Rooted in Purpose. Driven by Passion.
The Institute for Child Achievement (ICA) has deep roots on Long Island, originally founded in 2001 by the late Mike Darcy—renowned educator and visionary behind the Young Autism Program (YAP). Mike’s legacy lives on in our unwavering mission: to empower children with autism and other developmental disorders by building essential life skills, fostering independence, and enhancing overall quality of life.
From the very beginning, ICA has been guided by a child-centered philosophy. Every student, every family, and every school district we work with receives a personalized approach—carefully tailored to meet their unique needs. Our skilled consultants collaborate closely with school personnel to develop effective protocols and provide ongoing education and hands-on training. Through this process, we aim not only to support students directly, but also to strengthen the ability of school teams to support neurodivergent learners with confidence and compassion.
Over the past two decades, ICA has partnered with more than 90 school districts across Nassau and Suffolk Counties. Many of our consultants were mentored by Mike Darcy himself, and all of them carry forward his belief that there is no greater purpose than helping children achieve their fullest potential.
At ICA, our success is reflected in the thousands of young lives we’ve touched—and in the brighter, more promising futures we’ve helped make possible for children and families throughout the neurodiverse community.
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Mike grew up at a time when autism was not a diagnosed disorder and school districts refused to accept children whom they deemed “non-educable” into the mainstream learning environment. Having an autistic brother, Mike’s parents — along with a number of other families with autistic children — refused to accept this dire situation and subsequently started a specialized school in Bay Shore, with its sole purpose to attend to the needs of these children. From this collaboration, the Developmental Disabilities Institute (DDI) was created — an Island-wide organization dedicated to fostering the educational and social needs of neurodivergent children, with the belief that, contrary to conventional thinking, these children could not just marginally benefit but would thrive in a specialized educational environment.
Mike started his long career as a social worker at DDI in 1987. By 1988, Mike’s exceptional skills and his innovative, compassionate approach to autistic learning saw him advance to become the Director of DDI’s Children’s Residential Program in Smithtown. It was here that Mike’s uncompromising devotion to the needs of these children and the enormous capacity of his loving heart became fully evident. Mike took it upon himself to establish “Home Training Programs,” which essentially provided a continuation of essential classroom instruction in the student’s home in order to further reinforce their educational progress. Mike was of the belief that such instruction was “absolutely essential” to enhancing a child’s educational development.
Mike’s innovative approach to neurodivergent education didn’t stop there. In 1993, he established the Young Autism Program (YAP) at DDI. Without a classroom, Mike conducted classes in the hallway initially with five students, utilized “Peer Models” to replicate a mainstream educational environment, and introduced his “Rapid Learner’s Curriculum,” designed to teach three months of essential curriculum in only ten weeks. These programs were so successful that Mike was intent on having them incorporated into every school district on Long Island.
While dedicated to the success of these programs, Mike somehow found the time to establish the YAP Pre-School Program at DDI, a separate Autism Consulting Division, while simultaneously running the Adult Autism Services Program at Stony Brook Medical Center. Additionally, he began to conduct an Autism Research Project on the effectiveness of LOVASS and ABA, which would span over 20 years.
Mike’s reputation as a skilled, caring, and uniquely gifted force in the neurodivergent community had risen to such prominence that he was frequently called upon to render expert testimony on all facets of the educational needs of these children and the programs best suited to address the unique challenges they faced.
Between 1995 and 1997, Mike was called to testify in a case involving a five-year-old boy and a school district that was refusing to provide and fund the “Home Instructional Services” the parents were insisting upon. Mike’s testimony was so compelling—asserting that home instruction and parenting services were “absolutely essential” to an autistic child’s educational development—that the two programs he pioneered were subsequently mandated and adopted by every school district on Long Island as indispensable components of their neurodiverse learning programs.
When Mike passed in 2023, the neurodivergent community lost its most loving, devoted, and compassionate advocate. His contributions to enhancing the lives of neurodivergent children will never be forgotten, as they have become the very foundation of neurodiverse education.
It is said that in the darkest depths of hopelessness and despair, the brightest light shines through. In the neurodivergent community, Michael Darcy was that brightest light.
As Mike’s wife, and blessed to have been his companion for many years, one of the most endearing memories I carry is witnessing Mike’s heartfelt displays of love and compassion when interacting with the children in the neurodivergent community he devoted his life to helping.
His selfless dedication to these amazing children was truly inspiring. Before his passing, Mike entrusted me with continuing ICA’s mission. There is no responsibility I take more seriously.
In terms of my background, I have worked as a 1:1 aide with special needs students at both the elementary and high school levels for five years. I’ve been able to draw on my experience as a designer and art teacher to create unique and dynamic learning environments that foster student engagement and educational growth.
I am also the proud mother of an amazingly talented special education teacher — trained by Mike himself in the very Young Autism Program he created. Supporting the neurodiverse community is something that runs deeply in our family.
I am unconditionally loving and devoted to my stepdaughter and granddaughter, both of whom are autistic. Through them, I’ve gained firsthand experience navigating the educational challenges that neurodivergent children face daily — not just professionally, but as a mother and grandmother.
It is my honor and privilege to serve as the Director of ICA, to work alongside our incredibly talented and devoted team of consultants, and to continue Mike’s legacy of love, compassion, and unwavering commitment to the beautiful children in our neurodivergent community.
Gabrielle Carmody is a seasoned behavior consultant with over 30 years of experience supporting individuals on the autism spectrum and their families. A Board Certified Behavior Analyst (BCBA), Licensed Behavior Analyst (LBA), and Certified Behavioral Sleep Specialist, Gabrielle blends deep clinical expertise with a compassionate, practical approach.
For nearly a decade, Gabrielle has served as a leading consultant at ICA, where she specializes in addressing skill deficits, training school district staff in evidence-based interventions, and providing individualized parent coaching. Her work empowers educators, support teams, and caregivers to create meaningful and lasting change in the lives of their learners.
Gabrielle is especially passionate about equipping school district staff through large-scale training initiatives. She helps professionals build the competence and confidence needed to support a wide range of learning needs. Whether working one-on-one with families or consulting at the district level, Gabrielle is known for her exceptional ability to translate complex behavioral concepts into clear, actionable strategies that improve real-world outcomes.
Julia L. Keene, PhD, BCBA-D, LBA, is a dedicated and experienced Board Certified Behavior Analyst and Licensed Behavior Analyst with deep expertise in applied behavior analysis. As the Clinical Director at the Institute for Children with Autism and Related Disabilities, Julia oversees all clinical operations, supervises staff, and partners with school districts to enhance educational services for children with autism and related disabilities.
Julia holds a PhD in Psychology with a specialization in Behavior Analysis from Capella University. Her academic background also includes a B.A. in Psychology from the University at Albany, an M.A. in Clinical Behavioral Applications from Queens College, and an MSEd in General and Special Education from Touro College.
Throughout her career, Julia has served as a Licensed Behavior Analyst and Behavior Consultant, developing behavior intervention plans and training staff across diverse educational settings. Her passion for education extends to mentoring the next generation of behavior analysts through her work as a part-time faculty member at Capella University and adjunct professor at Russell Sage College.
In addition to her clinical and academic roles, Julia is an active researcher and frequent presenter on topics related to applied behavior analysis in educational contexts. Her work reflects a strong commitment to advancing effective behavioral practices.
Julia is passionate about improving the lives of children and families affected by autism. She continues to advocate for evidence-based strategies that foster growth, independence, and long-term success.
HOW THE PROCESS WORKS
Consultant Assignment
Consultants are assigned based on the specific needs of the building or district. This could involve identifying areas of improvement or addressing specific challenges.
Classroom Observation
Consultants observe classrooms to assess the interactions and dynamics between staff and students. This helps in understanding the current educational environment.
Setting Up Contact
The consultants facilitate communication and collaboration by setting up contacts between different stakeholders such as school psychologists, social workers, special area teachers, and related service providers.
Coordinating with Home Providers
If applicable, consultants ensure coordination with providers who work with students outside of school (e.g., therapists, tutors) to maintain consistency in services and protocols.
Team Meetings
Regular meetings are held with educational staff, including teachers and administrators, to discuss observations, progress, and any challenges. These meetings are crucial for planning and implementing effective strategies.
Recommendations and Protocol Development
Based on observations and discussions, consultants provide recommendations for improving educational practices. They may also assist in developing protocols for implementing these recommendations.
Assistance with Educational Evaluations
Consultants support the execution of educational evaluations such as the VB-MAPP (Verbal Behavior Milestones Assessment and Placement Program) or ABLLS (Assessment of Basic Language and Learning Skills). These evaluations help in understanding students’ strengths and areas needing support.
Support in Educational Program Development
Consultants assist in developing and refining educational programs tailored to the needs of individual students or groups. This includes designing curriculum modifications, behavioral interventions, and educational goals.
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