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About Early Intervention

The QSAC Early Intervention program is designed to address the behavioral and educational goals of families as outlined in their child’s Individualized Family Service Plan. Referred children are typically diagnosed or deemed at risk for an Autism Spectrum Disorder, but QSAC also accepts referrals of more global developmental delays. Services are designed for children from birth to three years of age and are generally implemented according to the principles of applied behavior analysis.


QSAC’s specially trained therapists work one on one with each child in the program. Early Intervention services include initial and ongoing service coordination, special instruction, parent/sibling support groups and parent support groups. Services are typically provided in the families’ home from Monday through Friday, however, weekends are available if needed. For more information about the QSAC Early Intervention, please call Deepa Suchdeve at (718) 7-AUTISM ext. 2063. or email her at Deepa.Suchdeve@qsac.com.


To receive Early Intervention Services, a child must be referred by NYC Early Intervention by calling 311. QSAC’s Early Intervention Program is funded and regulated by the NY State Department of Health and in NYC by the NYC Department of Health and Mental Hygiene.


Early Intervention (EI) Services are for children less than three (3) years of age who have or are suspected of having a developmental delay or disability. The Early Intervention Program (EIP) is a public program funded by New York State and New York City. All children must be referred to the municipality to access Early Intervention program services. If you suspect your child or a child you know has delays please refer them to the NYC Early Intervention Program by calling 311. Eligibility for the early intervention program is determined by State-approved evaluators under contract with the NYC EIP. if a child is found eligible for the early intervention program, all needed early intervention services are identified in collaboration with the parent and must be authorized.


QSAC, Inc. is approved as a provider of early intervention program services and under contract with the NYC EIP to deliver early intervention program services. All services provided under the EIP are provided at no out-of-pocket cost to parents, but health insurance may be accessed for reimbursement for early intervention services provided to eligible children and their families. Service providers will be arranged considering the individual needs of the child and family. When early intervention services are delivered in child care settings or community locations that require a fee, the parent is responsible for paying any associated costs with such access to child care or community locations.


About Special Education Itinerant Teacher (SEIT) Program

The QSAC Special Education Itinerant Teacher (SEIT) program is open to all children between the ages of 3 and 5 classified by the Board of Education's Committee on Pre-School Special Education (CPSE) as a pre-schooler with a disability.


The objective of SEIT is to address all of the behavioral objectives and educational goals that are outlined in each child's Individual Educational Plan. In order to maximize the effectiveness of this program, all programmatic instruction is designed and implemented according to the principles and procedures of Applied Behavior Analysis. Upon entering the program, New York State Certified Special Education Teachers work in conjunction with the CPSE and the family in designing an instructional program that reflects the particular strengths and needs of each individual. For more information about the QSAC Special Education Itinerant Teacher, please call Deepa Suchdeve at (718) 7-AUTISM, ext. 2063 or email her at Deepa.Suchdeve@qsac.com.


The QSAC Preschool CPSE Evaluation Site is designed to offer comprehensive evaluations for Early Intervention children transitioning to CPSE (Committee on Preschool Special Education) or any preschool age child suspected of having any type of disability or delay in the areas of cognitive, physical (including vision & hearing), communication, social or emotional, & adaptive development. The program is available to children referred through the CPSE upon parent request and consent to determine eligibility for special education services.


Licensed and Certified Monolingual and Bilingual (Spanish) Evaluators for Speech, Psychology, Social Work, Occupational Therapy, Special Education, and Physical Therapy are available to evaluate children between the ages of 2.9 and 5 years old.


QSAC encourages all Preschool evaluation referrals and offers assistance with the CPSE process.  The QSAC Preschool Evaluation Site is located in Douglaston, however evaluations can be conducted in the comfort of your home, day care, or any other mutually agreed upon location.


About Special Education Teacher Support Service (SETSS)

The objective of the Special Education Teacher Support Service (SETSS) Program is to address the behavioral objectives and educational goals that are outlined in each child’s Individualized Education Program (IEP). All programmatic instruction is implemented according to the principles and procedures of Applied Behavior Analysis (ABA). In addition to providing direct instruction, SETSS teachers also work closely with related service providers to establish a collaborative and inclusive approach. In conjunction with the Committee on Special Education (CSE) and the family, the teacher will design an instructional program which reflects the child’s specific strengths and weaknesses. For more information about the Special Education Teacher Support Service (SETSS) program, please call Deepa Suchdeve at (718) 7-AUTISM, ext. 2063 or email her at Deepa.Suchdeve@qsac.com.


QSAC’s SEIT, SETSS and Preschool Evaluation services are funded by the New York State Education Department and New York City Department of Education or Nassau County School Districts.

(718) 7-AUTISM, ext. 2063

Early Childhood Programs: EI/SEIT/SETSS

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Kristen DuMoulin, Ph.D., BCBA, LBA, SAS

Kristen DuMoulin, Ph.D., BCBA, LBA, SAS

Dr. Kristen DuMoulin has been a devoted professional to the field of special education and individuals with autism since 1995. She joined Quality Services for the Autism Community (QSAC) in 2002 and is currently the Director of Children's Clinical Services, where she is responsible for managing the clinical and administrative aspects of the Early Intervention (EI), Special Education Itinerant Teachers (SEIT), Special Education Teacher Support Services (SETSS) as well as the CPSE and OPWDD evaluation programs. She also oversees QSAC’s ABA private insurance program and is a lead instructor for the AutismEdu training program. Dr. DuMoulin is a Board Certified Behavior Analyst (BCBA), and is a licensed behavior analyst in New York State. She is also a permanently certified New York State Special Education Teacher and School Administrator. Dr. DuMoulin received her doctorate degree from the University of California, Los Angeles (UCLA) Psychological Studies in Education program. Her studies focused on the social and cognitive deficits of children with autism and her master's degree thesis, which examined the relationships between general education teachers, typically developing peers and 2nd and 3rd grade inclusion students with autism, was published in the Journal of Autism and Developmental Disorders[1].

Dr. DuMoulin is a devoted professional to the field of special education and individuals with autism. She is also an Adjunct Assistant Professor having taught courses in Autism Spectrum Disorder, Inclusion, and Teaching Strategies and Behavioral Supports. In 2012, she was part of the committee which developed the curriculum for the nation’s first online Bachelor of Arts program in Disability Studies. Her previous professional positions have included devising behavioral and habilitative goals for adult day programs, providing initial assessment and evaluations at an Autism Clinic, teaching school-aged children with severe behavior problems, providing in-home behavioral consultant for families and ABA service providers, and providing direct ABA services and supervision to children with ASD.

[1] Robertson, K., Chamberlain, B., Kasari, K. (2003). General Education Teachers' Relationships with Included Students with Autism. Journal of Autism and Developmental Disorders, 33 (2), 123-130

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