Inspire. Educate.
Coach.
I help families, schools, ABA organizations, and behavioral health providers teach the skills behind the hard moments: behavior that interferes with bedtime and falling asleep, and the tantrums, sharing of control, sportsmanship, and fairness that come up at school, in the community, and at home. The goal is a plan that finishes in months, not years.
The Universal Life Skills program has revived my outlook on the impact I can have from a BCBA role in schools supporting special education students. I am so grateful for the time that I have gotten to learn from you. I have learned so much from our short time together. This program is so powerful and meaningful — I am endlessly amazed and excited by the progress the students have already made.
I have so many positive comments: 1. Your passion for helping kids and the work you do is very evident. 2. I continue to think about your presentation and how I can use what you taught to fine-tune my own work with kids and families. 3. I was left wanting more; I could have spent another 8 hours listening to how [you] do what you do. 4. You handled the audience well by being responsive to questions and pushing for participation.
Best presentation of the conference! The pace was quick, but he kept me fully engaged the whole time. I absolutely loved it.
Wow! I was so impressed by Dr. Luczynski's presentation. He was energetic, engaging, and provided high-quality information. I would love to partake in one of his workshops and learn more about this process in detail. I work in a school and think that educational ABA could benefit immensely from him and his approach.
I thought Dr. Luczynski's presentation was phenomenal for professionals entering into the space to start empowering learners with universal interventions.
I absolutely loved Dr. Luczynski's lecture! I didn't even notice that it was three hours long, and I wish it was longer.
I loved how engaged he is in delivering the content and how he is willing to listen thoughtfully to suggestions on how to work through potential application issues to find solutions. You can definitely tell that he wants to find a way to help and be productive for you and your company.
As a consultant and coach, I feel that he was engaging and kept things active and going. I appreciate that he caught himself when he started going into scientific jargon. I also like that he utilized his personal experiences during the presentation, both as a father and as a practitioner. The open-ended questions and the flow of the presentation made it comfortable to join. The videos were really helpful in terms of seeing your data in action.
One mission: put the skills that change a child's day in the hands of the people with that child every day.
Whether you are a parent at home, a teacher in the classroom, or a clinical leader guiding a team, the work is the same: build the skills, replace the hard behavior, and hand back a plan your family or team can run without me.
At home, with your child.
Bedtime that unravels, tantrums, trouble sharing control, learning to lose a game without falling apart. We build a plan that works in your actual home on an ordinary weeknight, then hand it to you.
See family servicesIn the classroom.
Escalations that interrupt teaching, transitions that derail the day, students stuck on the goals their team set. The Universal Life Skills curriculum and in-classroom coaching your staff can run, all year long.
See school servicesAcross your organization.
Cases that have not moved in months, supervision without an outside set of eyes, a team that needs one shared playbook. Universal Starting Point training and consultation that builds your BCBAs' depth.
See provider servicesHow the work actually goes.
No mystery, no long ramp. Three steps, from the first call to running it yourself.
A free first conversation
We talk through what is hard. If the fit is right, we begin. If not, there is no pressure and no cost.
A step-by-step plan
Built for your child or classroom and the moment that is hardest: clear expectations, exact steps, the skills to practice, and the criteria that say when to advance.
Live coaching, in the moment
I coach the work while the hard moment is happening, then hand it back so your family or team can run it without me.
When the work works.
Three short cases from the practice. Real, anonymized, and specific about what changed.
A child who hadn't slept in their own bed in five and a half years. After six nights of working together, they were initiating sleep on their own, and re-initiating when they woke up overnight.
A seven-year-old couldn't play team sports because he couldn't accept when teammates didn't make the right play. By the last game of the baseball season, he was the biggest show of sportsmanship on his team: high-fives, positive comments, tips on what to try next.
Several first graders who receive special education supports are now sharing materials with peers, communicating with one another during a craft-led activity, and accepting the wait when materials need to come from a classmate or an adult.
Dr. Kevin Luczynski.
Behavioral scientist, BCBA-D, and the person on the call. Twenty-plus years of clinical work and research, including twelve years at UNMC's Munroe-Meyer Institute, where I directed the Virtual Care Program. Trained under Drs. Gregory Hanley and Wayne Fisher.
Trained in the behavioral tradition that puts prevention before treatment and caregiver capacity before clinician convenience. The work in research and the work in practice are the same work; the universal framework on this site is what shows up when both sides are honest with each other.
Active clinical caseload. Three current contracts with schools and community providers. Sleepy Star in active development with co-author Dr. Derek Reed. Atomic Parenting newsletter for families. Speaking and training engagements year-round.
- Doctorate
- Western New England, 2011
- Master's
- UMBC
- Postdoc
- Kennedy Krieger Institute
- Former Faculty
- Director, Virtual Care Program · Munroe-Meyer Institute, UNMC
How can I support you?
Sleep that has stopped working. A classroom that is harder than it should be. A caseload that needs another set of eyes. Tell us what is hard; we will tell you whether we can help and what it would look like.
Let's talk