TE(A)CH Developmental and Behavioral Supports

Moshe is a Board-Certified Behavior Analyst (BCBA) with over 20 years of experience supporting individuals with developmental and behavioral needs across the lifespan. His career began unexpectedly in high school, when he volunteered as a Big Brother to a child with ADHD through The Friendship Circle. Although he initially planned to pursue a career in patent law, a series of volunteer opportunities — including with OHEL/Bais Ezra and YACHAD — revealed a deeper calling to the field of special needs. After shifting his academic focus, Moshe earned his degree in psychology from CUNY Queens College and went on to complete graduate training in behavior analysis. Since then, he has worked across a variety of settings, including early intervention programs, in-home ABA services, group homes, Out-of-District schools, and adult support services. His professional background spans both direct care and leadership roles — from hands-on work as a direct support professional and interventionist to program oversight as a clinical director and coordinator. Moshe is deeply committed to evidence-based, person-centered care that honors each individual’s strengths, needs, and potential. He is especially passionate about helping adolescents and young adults build independence and confidence as they transition into adulthood. Outside of work, Moshe enjoys DIY projects and spending quality time with his family

I believe that Applied Behavior Analysis (ABA) is not a therapy in itself, but a tool — one of many — that can be used to help individuals learn, grow, and thrive. When used thoughtfully, ABA offers a framework for understanding behavior and teaching meaningful skills in a way that’s compassionate, respectful, and effective. My practice is rooted in Natural Environment Teaching (NET), where skills are taught during everyday moments — whether that’s brushing teeth, playing with siblings, grocery shopping, or navigating transitions. Learning in the natural environment helps build lasting, functional skills that truly matter in real life. Rather than rigid programs or scripted sessions, I use a flexible, person-centered approach. Goals are built around the individual’s needs and interests, and interventions are adapted to their pace and personality. I also place a strong emphasis on collaboration with families and caregivers, because consistent, natural support is where real progress happens. My goal is to help individuals become more independent, confident, and capable — not to “fix” them, but to support them in becoming the best version of themselves.

At TE(A)CH Developmental and Behavioral Supports, the goal is to provide therapy in the environments where children and families need it most. Services are offered in natural settings—whether at home or in community spaces—to help learning happen during real-life moments and routines. The approach centers on Natural Environment Teaching (NET), which supports meaningful skill development in everyday contexts. From the initial assessment through ongoing programming, families are active partners in the process. Individualized goals are developed based on each child’s unique strengths and needs, focusing on meaningful skills such as functional communication, social interaction, behavior management, and daily living independence. Caregiver coaching is a key part of the model, empowering families with the knowledge and strategies to support progress beyond scheduled sessions. Transparency, ongoing communication, and collaboration with caregivers and other professionals ensure therapy remains relevant and effective. At TE(A)CH Developmental and Behavioral Supports, families can expect a flexible, compassionate, and evidence-based approach — built on respect, partnership, and a commitment to meaningful growth, one step at a time.