CUSP endeavours to empower both child and parent, by teaching 'behavioural cusps' which open up pathways to independent learning opportuinities.

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Cusp believes that the child (C) and parent (P) working together, can achieve a more connected (US).

CUSP is an approved FaHCSIA provider

Who is CUSP?

Cathy Fagan is a Board Certified Behaviour Analyst (BCBA) with a Masters of Science in Applied Behaviour Analysis and Autism from The Sage Colleges (New York). Cathy also holds a Graduate Certificate in Applied Behaviour Analysis for Special Education, from Pennsylvania State University (world campus). She has over 15 years of experience working with children with autism in the field of Applied Behaviour Analysis in both Ireland and Australia.

What is Behaviour analysis

Applied Behaviour Analysis is a scientific method used to change socially significant behaviours. It uses the three basic principles of science (description, prediction and control) to quantify and classify behaviours by describing them in an objective manner. The behaviours can then be measured from baseline to intervention phases, in order to show the effectiveness of the intervention.

“ Those who fall in love with practice without science are like a sailor
who steers a ship without a helm or compass,
and who never can be certain whither he is going.”

— Leonard Da Vinci

7 Dimensions

CUSP uses the seven dimensions of Applied Behaviour Analysis, to guide the practice in the most effective and efficient manner for each child and parent.

1. Applied

2. Behavioural

3. Analytical

4. Technological

5. Conceptually

6. Effective

7. Generality
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CUSP uses the 7 dimensions of Applied Behaviour Analysis, to guide the practice in the most effective and efficient manner for each child and parent.

1. Applied: delivering the program in the natural home/school environment, where the skills learned have practical value.

2. Behavioural: each skill is observed directly using precise measurement, by a skilled Program Designer, on a weekly basis.

3. Analytical: After each goal is worked on, it is analysed on a weekly basis to measure the effectiveness of the teaching strategy. If it is found to be effective the strategy remains in place, if it is not found to be effective the strategy is modified and an alternative strategy is put in place.

4. Technological: The goals are written in everyday language to ensure maximum understanding of teaching strategies and allow every person that works with the child to implement the teaching strategy, easily.

5. Conceptually Systematic: Each practical teaching strategy is based on robust theoretical frameworks.

6. Effective: Each goal chosen to teach has practical and social value.

7. Generality: Each goal has a functional purpose, therefore is used and maintained across environments, people and behaviours, which leads to ‘behavioural cusps’ and independent learning.