inflexible and rote manner or who fail to work on generalization training. Because inflexibility and the inability to generalize skills across environments are characteristic of autism, it is especially important that all skills be taught in natural contexts as quickly as possible.
Many families who reject the more unnatural aspects of ABA teaching, may become turned off to ABA entirely and seek out non-research based treatment approaches which focus on relationship building and play. However, these same aspects of relationship building and play can also be used in ABA. In fact, these alternative therapies are only successful if they use the principles of behaviorism to begin with (harnessing motivation, tracking progress, etc.). Behaviorism is based in motivation–and you cannot teach anything without some degree of engagement or perceived value.
How is Wellcare pediatric therapists different than other companies?
WellCare Pediatric Therapy Specialists firmly believes that in order to achieve the best results for clients everyone working with the client must be on the same page. This includes educators, service providers, and family members. WellCare has an open-door policy for families and welcomes outside service providers for collaboration, thus allowing for us to easily bridge the gap between all members of the team. We also routinely go into clients’ schools to collaborate with educators and provide on-going training to parents and other family members. Our goal is to offer support and ensure consistency across all environments.
We share a philosophy in the benefits of naturalistic teaching. We believe skills taught in the natural environment and in natural situations produce the greatest results. Our approach revolves around using the client’s interests to create motivation for learning. We also adhere to teaching the most important skills first, skills that revolve around the core deficits of autism like communication (expressing wants, answering questions, labeling objects in the environment), social skills (watching and learning from others, engaging with others, sharing experiences with others, following social norms), and play (using objects appropriately as intended, being able to remain engaged in activities, playing with peers).
WellCare is also unique in that our BCBAs are always on-site and accessible and our ABA Therapists are well supervised. WellCare holds high standards for our Therapists. We only hire Certified Registered Behavior Technicians (RBT) with at least a Bachelors degree who have 1 or more years of experience providing ABA services to children with autism. The majority of our RBT’s are also enrolled in Masters degree programs in ABA and are dedicated to this field as their career. Because of our supportive and dedicated team, we have little staff turn-over and our RBTs are always featured on our bio page.
We share a philosophy in the benefits of naturalistic teaching. We believe skills taught in the natural environment and in natural situations produce the greatest results. Our approach revolves around using the client’s interests to create motivation for learning. We also adhere to teaching the most important skills first, skills that revolve around the core deficits of autism like communication (expressing wants, answering questions, labeling objects in the environment), social skills (watching and learning from others, engaging with others, sharing experiences with others, following social norms), and play (using objects appropriately as intended, being able to remain engaged in activities, playing with peers).
WellCare is also unique in that our BCBAs are always on-site and accessible and our ABA Therapists are well supervised. WellCare holds high standards for our Therapists. We only hire Certified Registered Behavior Technicians (RBT) with at least a Bachelors degree who have 1 or more years of experience providing ABA services to children with autism. The majority of our RBT’s are also enrolled in Masters degree programs in ABA and are dedicated to this field as their career. Because of our supportive and dedicated team, we have little staff turn-over and our RBTs are always featured on our bio page.
What does aba therapy look like?
ABA Therapy is the umbrella containing various different approaches (discrete trial teaching, pivotal response training, verbal behavior, natural environment teaching, etc.) When considering any treatment it is most important for families to ensure their treatment is a valid ABA approach. There are many types of autism treatment programs available that are not scientifically valid, make false claims to their effectiveness, and ultimately waste valuable treatment time. The best ABA treatments incorporate all these various different approaches based on each individual client and their learning histories.
Therapy revolves around the skill acquisition goals indicated in the plan. These are the behaviors that we would like to increase, and behavior reduction goals are the maladaptive behaviors that we wish to decrease. The skill acquisition goals are meant to replace or provide communicative alternatives to the problem behavior and serve as a foundation for learning various other necessary skills.
Therapy revolves around the skill acquisition goals indicated in the plan. These are the behaviors that we would like to increase, and behavior reduction goals are the maladaptive behaviors that we wish to decrease. The skill acquisition goals are meant to replace or provide communicative alternatives to the problem behavior and serve as a foundation for learning various other necessary skills.
What is your process and what will take place?
We are happy to discuss services and answer any questions you may have about what we do and our treatment approach. We do require interviews with parents and clients to determine if our program would be a good fit for your family. It is important to note that we are only admitting clients to our program who are a likely to be a good fit with us and our current clients and who are in need of on-going services (not only services for the summer, etc). It is important that our learning environment remain conducive to the success of all clients. Therefore, we may refer families to other providers who can offer more appropriate services.
Upon admission to our program, we begin an intake process which includes completion of intake paperwork, a parent interview & behavioral observation of the client, an assessment, and a formal behavior intervention plan along with proposed treatment goals. Direct therapy then begins revolving around the treatment plan with daily data collection. The behavior plan is very much a changing document and is modified frequently. We implement structure right away with new clients at the same time as we begin developing rapport. We have an open-door policy for parents and they are always welcome to come in at any time to observe or participate in sessions.
Upon admission to our program, we begin an intake process which includes completion of intake paperwork, a parent interview & behavioral observation of the client, an assessment, and a formal behavior intervention plan along with proposed treatment goals. Direct therapy then begins revolving around the treatment plan with daily data collection. The behavior plan is very much a changing document and is modified frequently. We implement structure right away with new clients at the same time as we begin developing rapport. We have an open-door policy for parents and they are always welcome to come in at any time to observe or participate in sessions.
Do you have a wait list?
Because WellCare’s model is focused on intensive center-based ABA services, we are limited by the space within our clinic setting. Each child in our program is assigned their own private therapy room within our clinic which means we may only open up spaces to new clients as current clients transition out of the clinic. We encourage families to contact us about our openings, as we may have unexpected openings available at any time.
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Connect With Us5446 N. Academy Blvd Suite 204
Colorado Springs CO, USA
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