Heart Meets Science: Discovering My Calling in the World of Autism Therapy

I’m Felicia, a BCBA and one of the founders of Something to Say ABA. In this series, I’m sharing the real moments that shaped my approach to neuroaffirming therapy. If you missed how a little girl named Ivy changed my perspective on human connection, you can read Part 1 here. Today, we are jumping into my college years and the clinic that changed everything...

The Heart of Autism Care: The Legacy of the Mentor Who Shaped My Path

Driven by the profound connection I made with Ivy, I found myself at Illinois State University (ISU). My goal was simple and clear: I wanted to study special education so I could help kids just like Ivy.

The sign that pointed the way to my calling. Finding my passion for working with individuals with autism at The Autism Program at ISU was the moment that changed everything.

But let's be honest—college is rarely a straight, easy path. While my academic major was declared, I was still navigating the messy, often challenging process of finding myself as a young adult. I had the drive and the heart for the work, but I was still searching for my specific anchor within the vast field of special education. Ivy had opened my heart to this world, but I hadn't yet found the specific area where I felt I truly belonged.

That anchor finally appeared at The Autism Place (TAP) in Bloomington, Illinois. TAP is a unique and dynamic clinic run through the university's Department of Psychology. The treatment teams are incredibly collaborative—overseen by university faculty, with graduate students acting as lead clinicians, and undergraduate clinicians like myself serving as the hands-on technicians. It provided an amazing environment where pre-professionals could earn university credit while gaining invaluable, direct clinical experience with the children and their families. It was here that a pivotal chapter unfolded, one that truly crystallized my career path and ignited a passion that continues to drive me today.

I'll always cherish my memories of my mentor, Dr. James Thompson. I carry profound, enduring gratitude for his insight that led to my placement at TAP, forever altering the trajectory of my life and professional path.

My opportunity to work at TAP wouldn't have been possible without Dr. James Thompson. Dr. Thompson was a brilliant and dedicated professional I was fortunate enough to have as a mentor during my time at ISU. He recognized my drive and helped me set up the placement at TAP. He had an incredible ability to see exactly where I needed to be long before I had figured it out for myself. He opened this crucial door for me, and though he has sadly since passed away, I carry a profound, enduring gratitude for him; his insight forever changed the trajectory of my life.

Falling in Love with the World of Autism

Before walking through the doors at TAP, my understanding of autism was mostly academic. It was there, working hands-on with a vibrant and energetic group of preschoolers, that I finally learned what kiddos with autism are really like. Every day was an adventure that completely transformed my perspective. Working with them showed me that this field requires a unique blend of heart and hustle:

 Leaving ISU, I knew exactly what kind of practitioner I wanted to be: one who embraces the unfiltered authenticity and incredibly unique differences of each autistic individual I work with.

• Unfiltered Joy and Humor: I quickly learned that you have to be ready to laugh and embrace the unexpected. Whether it was diving deep into a child’s intense, wonderfully specific special interest, sharing a spontaneous inside joke, or just joining in on a sudden, joyful dance break, these kids brought an authentic, vibrant energy to the room that was absolutely contagious.

  
  

• Constant Problem-Solving: Every child had their own completely distinct way of learning and experiencing the world, and what worked perfectly yesterday might not work today. We were constantly on our toes, figuring out how to adapt the environment to best support them, how to introduce new routines in a way that felt safe, or how to better understand what they were trying to communicate when words weren't available. It demanded creativity and rapid-fire critical thinking.

  
  

• Deeply Heartwarming Connections: Building trust took time, but the moments of connection were profoundly beautiful. When we finally figured out how to join a child in their preferred way of playing, or when they independently used a new skill to communicate a need they were excited about, it was pure magic. Those moments of shared understanding felt monumental and filled my heart in a way nothing else ever had.

  
  

It was within those walls, surrounded by those amazing preschoolers, that I was first introduced to the world of Applied Behavior Analysis (ABA) therapy. I often think of those kids as my greatest teachers; my experiences with them gave my college studies an entirely new focus and finally provided the clarity and direction I had been searching for.

Behavior is Communication: Discovering the Science of ABA Therapy

What captivated me most was the science behind it—but a science deeply rooted in heart. ABA wasn't about guessing or just crossing our fingers and hoping a strategy would work. It gave us the clear, concrete tools to take the compassion we felt for these incredible kiddos and turn it into actionable, effective teaching.

I completely fell in love with these core ideas:

My time at ISU taught me that data isn't just dry numbers; it's the essential structure for building a map and bridge to better understand each child's unique needs. Presenting research alongside my peers reinforced how deeply collaborative that building process truly is.

• Behavior is Communication: This was an absolute lightbulb moment for me. I learned that what might look like a challenging moment or frustration was actually a signal of an unmet need. I quickly realized that this science applies to absolutely everyone. Regardless of a person's communication style or level, behavior acts as a universal language, stepping in to tell us something when they simply can't express it any other way in a moment of stress. Whether they were feeling overwhelmed, needing a break, or asking for help, the science of behavior taught us to look past the surface and understand the true message behind their actions. It completely shifted my perspective from simply managing behaviors to genuinely understanding and supporting each child's voice.

  
  

• Systematic Instruction: I learned how to take big, overwhelming skills—like learning to communicate a need, playing with a toy, or completing daily routines—and break them down into tiny, bite-sized pieces. It was all about creating a clear, stress-free path for the kids, making sure they felt successful at every little step before we asked them to take on the next challenge.

  
  

• Data-Based Decision Making: I know "data" can sound a bit dry, but this was honestly the most empowering part of my time at TAP! We weren't just watching the kids play; we were actively tracking their progress. If a child was stuck, the data was our compass. It told us, "Hey, this isn't working for them, it's time to try a new approach." It took the pressure off the child and put the responsibility on us as teachers to adjust. As someone who has always thrived in math and science, being able to analyze a situation objectively just made perfect sense to me. It was deeply interesting, and it felt like the absolute most effective way to teach.

  
  

The Chaotic Structure That Kept Me Coming Back

I walked into TAP as a college student still trying to figure out exactly who I was and where I fit in. I walked out with a calling.

None of my academic successes during my later college years would have unfolded without the clarity I found at TAP. Dr. Thompson not only guided me to my life's calling, but his mentorship ignited a drive in me that fueled the rest of my time at ISU.

Working with those amazing preschoolers, applying these principles, and seeing the tangible, positive changes in their lives was the turning point. I had discovered the perfect balance: the data provided the reliable, objective structure my analytical mind needed, while the vibrant, beautifully unpredictable nature of working with children with autism provided just enough chaos to keep things fun and interesting. The combination of the precise science of ABA and the joyful shenanigans that only with children with Autism Spectrum Disorder (ASD) can bring had captured my heart. I knew then that I wanted to dedicate my career in special education to understanding this science and using it to empower these incredible individuals to reach their fullest potential.

The foundation laid at TAP was more than just the bedrock of my career; it was the exact clarity I was searching for during my most uncertain college years. None of this would have unfolded without Dr. Thompson. I am endlessly grateful to him, not just for setting up a placement, but for seeing my potential and guiding me toward my life's calling. He taught me the vital importance of coupling deep compassion with rigorous, evidence-based practice—a lesson that finally made everything "click," and a gift I carry in my heart and my work every single day.

Embracing the Science and Shenanigans: Welcome to Something to Say

Celebrating graduation from ISU! Little did I know that this major academic milestone was just the beginning of an unpredictable professional journey that would lead to me opening Something to Say ABA.

The profound lesson I learned in that TAP classroom—that true impact comes from pairing rigorous science with a whole lot of heart—never left me. At Something to Say ABA, we know that using precise data doesn't mean eliminating the vibrant, unpredictable nature of childhood. In fact, it’s the exact opposite. Having that reliable, analytical structure in place is what allows us to safely lean into the chaos. It gives us the tools to be deeply adaptable, following a child’s lead and letting their unique joy drive the session while we look past the surface to truly understand them.

As we get ready to open our clinic doors in Springfield this Fall, my heart is still anchored to the realization I had as a college student. I want to use this science to empower neurodivergent individuals to reach their highest potential. We are building a space where analytical problem-solving and joyful shenanigans coexist perfectly, proving that the best way to turn compassion into action is through intentional, evidence-based care.

In the next post, I’ll share how I took this newfound passion into my very first years as a classroom teacher, where I quickly learned that even the best science requires a cohesive, well-trained team to bring it to life...