How the five services fit together
Behavior rarely belongs to one place or one person. A child's day moves between home, school, the car, a grandparent's kitchen and a neighborhood playground. The adults in that day, parents, teachers, relatives and other professionals, each see a different slice. The services at Rydz Behavioral Health are built around that reality.
Each service can stand alone, and most families and teams use more than one over time. A family might begin with a careful look at what is happening, move into coaching for the adults at home, and later invite the school into the conversation. A school team might ask for a consultation first and only later involve the family. A professional might simply want a second set of eyes on a plan.
The practice is led by Dr. Thalia Rydz and focuses on behavior support that is respectful, practical and explained in everyday words. Nothing on this page is a promise of a particular change. It is a map of what is available so that you can ask better questions.
Service one: assessment and care planning
Assessment is the starting point for many families. It is a structured way of learning what a child is doing, when and where it happens, what comes just before and after, and what the behavior may be communicating. The goal is understanding first, so that any plan fits the real child and the real household.
Care planning turns what was learned into a written, plain-language plan. The plan names priorities, describes what adults can try, and explains why. It is reviewed with the family, and it is adjusted as life changes. You can read more on the assessment and care planning page.
Who it is often a good fit for
Families who feel they have tried many things without a clear picture of what is going on often value this service. So do schools that want a shared description of a student's needs, and caregivers who are about to start something new, such as a change of classroom or a new baby in the home.
What you can expect to take away
You can expect a clearer description of the situation, a short list of priorities that matter to your family, and a written plan you can understand without a glossary. You should also leave knowing how and when the plan will be revisited.
Service two: parent and caregiver training
Parent and caregiver training is practical coaching for the adults who spend the most time with a child. It covers daily routines, clear communication, ways of responding during hard moments, and how to stay consistent when more than one adult is involved.
Think of it as a workshop for two or three people at a kitchen table. A father and a grandmother who share afternoon care may notice that each handles homework differently, and the child notices too. Training gives them a calm place to agree on a few shared steps, without anyone being told they were wrong. A mother who works evenings may want a very short plan that fits into ten minutes. That is a legitimate request, and plans are sized accordingly.
Training is not a lecture and it is not a judgment of how anyone parents. Families bring their own values, languages, faith and traditions, and the work is shaped around them. Meetings often include practice, such as rehearsing a script for a difficult transition, and then trying it at home before the next conversation.
If you want to see how this looks in detail, the parent and caregiver training page walks through typical topics and how practice between meetings works.
- Routines for mornings, meals, homework and bedtime
- Giving directions and offering choices in a calm, clear way
- Responding to big feelings without escalating them
- Staying consistent between parents, grandparents and other caregivers
- Supporting brothers and sisters who feel the effects of a hard day
Service three: school and educator consultation
Consultation with teachers and school teams brings a behavior perspective into the classroom without taking over the teacher's role. Educators know their students and their rooms far better than any outside visitor. Consultation offers an additional lens, ideas to try, and a way to share language with the family.
Topics can include classroom routines, transitions between activities, how directions are given, how a student asks for help, and how adults respond when a student is overwhelmed. Meetings are respectful of school roles, school policies and the rights families hold in the education process.
This service does not replace a school's own evaluations, and it is not legal advocacy. It is collaborative support for the people who work with a student every day. Learn more on the school and educator consultation page.
A general example
Imagine a third grade boy who tends to leave his seat during independent work, and a teacher who has tried several reminders. A consultation might help the team notice that the difficulty clusters around tasks that feel too long to start. Ideas could include breaking work into visible steps, a clear signal for asking for a break, and a note home so the family uses the same words. This is an educational illustration, not a description of any real student.
Service four: professional consultation and supervision
Some professionals simply want a thoughtful colleague. Professional consultation offers a second perspective on a behavior support plan, a space for case discussion, and reflective practice for people who work with children and families.
Eligibility and any supervision arrangements are confirmed directly with the practice. Because every professional's role, setting and requirements differ, the practice does not assume what will fit until it has talked with you. Reach out through the contact page and describe what you hope to explore.
More about this service is on the professional consultation and supervision page.
- Talking through a plan that feels stuck
- Thinking about how to explain a plan to a family in plain language
- Reviewing how data are being collected and read
- Reflecting on ethics, boundaries and dignity in daily practice
Service five: child and family behavior support
Child and family behavior support is the most hands-on service. It brings the child and the family together around building skills, shaping routines and solving everyday problems at the pace the child can manage.
Sessions are planned in advance but stay flexible. A visit might involve play, a learning activity, a practice of a routine, or a conversation with an adolescent about what would make mornings less tense. Families stay involved so that what is learned in a session can continue the rest of the week.
Sibling relationships matter here too. Brothers and sisters notice everything, and they often carry their own worries about a hard day at home. When it makes sense, they are included in a routine practice or a family conversation so that no one feels left out of the plan. Fairness between siblings is a frequent topic, and it is discussed openly rather than avoided.
Boys and girls are equally part of this work, and so are brothers and sisters. Read more on the child and family behavior support page.
Working with young people as partners
As children grow, they want a voice. Where it makes sense, a young person is invited to say what feels unfair, what feels too hard, and what they would like to change. A sixth grade girl who dreads the morning rush may have very specific ideas about what would help, and good support listens to them.
How the services combine over time
Support is rarely a straight line. It tends to move in loops: learn something, try it, notice what happened, adjust. The five services are designed to make that loop easier for everyone involved, not to create a long list of appointments.
Consider a general example of a family with a seven year old girl and a nine year old boy. Mornings are tense, and both children have trouble leaving the house on time. The family begins with an assessment conversation to understand the sequence of the morning. Care planning then names two priorities. Parent and caregiver training helps the adults agree on a shared routine and shared words. A few weeks later, a conversation with the children's teacher helps the school use the same language at drop-off. Child and family behavior support gives the children a chance to practice the routine in a relaxed setting. This is an illustration of how services can connect, not a description of a real family or a prediction of what any family will experience.
Starting small is fine
Many families begin with a single conversation and decide later what to add. There is no pressure to build a large program. A small, well-understood step is often more useful than a big plan that nobody has time to follow.
It can help to ask, what is the smallest change that would make this week easier? That question keeps the focus on the family's real life rather than on an ideal one.
Coming back later is also fine
Children change, schools change, and families change. A plan that fit in the fall may need a rethink after a move, a new teacher, a new sibling, or a new schedule. Returning for a refresher is a normal part of how support works, not a sign that something went wrong.
Where support can take place
Support can happen in the home, at school, by phone or video, or at the office. Many families combine settings. A first conversation might be by video from the kitchen table, a visit at home might follow, and a school meeting might come later.
Each setting has strengths. Home shows the real routines. School shows how a student functions in a group. Telehealth saves travel and makes it easier to include a relative who lives elsewhere. The office offers a quiet, neutral place. The settings page explains how each one works and how to prepare.
How to choose a starting point
There is no single correct door. The most useful question is usually, what do we most need to understand or change right now? The list below offers general pointers, not a rule.
If you are unsure, say so. A first conversation is a chance to talk it through without any pressure to commit to a service.
- If you want a clearer picture of what is happening, start with assessment and care planning.
- If the main need is for the adults at home to feel more confident, consider parent and caregiver training.
- If most concerns appear at school, consider school and educator consultation, often alongside a family conversation.
- If you work with children and families and want a thinking partner, consider professional consultation.
- If a child would benefit from practice with skills and routines, consider child and family behavior support.
What a first conversation covers
A first conversation is a respectful exchange, not an exam. You will be asked what is going well, what is hard, who is involved, and what you hope will be different. You are welcome to ask about the practice, how sessions work, and how payment is handled.
You decide how much to share. It is wise to keep the first message general and leave sensitive details for a conversation in which privacy can be discussed. The guide to preparing for a first visit offers a checklist of things families often find helpful to jot down beforehand.
Questions you might be asked
Common topics include the daily routine, who lives in the home, what languages are used, which settings matter most, and what a good day looks like. You may also be asked what has already been tried and how the child responded.
Questions worth bringing
Families often ask how often meetings happen, who will take part, how information is stored, and how progress will be discussed. All of these are fair and welcome.
The thinking behind all five services
The services share one idea. Behavior happens in a context, and it usually does something for the person. A child who covers their ears may be avoiding noise. A child who shouts may be asking for attention, a break, or help. Understanding that purpose, often called the function of behavior, helps adults respond in ways that teach a better way to get the same need met.
This is explained more fully on the our approach page. The short version is that the practice aims to be warm, curious and practical, to explain its reasoning, and to treat families as the experts on their own children.
Data are used in plain language. That might mean a simple tally on a sticky note or a short log, never a pile of charts that no one reads.
What respectful behavior support looks like
Whatever service you choose, a few commitments stay the same. They are worth naming because they shape how every meeting feels.
Dignity comes first. A child is never described as bad, lazy or manipulative. Behavior is treated as information about what a child needs, what feels hard, or what has not yet been taught. Adults are treated with the same respect, because a tired parent or a stretched teacher is doing real work every day.
Explanations come with recommendations. If an idea is suggested, you will hear why it is suggested, what it is meant to do, and what to watch for. You can say no, ask for a different idea, or take time to think.
Plain words, not jargon
Technical terms are explained the first time they come up. Reinforcement, for instance, simply means that something that follows a behavior makes that behavior more likely to happen again. A child who gets a warm response when they ask politely is more likely to ask politely next time. That is all the word means, and understanding it can make everyday choices easier.
Shared decisions
Priorities are chosen together. If a family cares most about calmer evenings and a school cares most about work completion, both concerns are named and the team talks about what to take on first. No one plan fits everybody, and the order of steps is yours to shape.
Privacy and care with information
Information about a child and family is treated with care, and how it is shared with a school or another professional is discussed openly. Families are welcome to ask what is recorded, who can see it, and how it is stored before agreeing to anything.
Working with Spanish and English
Dr. Rydz speaks English and Spanish. Many families in Broward County use more than one language at home, and it matters that every adult can understand a plan and take part in it. Where a family or team prefers Spanish for some or all of a conversation, they are welcome to say so when they get in touch.
Language is also about words that fit a family's culture. Instead of handing over a handout written for someone else, the work adapts examples, routines and expectations to the home that is actually there.
How services connect to payment
Families may pay by insurance, Medicaid or private pay. Which route applies depends on the situation and on the plan or program involved, and it is confirmed before services begin. The practice does not promise that any plan will cover any service.
A good first step is to read the guide to paying for services, which explains in general terms what to ask your plan and what to expect from the conversation about payment.
What these services are not
It helps to be clear about limits. These services are not emergency services, they are not a government program, and they are not a substitute for a school's own evaluation or for legal counsel. The website offers educational information and does not give individual medical, clinical or legal advice.
If someone is in immediate danger, call 911. For a mental health crisis, call or text 988. Those lines are staffed to help in the moment, which a scheduled behavior support practice cannot do.
Why clear limits matter
Families deserve to know what to expect before they reach out. A practice that is honest about what it does not do is easier to trust. Behavior support is a planned, collaborative process that unfolds over time through conversations, observations and practice. It is not a quick fix, and it is not a way to settle a dispute or to obtain a particular decision from a school or an agency.
If a question falls outside what the practice offers, you will be told plainly, and where possible you will be pointed toward the kind of professional or program that fits better.
Keeping the bigger picture in view
A child's wellbeing involves health care providers, teachers, relatives and community supports. Behavior support is one piece. With your permission, and only then, it may be coordinated with others so that everyone is working from the same understanding rather than giving a family conflicting advice.
Reading before reaching out
Some people like to read before they call. The resources and guides section includes explanations of behavior analysis in everyday language, a guide to working with your child's school, and ideas about routines at home.
None of these guides replaces a conversation about your own situation, but they can make that conversation shorter and more comfortable. If you know the vocabulary, you can ask sharper questions.
- Understanding behavior analysis
- Working with your child's school
- Everyday routines and behavior at home
Ready to take a next step
If something on this page sounds like what you need, the next step is simple: reach out and describe, in a sentence or two, who you are and what you are hoping to understand or change. The contact page explains what to share and what to leave for a later, more private conversation.
You may also want to browse the frequently asked questions first. Whichever way you begin, you are not committing to anything by asking.
Common questions
Do I need to use all five services?
No. Each service stands on its own, and many families use only one or two. Needs change over time, so a family might begin with an assessment, add parent and caregiver training, and bring the school in later. A first conversation helps sort out which pieces are useful now and which can wait. You are never expected to take on more than you want, and you can pause or stop whenever your situation changes.
Can services happen at my child's school?
School visits and meetings may be possible, depending on the school's own policies and permission. Schools set their own rules about outside visitors, and the practice respects them. Many school teams also take part by phone or video. Ask during the first conversation, and be ready to talk with your school about what it allows and how the family and staff would like to communicate.
Do you work with both boys and girls?
Yes. Children of every gender are equally part of the work, and the practice does not assume that a behavior looks one way for a boy and another way for a girl. Examples are chosen to reflect all kinds of families. What matters is the individual child, what is happening in their day, and what the adults around them would like to understand.
Is a diagnosis required to begin?
The practice does not require you to arrive with a particular label in order to have a first conversation. Some payment routes have their own paperwork, and that is something to ask about when you talk about insurance or Medicaid. Any requirements are explained before services start so that you can decide what makes sense for your family.
Will you tell me what to do with my child?
The practice offers ideas, explains why they might help, and invites your feedback. Families know their children, their values and their daily lives most closely. A plan that does not fit your home is unlikely to work, so adjustments are expected. The aim is to work alongside you, not to hand down rules or to replace your judgment as a parent or caregiver.
Can I speak with Dr. Rydz in Spanish?
Dr. Rydz speaks both English and Spanish. If you prefer Spanish, or want a mix of both languages, say so when you get in touch so that the first conversation can be arranged accordingly. Comfort with language helps every adult in the household understand the plan and take part in it, which is an important part of making support useful.
How do I pay for services?
Families may use insurance, Medicaid or private pay. Which route applies depends on your plan or program and on the service, and it is confirmed before services begin. The practice does not promise that a plan will cover anything. Read the paying for services page for general questions to ask your plan, and raise payment early in your first conversation.
What if there is an emergency?
This practice is not an emergency service. If someone is in immediate danger, call 911. For a mental health crisis, call or text 988. After the moment has passed and everyone is safe, you are welcome to reach out to talk about longer term support. Please do not use a website message or a voicemail to report an urgent safety concern.