Anthony T. Fischetti has extensive education and experience in applied behavior analysis. He received a bachelor's degree in psychology from SUNY Geneseo and a master's degree in applied behavior analysis from Florida Institute of Technology. He has worked in various clinical settings providing ABA therapy and developing behavior plans. He is currently a board certified behavior analyst and the owner of BASIX Behavioral Health in Rockledge, Florida.

1. Anthony T. Fischetti
BASIXBehavioral Health
4185 US Hwy.1
Suite 102
Rockledge,FL32955
AnthonyT.Fischetti,MS,BCBA
Board CertifiedBehaviorAnalyst
Office (Line 1): 321.877.4500
Office (Line 2): 321.877.4532
Fax: 888.272.2867
Anthony_Fischetti@basixbehavioralhealth.com (primary email)
EDUCATION AND POSITIONS
1998-2001 Honeoye Falls-Lima (HF-L) High School; Rochester, New York (Honors Degree;
GPA = 91%)
 Advancedcourse placement(APcourses) in science(Chemistry&Biology),math(Pre-Calculus);
and government
 Special recognitionawardforoutstandingacademicperformance atHF-L
 Governor’syouthrecognitionawardforoutstandingleadershipand communityservice
 Highhonor roll achievementfor4 consecutive years
 National honorssocietymember
 D.A.R.E.mentorforat-riskchildrenandadolescents
 Assistantdirectorof middle-school after-school programatHF-L middle school
 State and national qualificationin100m breaststroke;teamcaptainandrecord holderin100-
yard breaststroke and200-yard IMrelay
2001-2006 State University of New York (SUNY) at Geneseo; Geneseo, NY (Degree: B.A.
Psychology; cum. GPA = 3.61; cum laude; elementary/special education (dual
certification) teaching certificate course sequence completed except 1
semester of student teaching
Teaching experience:
 Thirtyhours teachinginan8-1-1 special educationclassroomatDansville Elementary(Spring
2005)
o Responsibilitiesincludedbehavioralobservation,developmentandadministrationof
assessments,directinstruction,co-planningandco-teaching
 Lessonplantaughtto individual studentsatBOCESeducationfacilityatYork highschool (Fall
2004)
o Responsibilitiesincludedteachinglessons,administeringassessments,planningand
implementingbehaviorinterventionplans,datacollectionandinterpretation
 Lessonplantaughtto individual studentsatBOCESMay Centerof Mt. Morris (Spring2004)

2. Anthony T. Fischetti
 Memorial ArtGallery,BOCESeducationfacilitiesandStrongMemorial ArtGallery - (Spring2004)
 Twenty-five hoursobservingkindergartenclassroomatWorldof InquirySchool No.58 (Spring
2004)
 Three lessonstaughtat5th
grade level atRochesterCitySchool District(School #43) (Fall 2003)
 Three lessonplanstaughtto4th
grade studentsatGeneseoCentral School District - (Fall 2003)
 Two lessonplanstaughtin3rd
grade at School of the Arts –Kodak ParkSchool (School #41) - (Fall
2003)
 Fifteenhoursof observation(s) (sixthgrade) doneatHoneoye Falls-LimaSchool District(Spring
2003)
Research experience:
 Review papercompleted on AdderallXR: SLI381 Efficacy and Safety
 The use of psychostimulantmedicationtotreatthe symptomsof attention-
deficit/hyperactivitydisorderhas become increasinglycommon. Thispaperanalyzes
the safetyandefficacyof the psychostimulantmedication,AdderallXR(SLI381). When
comparedto otherpsychostimulantmedications, SLI381has provedmore effective,or
as effectiveatreatmentfortreatingchildrenwithADHD. Amongitsbeneficial qualities
include itslong-half life,extendedrelease formulation,andabilitytobe usedforboth
childrenandadults. The dangersor SLI381 have surfacedinitsabuse among college
studentsanduse amongpatientswithknownheartdefects. Thispaperassessesthe
historyof psychostimulants,SLI381’spharmacological properties,andtherapeuticand
abuse potential.
 Research prospectuscompleted to investigateAbilify versusRisperdalfor long term
managementof aggressivebehaviorin children and adolescentswith autism
 Autismisa life-longdisease associatedwithsome level of dysfunctional behavior. The
mostwidelyacceptedtreatmentforassociatedaggressionisatypical antipsychotic
medication,suchasRisperdal andAbilify. The presentstudywillcompare the
effectivenessof Abilify,Risperdalandaplaceboinreducingaggressionat4 month,6
month,8 month,and12 monthperiods. A 52-week,randomized,double-blind,
multicenterstudywill be employedtoassessthe safetyandefficacyof Abilify,aplacebo
and Risperdal. Anticipatedresultswill show Abilifyasa superiortreatmentfor
aggressioncomparedtoRisperdal andplacebo. The mostcommonside effects
expectedforAbilifyare headache,agitation,anxiety,andinsomnia. Greaterweightgain
isanticipatedforRisperdal treatmentcomparedtoAbilifyandplacebo.
 Review papercompleted on the comparison and efficacy of hydrocodone,oxycodone,codeine,
and ibuprofen forlong-term,chronicpain management
 This(hypothetical) studyproposal suggestedselecting200 adultmale patients,aged18-
35 yearsand sufferingfromchronicpainforlongerthansix monthstobe providedwith
vicodin(hydrocodone5mg and acetaminophen500 mg),codeine (codeine 30mg and
acetaminophen300mg),oxycodone 5 mg,or ibuprofen600 mg. The effectivenessof
the hydrocodone forlongtermpainmanagementwasdeterminedusingaone question
surveymethodforthree monthsafterinitiatingthe experiment. ANOVAshoweda
significanteffectof treatment. Posthocanalysisrevealedsignificantlygreaterreported
relief frombothoxycodoneandhydrocodone whencomparedtocodeine and
ibuprofen. Codeinewasasuperioranalgesiccomparedtoibuprofen. Future research
of non-narcoticpainrelieversforlongtermchronicpainsufferersisrecommended

3. Anthony T. Fischetti
consideringthe addictive nature,tolerance buildupandwithdrawal symptomsincurred
withuse of narcotic painrelievers.
 Study proposalcompleted to evaluatethe relationship between PoorSleep,NegativeMood and
PhysicalActivity among CollegeStudents
 Poorsleepcanhave profoundeffectsonone’snext-daymoodandlevelof physical
activity. The primarygoal of thisstudywasto examine the relationshipbetweensleep,
moodand physical activity. The studyadministeredabatteryof questionnaires,
includingthe Profile of MoodStates(POMS),EpworthSleepinessScale (ESS),Pittsburgh
SleepQualityIndex (PSQI),andthe Physical andSedentaryActivityScale (PSAS) to28
college students. A sleeplogandaccelerometerwere alsoused. Resultsindicateda
significantnegative relationshipbetweenthe numberof hoursof sleeppernightand
hard physical activity. Inaddition,significantassociationswere observedbetween
tension/anxiety,andfatigue/inertiaandmoderate physical activity. Findingsindicate
the predictive nature of sleepandmoodtophysical activity.
 Assistedchild developmentprofessoratGeneseoinvideotapingandconductingher
experiment
Awards and honors:
 2007 Guest speaker for psychology day at SUNY Geneseo
 2001-2006 Spring and Fall Semesters Dean’s List
 2003 Golden Key National Honor Society invitation
 2003 National Residence Hall Honorary induction
 2002 Phi Eta Sigma National Honor Society induction
 2006 Psi Chi National Honors Society
Employment:
 Residence life staff member (2001-2006)- Completed a work study
position in the campus mailroom department for one semester;
served as hall council member functioning as floor representative,
historian,and recognitioncoordinator; servedasaresidentassistant
(RA) for the largest dormitory on campus housing 350 freshmen
students, then, as a sophomore student I worked in a dormitory
housing upperclassmen (junior and senior college students)
 Access Opportunity Program (AOP) tutor for students struggling in
entry level math and science classes
 Circuit City product specialist-Workedat Circuit City Stores in the
audio/video department selling high-end electronics
 Serveras Denny’srestaurant-WorkedatDenny’srestaurantserving
customers during the evening
 Child habilitation specialist at Mary Cariola Children’s Center-
Worked as a direct care staff implementing behavior plans for
childrenwithAutism,DownSyndrome,andFetalAlcoholSyndrome.
Dutiesincludeduseof pictogramschedulesandDynavox asadaptive
communication means,distribution of medication, behavioral data
collection, and serving as a shift supervisor on select days.

4. Anthony T. Fischetti
Activities:
 Attended several conferences at University of Rochester Medical
Center (URMC) including an Autism conference discussing paths
from research to practice, neurodevelopmental & behavioral
pediatricsconferenceandseminarsonsubstance useandabuseand
psychopharmacological treatments for mental health problems in
children and adolescents
 Memberof the Men of Actionand Change (MAC) service fraternity
during which the following activities were completed: (1) Holiday
Helper- Sponsored a family during the holiday season by
volunteering time to assist with gift-wrapping and fun activities,
such as playing board games, etc., (2) Lupus walk for Lupus
awareness,(3) Alzheimer’swalkforAlzheimer’sawareness, (4) Day
of Caring event held at an elderly care facility to assist with the
treatmentandcare of elderlyadults,and(5) Assistedwiththe setup
and breakdown of art exhibits at the Lockhart Art Gallery in
Geneseo, NY
 Intramural participant- Participated in late nigh intramural sports,
such as soccer, volleyball, and soccer
2007-2008 State University of New York (SUNY) Brockport; Major = Pre-medicine (GPA =
3.57)
Experience:
 Took BiologyI& II; PhysicsI& II; ChemistryI& II and Calculus (dean’slistall semesterexcept
one)
 Completedaninternshipinmedical settingatUniversityof RochesterMedical Center (URMC) in
the PsychiatrydepartmentandPediatricPsychologydepartment(Advisor=J. Emory Morris;
mentors= Barbara L. Gracious,MD andTristram Smith,PhD,BCBA-D)
o Establishedobjectives:
 Learn basicprinciplesof medicalandpsychological service topersonswith
developmental disabilities
 Appreciate dailyworkschedule/loadforpractitioner(physician,practitioner,
researcher,&psychologist)
 Appreciate particularadvantages,disadvantages,requirementsand
responsibilitiesof (areaof practice)
 Understandethical dilemmasfacingpractitioner
 Learn andpractice clinical skillsviashadowingasallowed
 Experience call requirementsandtime commitmentsfacedby
students/physicians
 Learn basicprinciplesof diagnostictestssuchasinterviewingtechniques,
therapistinteractions,etc.

5. Anthony T. Fischetti
 Affirmdecisiontobecome research-practitioner(physician,psychologistand/or
researcher)
 Activitiescompleted duringinternship:
 Attended Grandroundsregularly(e.g.1-2days/week)&researchmeetings(e.g.
1x per week)
 Attendedothereducational lectures/rounds/presentationsincluding:
 AutismResearchconferenceheldatURMC
 Kirchconference forAutismresearch
 AmericanAcademyof ChildandAdolescentPsychiatry(AACAPconferenceheld
inBoston,MA)
 Observedpsychological assessmentsand medical evaluations
 Participatedinpatientcare andclinical workasallowedbyhost
sponsor/facility
 Reviewed relevantjournalsanddiscussionof articleswithfacultyphysician(s) &
psychologist(s)
 Co-authored published article withPsychiatrist entitledprevalenceof
overweightin adolescentswith severementalillness inthe Journal of Clinical
Psychiatry
 Acknowledgementonposterentitled, An Analysisof InstructorErrorsin
Discrete-Trials Teaching of Children with Autism
Activities:
 Volunteer in patient discharge at Strong Memorial Hospital
 Workout for St. Jude Children’s Research Hospital
 Team leader/fundraiser for Al Sigl Walk About
 National Autism Walk - Rochester, NY
 Special Olympics track and field events
 Public Relations Chair – Autism Speaks
Employment:
 CaseWorker – Epilepsy Foundation of Rochester
o Dutiesincludeddevelopingresidents’individual protectionoversightplans,datasheets,
residentialhabilitationplans,oversight&guidance plans, conductingskillsassessments
uponresidentintake,providing directsupportservices,maintainingcharts/records,and
attendingmeetings,conferences, andsemi-annual reviews.Workedwith individualsaged
25-38 yearswith DD includingCP,TBI,DownSyndrome,ASD’s,variouslevelsof MR,and
otherpsychiatricconditions.
 Pralid Inc.residential habilitator
o Responsibilitiesincludeddatacollectionandanalysisof behaviorsof five individualswith
Autism,consultingwithbehavioral specialisttodesign,adjust,andimplementbehavior
interventionplans.
 EasterSealsdirect care staff member
o Workedwithchildrenwith DownSyndrome,Autism, AttachmentDisorder,PostTraumatic
StressDisorder,PIKA,andsevere behavioral issues. Dutiesincludedteachingappropriate

6. Anthony T. Fischetti
social skills,hygienemaintenance,appropriatesocial interactionskills,andbehavioral
copingmechanisms. If animplementedbehaviorplanisineffective,use of pharmacological
agentsor behaviortherapymaybe employed
2009-2011 Florida Institute of Technology (FIT) in Melbourne, FL (Degree = M.S. Applied
Behavior Analysis GPA = 4.0)
Clinical experience:
 BehaviorSpecialist at theScott Centerfor AutismTreatment – Assistedwithcollectingtarget
behaviordatausingPalmsiObserve program, servedastherapistforfemalechildwithSIB,
administeredtreatmenttoclientinaccordance withfunctional analysisresults,andanalyze data
usingvisual inspection
 GraduateResearch Assistant- Appliedbehavioranalytictechniqueswhile conductingnon-
compliance research. Participatedin administeringfunctionalanalysesandpreference
assessments, collectingdata,scoring reliability,graphingdatafromsessions,anddebriefing
parentsof studyoutcomes.
 GraduateResearch Assistant,Departmentof Business –Investigatedconsumerattitudesand
behaviorwithrespecttocustomerservice atpharmacies, andcigarette purchase intentions.
Performedavarietyof tasksincludingliterature reviews,editing,revising,dataanalysis, and
collaborationwithco-author(s) toproduce papersof publishable quality.
 Parenttraining to teach manding to children with Autism -Participatedinthe preparation of
material for4-5 workshopsessions, includingdescriptionof manding,how toconduct
preference assessments, pairingsessions,capture andcontrive motivation,promptandfade,
use errorlessteaching,andcollectdata. Asleadinstructorcompletedin-home trainingand
supervisionforparentsthroughout researchprojectensuringcriterionlevelswere attainedfor
each module.
 OBMconsulting forScott Centerfor AutismTreatment-Utilizedprinciplesandstrategies fromthe
fieldof Organizational BehaviorManagement(OBM) to promote performance improvement
and organizational change atthe ScottCenterfor Autism Treatment. Conducted interviewsof
center’semployeesviavantage analysis,andusedPerformanceDiagnosticChecklist(PDC) to
identify discrepancies andinconsistencieswithinthe company; presented findingsto
administration;developedsequentialtime line forrecommended training;created,adapted,
and revisedtwo-day,newemployeetraining.
 BehaviorSpecialist forprivateclients -Dutiesincludedworkingoncompliance issues,completing
homeworkassignments,incorporatingcommunityoutings,andencouragingparentsto
differentiallyreinforce problembehavior.Taughtclientappropriate socialconduct, self-help
skills,andeliminatednocturnal enuresisthroughthe use of empirically-derivedtreatmentsand
data-baseddecisionmaking.
 Consulting BehaviorSpecialist – MelbourneCatholicHigh School-Responsibilitiesincluded
developmentof datasheets,data collectionandanalysisof targetbehaviors, modificationof
educational materialsforinstruction,trainingteachersonhow toconduct descriptive
assessments, andteachverbal behavior(i.e.,manding) andsocial skills.
Awards and activities:
 Guestspeakerat local highschool’scareerdayto discusscareersas BehaviorAnalysts
 Authorof FABA Observernewsletterarticle,“Sheddinglightonsocial darkness”
 InvitedlecturertoexplainIOA andtreatmentfidelity –ScottCenter

7. Anthony T. Fischetti
 Graduate Scholar Award – FloridaInstitute of Technology
 Campusliaisonforpresenter(JimCarr,PhD) at AutismConference –FIT
 Undergraduate ScholarAward – FloridaInstitute of Technology
 BehaviorAnalysisStudentOrganization
 SocietyforPerformance Management
 National Autism Walk
 National AutismWalk - FortLauderdale
2011-2013 University of Nebraska Medical Center (Doctoral training in Medical-Sciences
Interdisciplinary Area (MSIA) program at the Munroe-Meyer Institute (GPA =
3.67)
Research & clinical experience:
 Severe BehaviorDepartment- Developedvariousresearchprotocols aimedatskill acquisition
and treatmentandassessmentof problembehavior;examinedthe behavioral momentum
phenomenaof resurgence,progressiveratioschedules,andcounter-conditioninginanapplied
context;developedprotocolstoevaluate the effectsof RIRDand blockingonmotorand vocal
stereotypy,the influence of parenttrainingviavideomodelingon3-stepguidedcompliance,
mixedversusmultiple schedules,use of elopement-specificdescriptiveassessmentsand
functional analysestoclassifyelopementbehavioraswanderingorbolting,andthe effectsof
facilitatinggeneralizationviamultiple exemplartraininginaconcurrent versussuccessive
manner.
 Parenttraining using behaviorskills training (BST) to train parentshow to teach their children
social skills - Utilizedanon-concurrentmultiple baseline designacrossparent/childdyadswas
usedto examine the effectsof usingBSTtotrain parentsonhow to teachsocial skillstotheir
children;Participatedinthe developmentandrevisionof aninstitutional,IRB-approved,
dissertationprotocol;assistedineditingandrevisingthe 15-steptaskanalysisof the main
componentsnecessaryforeachsocial skill trained(e.g.,joininginonaconversationandasking
for help),trainedthe researchteamonusinga computer-baseddatacollectionsystemand
graphingthe data inMicrosoft Excel®;revisedsocial scenarios/vignettestobe usedduring
sessions;participatedinrole-playsessionswithparentswhenchildwasandwasnotpresent,
aidedinvideotapingsessionsforpurposesof IOA data,andassistedwiththe editingandrevising
of the manuscriptforpresentationatconferencesandsubmissiontojournalsforpublication.
 Behaviortherapist– Severe behaviordepartmentatMMI -Leadclinicianonseveralcasesto
developandmodifyacademicandbehavioral programmingusingempirically-derivedmethods,
conductedvariousstimuluspreference assessments,functional analyses,use of visual analysis
to evaluate the efficacyof assessments;administeredandevaluatedABLLS-rassessmentsto
assessclientskill deficits;trainedstaff andemployeestoimplementclientprotocols;conducted
parenttrainingas needed,andparticipatedinthe AutismDiagnosticClinicviaobserving,
administering,andscoringADOSassessmentsaspartof a multidisciplinaryapproachto
diagnosinganindividual withvariousDSM-IV-TRdisorders,includingAutismSpectrum
Disorders.

8. Anthony T. Fischetti
Peer-reviewedpublications
 Wilder,D.A., Fischetti,A.T., Myers,K.,Leon-Enriquez,Y.,&MajdalanyL. (2013). The effect
of response effortoncompliance inyoungchildren. BehavioralInterventions,28(3),241-
250.
 Fischetti,A.T., Wilder,D.A.,Myers,K.,Leon-Enriquez,Y.,Sinn,S., &Rodriguez,R.(2012). An
evaluationof evidence-basedinterventionstoincrease compliance amongchildrenwith
Autism. Journalof Applied BehaviorAnalysis,45(4),859-863.
 Wilder,D.A.,Myers,K.,Nicholson,K.,Allison,J.,& Fischetti,A.T.(2012). The effectsof
rationales,differential reinforcement,andaguidedcompliance procedure toincrease
compliance amongpreschool children. Education and Treatmentof Children,35(1),111-
122.
 Wilder,D.,Myers,K., Fischetti,A., Leon,Y.,Nicholson,K.&Allison,J. (2012). Ananalysisof
modificationstothe three-stepguidedcompliance procedurenecessarytoachieve
compliance amongpreschool children. Journalof Applied BehaviorAnalysis,45(1),121-130.
 Kulkarni,J.,Cudmore,A.B.,& Fischetti,A.T.(2010). The importance of timeliness and
accuracy on customerattitude ina pharmacychain context. Journalof Management&
Engineering Integration,3(1),14-20.
 Gracious,B.L., Cook,S.,Meyer,A.E.,Chirieac,M.C.,Malhi,N., Fischetti,A.T., Finucane,T.L.,
& Ma, Y. (2010). Prevalence of overweightin adolescentswithsevere mental Illness:A
cross-sectional chartreview. Journalof Clinical Psychiatry, 71(7),949-954.
Unpublishedmanuscripts
 Fischetti,A.T.,Harvey,M. (2009). Reducingmedicationnonadherence throughthe use of a
novel device-theMotivAider®. Studypreparedasinitial thesistobe completedcontingent
uponfundingfrom an internal grant.
 Fischetti,A. T. (2006). Relationshipbetweenpoorsleep,negative moodandphysical
activityamongcollege students. Preparedaspartof advancedresearchmethodscourse to
meetgraduationrequirementforB.A.degree.
Papers/posterspresentedat professional meetings
 Dogan,R.K.,King,M.L., Fischetti,A.T., Jostad,C.M.,Warzak, W.J., Matthews,T.L. (2013).
The effectsof behaviorskillstrainingonteachingparentstobe social skillstrainers.
Presentationdeliveredatpapersessionatthe AssociationforBehaviorAnalysis
International (ABAI) conference inMay,2013.
 Bowen,M.,Fisher,W.W.,Querim, A.C.,Thomas,K., Fischetti,A.T.,Devore,M.K.,&Mitteer,
D. (2013). Elopementandflopping:Trial-basedfunctional assessmentandtreatmentof
symmetrical operantsreinforcedbythe same consequence.Posterpresentationatthe
AssociationforBehaviorAnalysisInternational (ABAI)conference inMay,2013.
 Fischetti,A.T.,Wilder,D.A.,Sinn,S.,Rodriguez,R.,Myers,&Leon-Enriquez,Y.(2011). The
effectof response effortoncompliance amongyoungchildren.Presentationdeliveredat
FloridaAssociation for BehaviorAnalysisinSeptember,2011.
 Harvey,C.,McGreevy,P., Loughrey,T.,Velasquez,L.,Home,N.,& Fischetti,A.T. (2011).
Usingbehavioral skillstrainingtoprepare parentsof childrenwithautismtoteachmanding.
PresentationdeliveredatFloridaAssociation forBehaviorAnalysisinSeptember,2011.

9. Anthony T. Fischetti
 Leon-Enriguez,Y.,Wilder,D.A.,Myers,K.,& Fischetti,A.T. (2011). Anevaluationof varying
levelsof integrityof adifferentialreinforcementprocedure oncompliance. Presentation
deliveredatFloridaAssociation forBehaviorAnalysisinSeptember,2011.
 Myers,K., Wilder,D.A., Fischetti,A.T., Nicholson,K.,&Allison,J.(2010). An analysisof
promptinglevelsnecessarytoachieve compliance. PresentationdeliveredatAssociationfor
BehaviorAnalysisInternational inMay,2010.
 Fischetti,A.T.,Wilder,D.A.,Myers,K.,Nicholson,K.,&Allison,J.(2010). Ananalysisof
promptinglevelsnecessarytoachieve compliance. Presentation deliveredatAlabama
AssociationforBehaviorAnalysisinNovember,2010.
 Myers,K., Wilder,D.A.,Nicholson,K.,Allison,J.A.,& Fischetti,A.T.(2010). Further
evaluationof rationalestoincrease compliance amongpreschoolchildren. Presentedat
AlabamaAssociationforBehaviorAnalysisinNovember,2010.
 Fischetti,A..T,Wilder,D.A.,Myers,K.,Nicholson,K.,&Allison,J.(2010). Ananalysisof
promptinglevelsnecessarytoachieve compliance. PresentationdeliveredatFlorida
Association for BehaviorAnalysisinOctober,2010.
 Myers,K., Wilder,D.A.,Nicholson,K.,Allison,J.A.,& Fischetti,A.T.(2010). Further
evaluationof rationalestoincrease compliance amongpreschoolchildren. Presentedat
FloridaAssociation forBehaviorAnalysisinOctober,2010.
2013-present (Board Certified Behavior Analyst; specialization in pediatrics)
Employment
 President/BehaviorAnalyst–BASIXBehavioralHealth
Provide consultation-basedbehavioral servicestofamiliesof children, adolescentsandadults
withbehavioral disturbances. Responsibilitiesinclude conductingdirectandindirect
assessments,andprovidingtreatmenttoindividualsdiagnosedwithautism, DownSyndrome,
ADHD, andconduct disorder.
 Facilitator of The Nurturing Father’sProgram –Brevard Family EnrichmentCenter
Facilitatorforcourt-orderedparenttrainingprogramtoteachfathersthe followingparenting
skills:meetingone’sownneeds,how toidentifyone’sfeelings,how tofatherwithoutviolence
or fear,overcome barriersrelatedtosubstance use/abuse andstress,appropriate use of
disciplineandco-parenting. A behavioral skillstraining(BST) paradigmwasusedtofacilitate
instructionandteachthe fatherspositive parentingtechniques.
 Consulting BehaviorAnalyst–Brevard BehaviorConsultants
ConsultingBehaviorAnalystforFlorida’sfostercare system;workwithDepartmentof Children
and Families(DCF) andBrevardCountyschool districtusingamulti-disciplinaryapproachto
helpingtroubledyouthlivinginpoverty;provide in-home,behavioranalyticservicestofamilies
of childrenAutismandotherdevelopmental disabilities;treatamyriadof mental health
conditionsusingprinciplesderivedfrombehavioranalysis(e.g.,Depression,Anxietydisorder,
such as PTSD);consultwithBrevardcountyschoolsanddaycaresto developfunctional behavior
assessment(FBA) behaviorinterventionplans(BIP);provide in-homebehavioranalyticservices,
such as parenttraining,earlyintervention,andassessmentand treatmentof severe problem
behavior;serve ascase appointedBehaviorAnalystoncourt-orderedcasesforfosterfamilies;

10. Anthony T. Fischetti
consultwithPediatricians,Psychiatrists,Social Workers,andPsychologiststodevelop
comprehensive,multi-disciplinary,treatment plans
 Board of Director – Howard M.Jenkin MedicalFoundation (HMJMF)
The Howard M. Jenkinfoundationiscommittedtofurtheringthe educationof qualifiedstudents
whoyearnto rise from povertyintofieldsof medicine,basicsciencesandsome liberal artprograms;
studentsapplytoearnscholarshipstotopuniversities,suchasHarvard andYale; Dr. HowardM.
Jenkinrose frompovertytothe top of hisfieldinChlamydia,recognizedworldwide.Dr.Jenkin’s
careerincludedtoppositionssuchas:Headof the Departmentof Microbiologyatthe Hormel
Institute,Universityof Minnesota,the toplipidresearchinstituteof the world,andconsultantfor
the staff in fourDepartmentsof the Mayo Clinic.
 Consulting BehaviorAnalyst –Privateclients
Dutiesincludedworkingoncompliance issues,completinghomeworkassignments,incorporating
communityoutings,andencouragingparentstodifferentially reinforce problembehavior.Teach
clientsappropriate social conduct,functionalcommunicationskills,andself-helpskills;workon
toiletingissues,suchasdaytime incontinence andnighttime bedwetting,sleep-relateddisturbances
relatedtobedtime routine,andassistwithadherence tomedication,dietary,andexerciseregimens;
consultwithparents,teachers,andphysicianstopromote generalizationof taughtskillsand
suppressionof problembehavioracrosssettings.
Communityoutreach/activities
 National Multiple SclerosisWalkinViera,FL
 Autismclinicatthe Developmental CenterinOrlando,FL
 WalkNowfor Autism- Orlando,FL
 Walkfor DownSyndrome awareness(2013)
 5K run/walkforAutismat ScottCenterfor AutismTreatment(2014)
ProfessionalMemberships
 Council forExceptional Children
 AssociationforProfessionalBehaviorAnalysts
 Journal of AppliedBehaviorAnalysis
 AssociationforBehaviorAnalysisInternational
 FloridaAssociationforBehaviorAnalysis