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TEAM Autism Research Center

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TEAM welcomes you!

TEAM welcomes you!

TEAM welcomes you!

TEAM welcomes you!

Support the TEAM Center

To fulfill our mission of providing low-cost ABA services to the San Antonio community, the Teacher Education: Autism Model (TEAM) Center operates at a deficit to UTSA’s College of Education and Human Development. Your gift to the TEAM Center can help defray our operating costs! Please consider supporting our efforts towards research, education, and service for individuals with autism and their families.

Your charitable contribution is tax-deductible to the fullest extent of the law. Please be advised that The University of Texas at San Antonio, as a State Agency in the State of Texas, does not have designation as a 501(c)(3) organization. Instead, the Internal Revenue Service (IRS) has ruled the University qualifies as a tax-exempt institution under Section 170 of the IRS Code.

Support the TEAM Center

Please click here to contribute to the TEAM Center online! You may also mail a check (made payable to “UTSA Autism Center”) to the following address:

TEAM Autism Center

501 W. Cesar E. Chavez Blvd.

San Antonio, TX 78207

We appreciate your support!



Lee Mason

Assistant Professor of Special Education

Interdisciplinary Learning & Teaching

Office: MB 2.222     COEHD Bio

T:  210.458.4524 or 210.458.2007


Dr. Lee Mason is a board certified behavior analyst (BCBA-D) and an assistant professor of special education at the University of Texas at San Antonio, where he is director of the Teacher Education: Autism Model (TEAM) Program. He has worked with individuals with autism spectrum disorders and other intellectual disabilities since 2000. Dr. Mason received his BA in humanities from Trinity University, MEd in special education from Stephen F. Austin State University, and PhD in education from Utah State University. Dr. Mason taught special education in public, private, and residential schools, and currently directs the TEAM Autism Center. He teaches graduate courses in special education and applied behavior analysis. Dr. Mason’s current research interests include behavioral phenomenology, discrimination training, and the multiple control of verbal behavior.

TEAM Center’s Referent-Based Instruction Protocol

Lee Mason, PhD, BCBA-D and Alonzo Andrews, MA, BCBA will be presenting the TEAM Center’s Referent-based Instruction protocol at the 4th Annual Texas School Ready! Early Childhood Summer Institute being held at the Wyndham Riverwalk Hotel on Friday, July 11th, 8-9:30 am.  


Referent-Based instruction (RBI) is a natural environment training (NET) model for verbal behavior instruction based in the principles of behavior analysis. RBI provides a framework for strengthening verbal behavior across four primary operants: mands, echoics, tacts, and sequelics.  If you would like more information on RBI, please contact the UTSA Team Center at (210) 458-2007.

Program Presenters

RBI Background Sheet

RBI Handout

RBI Powerpoint Presentation



What is ABA?

Autism Spectrum Disorder (ASD) is characterized by: 

  • Persistent deficits in social communication and social interaction across multiple contexts;    
  • Restricted, repetitive patterns of behavior, interests, or activities;    
  • Symptoms must be present in the early developmental period (typically recognized in the first two years of life); and,    
  • Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning.

What is ABA?

Applied Behavior Analysis focuses on the principles that explain how learning takes place. Positive reinforcement is one such principle. When a behavior is followed by some sort of reward, the behavior is more likely to be repeated. Through decades of research, the field of behavior analysis has developed many techniques for increasing useful behaviors and reducing those that may cause harm or interfere with learning.  Applied behavior analysis (ABA) is the use of these techniques and principles to bring about meaningful and positive change in behavior.


How Does ABA Benefit Those with Autism? 

ABA is widely recognized as a safe and effective treatment for autism. It has been endorsed by a number of state and federal agencies, including the U.S. Surgeon General.  Over the last decade, the nation has seen a particularly dramatic increase in the use of ABA to help persons with autism live happy and productive lives.  In particular, ABA principles and techniques can foster basic skills such as looking, listening and imitating, as well as complex skills such as reading, conversing and understanding another person's perspective.


ABA and Adults with Autism

A number of studies confirm that ABA techniques are effective for building important life skills in teens and adults with autism. Many comprehensive autism support programs for adults employ and combine ABA techniques to help individuals transition successfully into independent living and employment. We provide social skills training to teenagers and young adults with autism spectrum disorders.  - Family Services

What Does ABA Intervention Involve?

Effective ABA intervention for autism is not a “one size fits all” approach and should never be viewed as a “canned” set of programs or drills. On the contrary, a skilled therapist customizes the intervention to each learner’s skills, needs, interests, preferences and family situation. For these reasons, an ABA program for one learner will look different than a program for another learner. That said, quality ABA programs for learners with autism have the following in common:

Planning and Ongoing Assessment

Competently delivered ABA intervention can help learners with autism make meaningful changes in many areas. However, changes do not typically occur quickly. Rather, most learners require intensive and ongoing instruction that builds on their step-by-step progress. Moreover, the rate of progress "like the goals of intervention" varies considerably from person to person depending on age, level of functioning, family goals and other factors.



Who Is Qualified to Provide ABA Intervention?

Unfortunately, some who claim to offer ABA lack the field's established minimum requirements in education and practical experience.  The TEAM Center is a “teaching hospital,” where UTSA graduate students provide services under the guidance of our faculty in a learning environment.  

Just as a medical treatment program should be directed by a qualified medical professional, the TEAM Center’s programs are designed and supervised by qualified professionals, which include either licensed clinical psychologists with training in applied behavior analysis or behavior analysts, who are board certifiied with supervised experience providing ABA treatment for autism or who can clearly document that they have equivalent training and experience.


Research and Grants

Because the TEAM Center is a “research hospital,” it allows students and faculty the opportunity to conduct valuable research that is the driving force for creating new knowledge concerning autism.  The creating of new knowledge gives our students rich learning experiences while building their practical field experience in a clinical setting.  Another important element of our research is the added benefit to our community through low-cost ABA treatment for children with autism.



Rivera, C. J., Mason, L. L., & Moser, J., Ahlgrim-Delzell, L. (In Press).  The effects of an iPad® multimedia shared story intervention on vocabulary acquisition for an English language learner.  Journal of Special Education Technology

Montemayor, A., & Mason, L. L. (In Press). Teaching verbal operants to children with autism using precision teaching and errorless learning.  TASH Connections.

Yuen, T., Mason, L. L., & Gomez, A. (2014). Collaborative robotics projects for adolescents with autism spectrum disorders.  Journal of Special Education Technology, 29, 51-62.

Mason, L. L., Glomb, N., & Barta, J. (2013). A contingency analysis of how virtual learning environments function in distance teacher education. International Journal of Arts and Sciences, 6(4), 161-176.

Mason, L. L., Perales, J., & Gallegos, E. (2013). Community-based development of rural behavior analysts.  Rural Special Education Quarterly, 32(3), 20-23.

Mason. L. L. (2012). Interteaching to increase active student responding and differentiate instruction.  Behavioral Technology Today, 7, 1-15.

Vasquez, E., Forbush, D., Mason, L. L., Lockwood, A., & Gleed, L. (2011). Delivery and evaluation of synchronous online reading tutoring to students at-risk of reading failure: Implications for rural students. Rural Special Education Quarterly. 30(3), 16-26.

Mason, L. L., Jeon, T. K., Blair, P., & Glomb, N. (2011). Virtual tutor training: Learning to teach in a multi-user virtual environment.  International Journal of Gaming and Computer-Mediated Simulation, 3, 51-67.  

Vasquez, E., Lopez, A., Straub, C., Powell, S., McKinney, T., Walker, Z., Gonzalez, T., Slocum, T. A., Mason, L. L., O'Keeffe, B. V., & Bedesem, P. L. (2011). Empirical research on ethnic minority students: 1995-2009.  Learning Disabilities Research & Practice, 26, 84-93.

Lang, R., Rispoli, M., Sigafoos, J., Lancioni, G., Andrews, A., & Ortega, L. (2011). Effects of language of instruction on response accuracy and challenging behavior in a child with autism. Journal of Behavioral Education20(4),  252-259.

Mason, L. L. (2010). An analysis of effect sizes for single-subject research: A statistical comparison of five judgmental aids. Journal of Precision Teaching and Celeration, 26, 3-16.

Lowdermilk, J., Fielding, C., Flores-Torres, L., Andrews, A., & Becceca, L. (2010). Communication and collaboration among providers, Academic Quarterly Exchange, 14(4), 25-30.

Glomb, N., Mendenhall, T., Mason, L. L., & Salzberg, C. (2009). Reducing isolation through regional mentors and learning communities: A way to supportrural learners. Rural Special Education Quarterly, 28, 31-35.

Machalicek, W., O’Reilly, M., Chan, J., Lang, R., Rispoli, M., Davis, T., Shogren, K., Sigafoos, J., Lancioni, G., Antonucci, M., Langthorne, P., Andrews, A., & Didden, R. (2009). Using videoconferencing to conduct functional analysis of challenging behavior and develop classroom behavioral support plans for students with autism. Education and Training in Developmental Disabilities44, 207-217.

Kern, J., Garver, C., Andrews, A., Carmody, T., Mehta, J., & Trivedi, M. (2007). Examining sensory modulation in individuals with autism as compared to community controls. Research in Autism Spectrum Disorders, 2, 85-95.

Sigafoos, J., O’Reilly, M., Cannella, H., Edrisinha, C., de la Cruz, B., Upadhyaya, M., Lancioni, G., Hundley, A., Andrews, A., Garver, C., & Young, D. (2007). Evaluation of a video prompting and fading procedure for teaching dish washing skills to adult with developmental disabilities. Journal of Behavioral Education, 16(2), 93-109.

Kern, J., Garver, C., Carmody, T., Andrews, A., Trivedi, M., & Mehta, J. (2007). Examining sensory quadrants in autism. Research in Autism Spectrum Disorders. 1, 185-193.

Kern, J., Garver, C., Grannemann, B., Trivedi, M,, Carmody, T., Andrews, A., & Mehta, J. (2007). Response to vestibular sensory events in autism. Research in Autism Spectrum Disorders, 1(1) 67-74.

Kern, J., Trivedi, M., Grannemann, B., Garver, C., Johnson, D., Andrews, A., Savla, J., Mehta, J., & Schroeder, J. (2007). Sensory correlations in autism. Autism: The International Journal of Research and Practice, 11(2), 127-138.

O’Reilly, M., Edrisinha, C., Sigafoos, J., Lancioni, G., & Andrews, A. (2006). Isolating the evocative and abative effects of an establishing operation on challenging behavior. Behavioral Interventions, 21 (3), 195-204.

Kern, J., Trivedi, M., Garver, C., Grannemann, B., Andrews, A, Savla, J., Johnson, D., Mehta, J., & Schroeder, J. (2006). The pattern of sensory processing abnormalities in Autism. Autism, 10(5): 480-494.

Sigafoos, J., O’Reilly, M., Edrisinha, C., Cannella, H., Upadhyaya, M., Lancioni, G.E., Hundley, A., Andrews, A., Garver, C., & Young, D. (2005). Computer- present video prompting for teaching microwave oven use to three adults with developmental disabilities. Journal of Behavioral Educations, 14, 189-201.

O’Reilly, M., Sigafoos, J., Lancioni, G., Andrews, A., & Edrisinha, C. (2004). An examination of the effects of a classroom activity schedule on levels of self-injury and engagement for a child with severe autism. Journal of Autism and Developmental Disorders, 35, 305-311.


Conference Proceedings

Lewis, K., Andrews, A., Maxwell, C., & Lewis, C. (2003). The effects of vagal nerve stimulation therapy on Autism Spectrum Disorder. Conference Proceedings; Autism Society of America’s 35th National Conference on Autism Spectrum Disorders, 195-205.

Andrews, A., & Kniker, W., (2002). The effects of a comprehensive MRT based eliminations diet on CNS function in individuals with Autism Spectrum Disorders.Conference Proceedings; Building Bridges, Sunderland; University of Sunderland, Autism Research Unit, & Autism North Ltd., 69-76.

Kniker, W., Andrews, A., Hundley, A., & Garver, C. (2001). The possible role of intolerance to milk/dairy and wheat/gluten foods in older children and adults with Autism Spectrum Disorder. Conference proceeding; 2001: An Autism Odyssey, Sunderland; University of Sunderland, Autism Research Unit, & Autism North Ltd., 183-191.



Quantitative Literacy Course Development: SPE 3606: Introduction to special Education.  Awarded $15,000 by UTSA's Quantitative Literacy Committee.



Faculty Research Award: The Effects of Antecedent Exercise on Reducing Stereotypy in Children with Autism. Awarded $4,256 by UTSA's College of Education and Human Development.



Teacher Education: Autism Model (TEAM) Center. Awarded $80,000 by the UTSA College of Education and Human Development.

Clinic for effective autism treatment. Awarded $5,000 by Impact San Antonio.

A Function-based Assessment of Cultural Variables Specific to Treating Autism in Mexico. Awarded $3,500 by the UTSA Mexico Center.  

Increasing the On-Task Behavior of Students with Disabilities Using Mobile Technology. Awarded $3,428 by the ILT F&A Research Awards Committee.


Faculty Research Award:  Using collaborative robotics projects to increase social interactions for children with Autism Spectrum Disorders. Awarded $3,980 by UTSA's College of Education and Human Development.


Family Services

According to the Centers for Disease Control and Prevention, approximately 1 in 88 American children in 2012 has autism. This equates to roughly 730,000 kids across the United States, and 29,563 children in Texas - a 400% increase over the last ten years (Texas Education Agency, 2011).  UTSA’s Team Center is designed to improve learning outcomes for these children through Applied Behavioral Analysis and address an unmet need in our community. 

Children with autism enrolled in the TEAM Center receive a functional behavioral assessment and a verbal behavior screening that allow UTSA graduate students to develop individualized, semester-long plans to address the specific needs of each child. Throughout the semester, the children receive six hours of ABA therapy, four days per week in 90-minute sessions. At the end of the semester, all participants are discharged from the program and provided with a summary of the progress their child made towards achieving his/her goals. 


  • Low-Cost
  • Convenient - UTSA Downtown Campus, parking, easy access
  • Short-Term - Enrollment based on academic calendar
  • Supervised Classroom Setting - Analysis conducted by graduate students and supervised by UTSA Faculty
  • Research - Participation in ongoing research furthers new knowledge of autism




Family Services (Fall/Spring): 

WHO:   We provide early intensive behavioral intervention (EIBI) to children with autism spectrum disorders up through five years of age. 

WHAT:   Our referent-based teaching (RBT) focuses on functional communication training to strengthen the child’s use of language and reduce challenging behavior. We work closely with parents to develop a individualized treatment program specific to the needs of the child. 

WHEN:   Children come Monday through Thursday for 90 minutes of behavior analytic intervention each day. Services last for the duration of one semester (approximately 13 weeks of intervention), and run according to UTSA’s academic calendar. 

WHERE:   All services are provided at the TEAM Autism Center located in the basement of the Durango Building (DB 0.220) at UTSA’s downtown campus. Parents will be provided with a parking permit valid for the duration of the program.

COST:   A one-time registration fee of $50 per child is due at the start of each semester. Sliding scale payments are available according to federal poverty guidelines. 

Family Services (Summer): 

WHO: We provide social skills training to teenagers and young adults with autism spectrum disorders. 

WHAT: Auditory discrimination training and reciprocity interventions to sharpen the individual’s attention to the verbal behavior and social interactions of other people. 

WHEN: Participants come Monday through Thursday for 90 minutes of behavior analytic intervention each day. Services last for the duration of one semester (approximately nine weeks of intervention), and run according to UTSA’s academic calendar. 

WHERE: All services are provided at the TEAM Autism Center located in the basement of the Durango Building (DB 0.220) at UTSA’s downtown campus. Participants will be provided with a parking permit valid for the duration of the program.

COST: A one-time registration fee of $50 per participant is due at the start of each semester. Sliding scale payments are available according to federal poverty guidelines. 



ABA sessions are offered Monday through Thursday, concurrent with the UTSA academic calendar. At the beginning of each semester, a new “class” of students will be selected to participate in the program for the duration of that semester.

Due to the popularity of our program, there is a waiting list to receive some services.  Families interested in receiving Applied Behavioral Analysis treatment for their child with autism should complete the Application/Waiting List Form or contact the center for more information about the program.


Our Facilities

The TEAM Center is a “teaching hospital,” providing a forum for educating students, conducting research and providing a valuable community service.  Our facility offers children with a visually inviting atmosphere for learning.  For a more in-depth look at our learning center, please contact the TEAM Center.



Alonzo Andrews

TEAM Specialist

Interdisciplinary Learning & Teaching

Office: MB 2.212     COEHD Bio

T:  210.458.5969 or 210.458.2007



Alonzo Alfredo Andrews is a Board Certified Behavior Analyst who is currently the UTSA's TEAM Center Specialist. He previously served as the director of the Autism Treatment Center in San Antonio; during his 24-year tenure there he provided services and support to individuals with autism spectrum disorders to include the provision of residential programming for children and adults, on-site operation of a Texas Education Agency approved nonpublic school, vocational training, and out-patient rehabilitation therapies. Mr. Andrews has participated in research relevant to autism in the areas of biomedicine, communication, functional behavior analysis, and service delivery technologies which have lead to a dozen peer-reviewed publications. His clinical interests have engaged him in diverse projects such as involving telediagnostics, architectural design, and the development of a computer simulation training program for caregivers of children with autism Behavior Breakthroughs with Southwest Research Institute available as a 6-level game and two apps. He routinely presents on autism at state, national, and international conferences. Alonzo Andrews was presented the Dr. Billy F. Cowart Award for Teaching, Service, and Leadership in Autism, by the Texas A&M International University, College of Education in 2010.



ABA Tutors




Casey Dupart

School Psychology Intern


My name is Casey Dupart. I am school psychology intern with the University of Texas at San Antonio. My master's degree is in School Psychology with a certification in Applied Behavior Analysis.  I am completing half of my internship with Alamo Heights Independent School District as a school psychologist intern and the other half with the TEAM Center in preparation to become a Board Certified Behavior Analyst. While I completed graduate school, I worked as a substitute teacher at North East Independent School District. My areas of training include consultation with teachers, administrators, and parents. I have conducted social skills groups with elementary and middle school students. Moreover, I have training in administering academic, cognitive, as well as behavioral assessments and preparing evaluation reports.

Interesting Facts about me: I am a military spouse. I have lived in Italy, Maryland, and Texas.  I am from Austin, Texas. My favorite food is seafood and in my free time I like to run, cook, travel, or read.


Jaimi Mueller

Masters Special Education

My name is Jaimi Mueller. I am receiving my Masters in Special Education from the University of Texas at San Antonio with an emphasis in Applied Behavior Analysis. I will be sitting for the Board test  in November to become a Board Certified Behavior Analysts. I have my undergrad from Texas Lutheran University in Business Management. I previously worked at Camp C.A.M.P during the summer of my junior and senior year in college. That is where I became interested in the special needs population. They won my heart over. I worked at the TEAM Center last semester and look forward to working with you, and your child during this semester. In my spare time I can be found with my soon to be two year old son, my husband, and two step-daughters. I enjoy cooking, working out, and being outdoors. 




Located at the UTSA Downtown Campus, the TEAM classroom is easily accessible to a large underserved population. The TEAM classroom is directed by Special Education faculty in the Department of Interdisciplinary Learning & Teaching. All services are provided by special education graduate students, who in turn receive supervision and training from UTSA faculty. In addition to direct treatment services, the TEAM classroom provides field experience opportunities for graduate students. Through education, research, and experiential learning our goal is to increase the number of Board Certified Behavior Analysts serving the San Antonio community. 


  • Students receive over 1500 hours of practical field experience
  • Under staff supervision, students participate in ongoing research
  • Students complete coursework and required experience toward ABA Certification
  • Convenient downtown location



Graduate students pursuing Board Certified Behavior Analyst (BCBA) eligibility through UTSA's Behavior Analyst Certification Board (BACB) approved course sequence have the opportunity to accrue the required 1500 hours of supervised field experience through two semesters of intensive practicum at the TEAM Center.  Students work in pairs to provide behavior analytic intervention to children with autism from the San Antonio community. Using our referent-based teaching (RBT) model, students develop an individualized treatment plan for strengthening the verbal behavior of children with autism.   If you are interested in volunteering in the TEAM Center, please click here.

The Intensive Practicum is available in both the Fall and Spring semesters by enrolling in the following courses:

Students may also accrue field experience hours through the TEAM Center the during the summer at the standard rate. 

Our BACB1 Verified Course Sequence has been designed to meet the contents of the BCBA 4th Edition Task List. The course sequence may be imbedded into one of two master's degree programs: a) Master of Arts in Education with emphasis in Special Education, or b) Master of Arts in School Psychology. Additionally, the course sequence is available as a non-degree seeking certificate program2.





1The BACB is not affiliated with UTSA or any other university or organization. It is an independent nonprofit agency that offers a national certification program.

2Completion of the UTSA program in applied behavior analysis is not the same as BACB certification. It is evidence that an individual has met the academic portion of the BACB's requirements in preparation to become a certified behavior analyst or associate behavior analyst.

San Antonio Events

More information coming soon!

Contact Us


TEAM Center—UTSA Downtown Campus

Durango Building 0.220
501 W. Cesar E. Chavez Boulevard
San Antonio, Texas 78207


T:  210.458.2007


Area Map  |  Downtown Campus Map |  Parking




Lee Mason, Assistant Professor of Special EducationMB 2.2224524
Alonzo Andrews, TEAM Center SpecialistMB 2.2125969

Additional Resources



TEAM Waiting List—Due to the popularity of our program, there is a waiting list for services.  For more information please contact the center concerning enrollment.

DB 0.220

UTSA Contacts

AdmissionsFS 1.5282000
COEHD AdvisingMB 3.2144424
Computer Lab - Downtown CampusFS 3.4182631
Financial AidFS 1.5008000
Information Technology (OIT)BOS5555
Library- Downtown CampusBV 2.3142440
Recreation CenterDB 3.3022735



   TEAM Video

Click to view TEAM CENTER  Video

UTSA's TEAM Center is a university-based applied behavior analysis (ABA) clinic to serve the needs of children with autism and other intellectual disabilities in South Texas. Applied behavior analysis is a systematic approach to environmental modification for the purposes of influencing socially important behavior to a meaningful degree. The purpose of the TEAM Center is to accentuate the context for behavior.

Behavior analysis is the science of the relationship between behavior and environment. Research has demonstrated that behavior analytic interventions are the most efficacious for treating the behavioral deficits (i.e., communication, social reciprocity, variation, etc.) and excesses (i.e., tantruming, aggression, stereotypy, etc.) associated with autism spectrum disorder (National Autism Center, 2015; Reichow, 2012; Wong et al., 2014, 2015).

Students and faculty at the TEAM Center apply the principles of behavior analysis to address the challenges of autism and related disorders through research, teaching, and service.

Learn more about ABA in this brief video from the Behavior Analyst Certification Board website!


The TEAM Center serves as a verbal behavior laboratory in which faculty and student research teams investigate variables related to sharpening stimulus control over language and conditioning listener repertoires. Our research on the cultural variables of verbal communities has been published in a variety of behavior analytic and special education journals, and recognized with multiple awards.

Learn More.


The TEAM Center serves as the world's first ShaperSpace, a verbal community in which UTSA students earn intensive practicum hours towards completing their eligibility to sit for the Board Certified Behavior Analyst (BCBA) exam through project-based learning. We incorporate the principles of incidental teaching at the university level to emphasize the acquisition of behavior analytic skills through contingency shaping.

In partnership with UTSA's Extended Education program, the TEAM Center offers Registered Behavior Technician training for administrators, teachers, direct care providers, and others who work with individuals with special needs.

Learn More.

Service to the Community

Conveniently located at UTSA's Downtown Campus, the TEAM Center provides ABA intervention for families of children in need of specialized intervention. All services are provided by UTSA students who volunteer their time to work in the TEAM Center under the direct supervision of our BCBA faculty.

Learn More.


National Autism Center. (2015). Findings and conclusions: National standards project, phase 2.  Randolph, MA: Author.

Reichow, B. (2012). Overview of meta-analyses on early intensive behavioral intervention for young children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42, 512520.

Wong, C., Odom, S. L., Hume, K. Cox, A. W., Fettig, A., Kucharczyk, S., Schultz, T. R.
(2014). Evidence based practices for children, youth, and young adults with Autism Spectrum Disorder. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism EvidenceBased Practice Review Group.

Wong, C., Odom, S. L., Hume, K. A., Cox, C. W., Fettig, A., Kurcharczyk, S., et al. (2015).  Evidence based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders.  Advance online publication. doi: 10.1007/s108030142351z


UTSA’s Teacher Education Autism Model (TEAM) center functions as a “teaching hospital” for training teachers to use scientifically validated procedures for teaching students with autism, spectrum disorders and other intellectual disabilities.  The TEAM classroom provides early intensive behavioral intervention to children with autism (through age five) and their families residing in Bexar County.  Our goal is to improve learning outcomes for these children and address an unmet need in our community.

Our Students

The Team center offers Special Education graduate students with the opportunity to receive field experience participate in research and prepare for the Applied Behavioral Analysis Certification.  Using the “I do, we do, you do” instructional continuum, pre-service and in-service teachers have the opportunity to apply evidence-based practices in an environment designed to imitate the classroom setting.

Learn More….

Family Services

Conveniently located on the UTSA Downtown Campus, the TEAM classroom offers low-cost, easily accessible, supervised treatment for families of children with autism.  Under the supervision of the Department of Interdisciplinary Learning & Teaching, special education graduate students conduct treatment services and research.

Learn More….