The REC is an all-encompassing resource for families with children, adolescents, and young adults with special needs.

About the REC

The REC’s all-encompassing resources assist those with special needs such as and not limited to; Autism Spectrum Disorder,  ADHD and more. We specialize in ages 2 through young adults.

The REC provides services across all settings that are deemed clinically necessary for each individual client. Following a customized assessment for each client, our team of clinicians determine a comprehensive programming model which ensures acquisition and generalization of skills across socially significant settings and caregivers. A wide range of activities are offered to meet each child’s interests and individual needs, all based on the principles of Applied Behavior Analysis. All programs are data driven and follow comprehensive curriculums. Clinical programs are developed, monitored and analyzed by a team of Board Certified Behavioral Analysts (BCBA) in collaboration with stakeholders.


The REC accepts most major insurances. The ARICA bill signed into Massachusetts law brings coverage to children, teens and young adults diagnosed on the Autism Spectrum as defined by the DSM.

For more information on coverage at the REC, please call today and speak with our team.


Meet the Team

The REC team has extensive experience with children with autism and related disabilities. The REC is proud of the wonderfully diverse group, and each individual uses their experience and unique personality to create a fun, nurturing and safe environment at the REC.

Staff receive on-going training to stay up to date with all of the latest methods and requirements. All services are overseen by a Board Certified Behavior Analyst. Consultation and direct therapies from Speech and Language Pathologists, Occupational Therapists and Physical Therapists are available and incorporated into many of our programs.

Administrative Team

Tricia Woolard
Owner & Executive Director

Tricia Woolard received her Bachelor of Arts degree in Psychology from the University of Massachusetts Dartmouth where she first delved into the world of Applied Behavior Analysis through her related coursework and internship in a preschool classroom.

During this time she was employed at a non-profit agency as a Behavioral Direct Care Staff at a short-term adolescent shelter. She went on to receive her Master of Science degree in Behavioral Education from Simmons College in Boston, MA. Employed at The May Institute she received extensive training in ABA, discrete trials, and general consultation skills. Tricia was promoted rapidly within her first year of employment to the newly created position, Coordinator of Home-based Services where she supervised staff and effectively managed their caseloads.

As a Board Certified Behavior Analyst, Tricia is dedicated to providing the most effective student-driven treatment based on the principles of Applied Behavior Analysis. She strives at ensuring a fun, creative and motivating learning environment for all children and staff. Tricia is dedicated to working collaboratively with all members of a child’s life, through on-going consultation, communication, and training.

Fun Fact: Tricia loves listening to audio books and is always looking for a good new book.

Mark Williams
Director of Clinical Operations

Mark Williams has been a long standing team member with both the REC and its sister company, Creative Behavioral Solutions. He received his Bachelor of Arts degree in Psychology from the College of the Holy Cross in Worcester. It was there he realized his passion for teaching. Mark earned his Masters in Education for Intensive Special Needs from Simmons College in 2000 and then his BCBA from Northeastern University. He has worked in special education for his entire career in local school districts such as Lynn and Marblehead and also at the May Institute where he received ABA training. Mark’s exceptional clinical skills, positive outlook and witty sense of humor are assets to the organization.

Fun Fact: Mark would wear shorts 365 days a year, if possible.

Scott Yavarow

Sr. Business Manager

Scott Yavarow received his Bachelor of Science degree in Computer Information Systems from Bentley College in 2002. Before earning his Masters in Elementary Education from Rivier College in New Hampshire, he worked as the Business Manager to the REC’s sister company, Creative Behavioral Solutions. He has played an integral part incorporating insurance into the admissions process at the REC. Scott’s business background and past experience working at local schools and camps made for a seamless transition to the REC’s Business Manager.

Fun Fact: In 2002, Scott was drafted to the Boston Cannons, a Major League Lacrosse Team.

Hilary Coolidge
Business Manager


Hilary Coolidge joined the REC team in September 2016 as the Business Manager. She received her Bachelor of Arts degree in Accounting from Merrimack College and after participating in the five year co-op program she started working in Boston at a few Financial Service institutions. This has been her first experience in a setting with special needs children and she enjoys it more each day.

Fun Fact: Hilary could eat ice cream 365 days a year.

Julianne O’Keefe
Admissions and Insurance Coordinator

Julianne O’Keefe has quickly become the REC’s admissions and insurance expert by assisting new families through the intake process. She earned her Bachelor of Arts Degree from Providence College and prior to the REC she perfected her organization and research skills as a realtor for Coldwell Banker.

Fun Fact: Julianne works part time at her church as a wedding and funeral cantor.

Kathie Twombly
Director of Human Resources


Kathie has worked within the educational field in such capacities as; Adult Education Field Registrar, paraprofessional and behavior therapist.  She joined the REC’s sister company, Creative Behavioral Solutions in 2016 as the Director of Human Resource.  Kathie has since taken on the same role for all 3 of the REC locations in support of all full and part-time staff.  Kathie is committed to open communication and cooperation with all staff to enable them to perform effectively in their positions at the REC.

Fun Fact: Kathie lived in Germany for a total of 7 years while her husband served in the USAF and has visited 8 European countries.

Peabody REC Staff

Reagan Cassidy
Program Director, Tweens & Teens

Reagan Cassidy attended Salem State College where she earned her Bachelor of Science degree in Psychology. She continued her education through the University of Massachusetts at Boston where she completed her Applied Behavioral Analysis for Special Populations Certificate. Prior to joining the REC she worked at Milestones Day School in Waltham and the Peabody Public School System. Reagan is originally from Peabody and continues to be a huge asset in introducing the local community to the great resources offered at the REC.

Fun Fact: Reagan loves warm weather getaways and golfing.

Kristin Walsh
Program Director for Early Learners

Kristin attended Assumption College where she received her Bachelor of Arts degree in Human Services and Rehabilitation Studies. During her time at Assumption she was introduced to the field of Applied Behavior Analysis working for The New England Center for Children. After graduating, Kristin went on to further her experience at The Guild School for Human Services, and then Andover Public Schools where she worked in a substantially separate elementary school classroom. While working in Andover, she worked part time for Creative Behavioral Solutions as a direct therapist providing in-home ABA therapy. She went on to receive her Master of Science in Applied Behavior Analysis through BayPath University and feels lucky to be a part of the Peabody REC team.

Fun Fact:  Kristin would spend everyday reading a book at the beach if she could! 

Londonderry, NH REC Staff

Heather Giurlando
Program Director

Heather received her Bachelor of Science in Psychology from Northeastern University and continued there to complete her Masters in Applied Behavior Analysis and then received her BCBA. Her passion for special education began early when she volunteered in middle school at an Extended School Year summer program. While working towards her degrees, Heather gained experience through various internships at day camps, daycares and the Brookline Public Schools. She also completed co-op work at Kennedy Day School at Franciscan Children’s Hospital. After completing undergrad, Heather worked at the May Institute for almost 13 years where she had experience in both the classroom and home.

Fun Fact: Heather’s baby is her blind-in-one-eye black cat named Bruce Wayne.

Chelmsford REC Staff

Lori LoDuca
Program Director

Lori is the daughter of two teachers who met volunteering at a exceptional citizens’ week at a camp. She started her career in the field at the May Institute as a home-based therapist and gained valuable experience in Applied Behavior Analysis as she took on roles as Senior Therapist, Coordinator of SSP/Home-Based Services and Educational Consultant. She received her Masters in Education from Fitchburg State and completed her BCBA coursework at University of North Texas during this time. In 2014, Lori moved over to Creative Behavioral Solutions and worked as consultant and scheduling coordinator, as well as spending summers and vacation weeks at the RECS. She is now excited to be in the role of Program Director at the Chelmsford location and working with the team there.

Fun Fact: Heather (NH Program Director) has a distinct memory of Lori wearing black corduroy overalls in the halls at the May School in Arlington nearly twenty years ago. We all go way back!


Careers at the REC

Behavioral Support Staff

Job Description:

Positions available at Peabody, MA, Chelmsford, MA and Londonderry, NH locations

Professional Behavior

  • Demonstrates good work attendance and arrives at appointments on time
  • Has a good working relationship with supervisors, families, and school personnel
  • Maintains child and parent confidentiality
  • Maintains professional boundaries with families and other professionals
  • Dresses appropriately for the given work setting
  • Completes session notes appropriately for each client
  • Completes timesheets/billing accurately and within the appropriate time frame
  • Returns phone calls and/or emails within 48 hours
  • Demonstrates interest in professional development
  • Reads recent articles in the field or a related field to expand current knowledge base
  • Demonstrates critical thinking skills and work efficiently to develop the company as a whole

Discrete Trial Instruction

  • Demonstrates the ability to implement teaching based on the S-R-C paradigm.
  • Sets up teaching environment prior to teaching
  • Presents clear and consistent SD’s
  • Allows sufficient time for the student to respond
  • Ensures that baseline measures are taken for each skill
  • Utilizes shaping, chaining and prompting techniques when teaching
  • Accurately follows lesson plans
  • Accurately delivers consequences (Reinforcement and correction procedures)
  • Follows maintenance and generalization procedures for each lesson plan
  • Records data quickly and accurately
  • Determines changes in targets and prompt levels based on reviewing graphs
  • Cleans up work environment and keeps materials and program book organized
  • Pace of instruction is appropriate per student
  • Promotes individual choice and functional communication with students
  • Ensures all programs are being run frequently
  • Ability to assess students using an appropriate tool such as the ABLLS
  • Writes objective yearly benchmarks for individual students
  • Develop and write lesson plans for program books along with appropriate data collection procedures for on-going progress monitoring
  • Independently makes changes to lesson plans in the best interest of the student

Incidental Teaching and Activity-based Instruction

  • Utilizes all naturally occurring opportunities to embed instruction
  • Imbeds targeted skills into student-preferred activities
  • Able to expand verbal and non-verbal communication attempts
  • Acknowledges communication attempts
  • Promotes generalization of skills through activity-based instruction
  • Designs the environment to promote incidental teaching opportunities
  • Promotes age-appropriate activities
  • Encourages interactions with students by engaging in fun, social activities

Behavior Support Plans

  • Can identify major components of a behavior support plan
  • Can identify possible functions of interfering behaviors
  • Consistently implements preventative strategies based on the behavior support plan
  • Teaches alternative behaviors (adaptive behaviors)
  • Consistently implements consequence measures based on behavior support plan
  • Maintains a neutral tone of voice and body language
  • Utilizes the least restrictive prompt required to consistently follow through
  • Manages the safety of everyone in the environment
  • Requests assistance when needed
  • Accurately records data and graphs accordingly.

Open REC

  • Ensure a safe environment for all clients accessing the REC
  • Follow all daily procedures for documenting, handling payments, cleaning requirements and open/closing procedures
  • Facilitate play and social interactions with children accessing the center
  • Offer support and guidance for parents including ideas for play activities
  • Foster positive relationships and interactions among families accessing the REC
  • Support families managing children during instances of behaviors

In addition to these duties, other duties consistent with your position may be assigned to you from time to time by the Executive Director.

Please send inquiries to:


Job Description:

Positions available at Peabody, MA, Chelmsford, MA and Londonderry, NH locations

Staff-Centered Responsibilities

a. Train and supervise staff helping facilitate all of the groups including on-going direct observations and feedback, written feedback and employee evaluations. Training will also include the development and creation of on-going staff workshops and monthly staff meetings.

b. Ensure all disciplinary procedures are maintained and followed according to company policies.

Student-Centered Responsibilities

Oversees the implementation of center-based programming for students utilizing the principles of Applied Behavior Analysis at The Recreational Education Center:

a. Develop and maintain intake procedures including appropriate documentation, observations of incoming students, parent interviews and appropriate placement within groups. This will include appropriately grouping students based on age and skills sets, contacting families, school districts and area agencies when vacancies open up.

b. Determines goals and objectives for students through the completion of skill assessments (e.g., internal assessments, VB-MAPP, FBA) and through gaining information from families and school staff.

c. Develops behavior support plans that are based upon functional assessment of behavior and include operational definitions of behavior, data collection strategies, preventative/antecedent strategies, reinforcement procedures, adaptive alternatives, and immediate consequences for interfering behaviors.

d. Participates in clinical team meetings (consultation meetings) to ensure communication between staff and Team members.

e. Review progress summaries and reports written by clinical staff for accuracy and integrity

f. Provides coverage when requested (and feasible) for staff sick days, vacation, etc

g. Ensures ongoing communication between REC staff, behavior therapists, families and schools systems.

h. Provides supervision to ensure the well-being and safety of students. Must be able to physically assist students during fire drills or actual fire emergency. Physically assists student in daily personal hygiene and self-care tasks to prevent unhealthy living conditions. Assists in ensuring that students receive emergency medical attention subject to agency policies and procedures regarding the provision of emergency medical care.

Plans for discharge of students from the program:

a. Develops a plan of transition (e.g., fading of program hours, staff training) in coordination with child’s family, school staff and Executive Director. Supervises the consistent implementation of plan.

b. In preparation for termination of services, prepares discharge/transition summary report detailing skills and needs of individual students as well as outlining progress. Follow specified protocol for summary report and completes in a timely manner.

c. Monitors behavior therapist’s discharge of child’s records including program books.

Maintains accurate records and assists Executive Director in administrative tasks.

a. Provides requested written reports and materials to agencies/parents in a timely manner.

b. Completes documentation forms for on-going supervision and clinical oversight

Maintains good communication with families, school personnel, staff, and Director:

a. Returns telephone calls and emails from colleagues, staff, families and school personnel within 48 hours.

b. Informs supervisor immediately of any important concerns pertaining to families’ or schools’ services.

c. Maintains professional relationship with families including respecting the values and culture of individual families, following program guidelines and demonstrating good work behaviors (e.g., arriving to work on time, dressing appropriately, etc.).

d. Keeps informed of social and medical information of each student in his/her care (e.g., present status of home situation, illnesses, allergies, medication, etc.) via voice and written communications with other staff, parents, school personnel, etc

Preserves the rights of each student and his/her family:

a. Maintains confidentiality of all students/families that you are currently or have worked with in the past.

b. Interacts with colleagues, students and families in a way that ensures their dignity and demonstrates respect for their values and culture in both home and community settings.

c. Employs restrictive procedures only when specified in treatment plan.

d. Follows ethical standards of BACB.

Professional Development Responsibilities

Engages in ongoing training and development of skills in the field of Applied Behavior Analysis, Autism Spectrum Disorders, Behavioral Disorders, Brain Injury and special education.

a. Attends in-service training sessions as well as scheduled staff meetings.

b. Completes readings and workshops offered to ensure continued knowledge and expertise in the areas of autism, special education, brain injury, behavior disorders, behavior analysis, and parent training.

c. Assists Executive Director with special projects in areas of program development, research and dissemination, public relations, and fund raising.

d. Attends workshops and reviews literature in autism, early childhood education, parent training, language development, behavior disorders, brain injury, applied behavior analysis and family systems to ensure continued knowledge and expertise in these areas.

e. Develops and conducts hands on staff trainings for groups and 1-1 teaching.

f. Develops materials and presents at workshops.

g. Attendance at court proceedings and mediations when necessary.

In addition to these duties, other duties consistent with your position may be assigned to you from time to time by the Executive Director.

Please send inquiries to: