Helen Kinnen

Elementary Educational Consultant

With experience teaching autistic children in self-contained classrooms, serving as an ELA consultant for struggling readers, and teaching general education kindergarten, I have developed a broad skill set that bridges special and general education. As a veteran educator, licensed behavior analyst, and advocate for inclusive education, I am dedicated to equipping educators and families with the tools, strategies, and insights needed to support every learner’s success.

Classroom Consulting Services

I offer personalized classroom consulting services designed to support educators in creating an inclusive and effective learning environment for all students. Drawing on 24 years of teaching experience and specialized training in behavior analysis and neuroscience, I collaborate with teachers to develop strategies that meet the diverse needs of their students. My services include:

Professional Experience

  • Before stepping away from teaching to raise my family, I graduated with a bachelor’s degree from SUNY Geneseo and a master’s degree from Nazareth College. I taught for five years as a self-contained Special Education teacher with the Monroe-Orleans B.O.C.E.S and three years as a general education teacher at an international school in Indonesia.
  • 2008: At St Lawrence County B.O.C.E.S., I taught for 5 years as a self-contained Special Education teacher of students with autism.
  • 2013: In Westchester County, I taught for 11 years as a self-contained classroom teacher, special education consultant teacher, and kindergarten teacher.

Education

2013: Earned an Advanced Certificate in Applied Behavior Analysis from CUNY-Hunter College.

2014: Became a New York State Licensed Behavior Analyst, enabling me to integrate behavior science into my teaching and consulting practices.

2015: Completed a 12-credit Graduate Certificate from the University of Northern Colorado in teaching children with autism spectrum disorders.

2018: Received clinical training in Social Thinking® Methodology in Santa Clara, California, enhancing my ability to support social-cognitive development.

2022: Completed a 12-credit Advanced Certificate in the Science of Reading from Manhattanville University, focusing on the Orton-Gillingham research-based methods for literacy instruction.

2024: Completed coursework in the Mind, Brain, and Teaching graduate program at Johns Hopkins University, deepening my understanding of how neuroscience informs effective teaching strategies.

Workshops

I strive to stay up-to-date on the latest educational research reviewing the newest studies and resources to deliver professional development workshops that are relevant and practical. Each session reflects current knowledge and equips educators with effective strategies. For example, my annual workshop on autism is freshly adapted each year to include the latest insights and best practices.

In addition, I offer a specialized workshop designed specifically for paraprofessionals, providing more in-depth coverage of key topics and practical approaches tailored to their unique role.

Teaching autistic children

  • Neurological findings for understanding autism
  • How autism impacts learning in the general education classroom
  • Effective strategies for an inclusive classroom
  • Collaboration with family and support staff

Teaching children with ADHD

  • Neurological basis of ADHD
  • How ADHD affects behavior and focus in the classroom
  • Strategies for supporting students with ADHD
  • Collaboration with family and support team for success

Reading in the brain

  • How the brain learns to read through the groundbreaking research of neuroscientist Stanislas Dehaene. Learn about the role of the brain’s phonological and lexical routes in reading development.
  • A hands-on simulation of learning to read using primarily the phonological route compared to the lexical route.
  • The key principles of the Orton-Gillingham approach and resources available for teachers to supplement their curriculum.

Behavior- a behavior analyst’s perspective

As a behavior analyst with 4 years of experience as a general education teacher, I applied my behavior science training to the regular classroom. This workshop explores the key takeaways from my experience.

  • The importance of having a support system for teachers
  • Identifying and addressing root causes
  • Treating unwanted behaviors as skills that need to be taught
  • Collaboration with family and support staff

Executive Functioning

  • Understanding the key executive functioning skills of inhibition, working memory, and cognitive flexibility.
  • Strategies to support students in developing these skills
  • Engaging parents to work on these skills at home

Reward systems in the classroom

  • The science behind reinforcement systems
  • Designing an effective reward system
  • What to do when the system is not working
  • When to involve others-the psychologist or parents or both

The brain- what a teacher should know.

  • Understanding neuroplasticity: the brain’s ability to change and adapt.
  • How repeated practice and experience strengthen neural connections and improve learning outcomes
  • How emotions, stress, and anxiety can impact the brain’s ability to learn
  • Strategies-spaced repetition, retrieval practice, and motor activities to enhance memory

Para-professionals

  • what teachers find helpful
  • Autism and ADHD- characteristics and strategies
  • Maintaining professional boundaries with students and staff

Equipping students to support their neurodivergent classmates

This workshop equips teachers with activities to guide students in understanding and relating to neurodivergent peers.

  • teaching students about the brain
  • videos and simulation activities

“Thank you so much for sharing and making such a complex topic manageable and within our reach of understanding. I absolutely loved your breadth of knowledge.”
— Participant, SWBOCES Summer Institute for Opportunities in Education, July 2025


“Helen possesses extensive knowledge and is a highly engaging presenter. She offers practical strategies that create a positive impact in the classroom, benefiting both teachers and students. This was the best professional development experience I’ve had in years!”

from an elementary teacher in her 23rd year
Spring of 2024

Assessments


As a New York State licensed behavior analyst, I use a data-driven approach to ensure measurable progress and implement effective interventions. Here are assessments I offer.

Functional Behavior Assessment (FBA)

Uncovering the “why” behind behaviors is key to guiding providers in developing an effective intervention plan. This process involves conducting a thorough historical review of services, interviewing parents, and performing multiple observations across various environments. Based on the gathered information, a hypothesis is formulated to identify the conditions under which the behavior occurs.

VB-MAPP (Verbal Behavior Milestones Assessment and Placement Program)

The VB-MAPP assesses developmental milestones related to learning, language, behavior, and transition skills needed to access a general education curriculum. This assessment is especially valuable in preschool settings to help determine appropriate placement as a child transitions into a school-age program. Assessment methods include interviews with teachers and parents, one-on-one testing, observations in multiple settings, and, when appropriate, consultations with service providers such as physical, occupational, and/or speech therapists. When the assessment is completed, the scores are graphed in the child’s individual protocol. Data from this assessment provides specific guidance for creating effective IEP goals and determining appropriate services.