Teach the skills behind behaviour.
Build autonomy, communication, and executive function.
Founded by Melanie de Ridder, M.Ed., BCBA, RBA(Ont.) — with 25+ years of experience in behaviour science, education, and classroom collaboration.
Her work helps adults understand behaviour at its source and build the skills learners need to thrive.
Evidence-based education for teachers, ABA professionals, and parents who want to move beyond behaviour management and learn how to build the skills that create lasting independence and engagement.
ABOUT ABCDEmpower
Education That Changes How Behaviour Is Understood
ABCDEmpower was created to help the adults supporting children move beyond reacting to behaviour and begin teaching the underlying skills learners need to succeed.
Across classrooms, clinics, and homes, many of the challenges adults face are not simply behavioural problems.
They are signals that important skills — such as executive functioning, communication, autonomy, and self-determination — are still developing.
Through courses, workshops, and professional learning, ABCDEmpower helps educators, professionals, and parents shift from managing behaviour to teaching the skills that support regulation, communication, and independence.
Melanie is known for her ability to take complex research and behaviour science principles and translate them into clear, practical education that adults can understand and apply immediately.
Why Choose Us
A DIFFERENT WAY OF THINKING ABOUT BEHAVIOUR
Education That Changes How Behaviour Is Understood
Maybe it’s not that you haven’t tried hard enough.
Maybe it’s that much of what we’ve been taught to do when behaviour becomes difficult focuses on what a child needs to stop doing — instead of what they need to start building.
Many traditional approaches emphasize compliance.
Be quieter.
Sit longer.
Stop reacting.
But those expectations don’t teach a child how to:
• understand boundaries
• set boundaries
• make meaningful choices
• communicate needs clearly
• regulate emotions in challenging moments
They often teach suppression — and suppression isn’t skill-building.
As a Registered Behaviour Analyst (Ontario) and Board Certified Behavior Analyst, Melanie’s work focuses on helping adults understand the skills that sit underneath behaviour.
Instead of focusing only on reducing behaviour, her approach focuses on building the capacities that allow learners to succeed in real environments.
Children do not need to become smaller to succeed.
They need opportunities to become stronger.
Stronger in how they regulate.
Stronger in how they make choices.
Stronger in how they communicate their needs.
This is education grounded in behaviour science that builds capacity — not compliance.
Why Choose Us
OUR CORE FOCUS AREAS
ABCDEmpower was created to help the adults supporting children move beyond reacting to behaviour and begin teaching the underlying skills learners need to succeed.
Across classrooms, clinics, and homes, many of the challenges adults face are not simply behavioural problems.
They are signals that important skills — such as executive functioning, communication, autonomy, and self-determination — are still developing.
Through courses, workshops, and professional learning, ABCDEmpower helps educators, professionals, and parents shift from managing behaviour to teaching the skills that support regulation, communication, and independence.
Melanie is known for her ability to take complex research and behaviour science principles and translate them into clear, practical education that adults can understand and apply immediately.
Autonomy
Autonomy is the beginning of self-regulation.
When learners are supported in making choices and understanding their role in learning, engagement and independence increase.
Assertive Communication
Behaviour often reflects unmet communication needs.
Teaching learners how to express their needs, preferences, and boundaries reduces frustration and supports meaningful participation.
Self
Determination
Learners thrive when they understand their strengths, preferences, and voice.
Building self-determination helps learners advocate for themselves and develop long-term confidence.
Executive
Function
Skills such as planning, emotional regulation, flexibility, and task initiation are essential for learning and independence.
ABCDEmpower helps adults understand how to scaffold and teach these critical skills effectively.
Is this for you?
WHO WE SERVE
Teachers & Educators
ABCDEmpower provides research-informed professional learning that helps teachers go from outdated systems to build classroom environments that support executive functioning, autonomy, and engagement.
Behaviour Science Professionals
Professionals can access engaging continuing education opportunities that explore behaviour science through a skill-building lens and encourage deeper thinking about how learning environments influence outcomes.
Parents
Parents gain practical insight into understanding behaviour, supporting communication, and helping their children build the skills they need to become confident and independent learners.
Newest Resources
LEARNING OPPORTUNITIES
ABCDEmpower offers education designed to support those working with neurodivergent learners.
Learning opportunities include:
• professional learning workshops for educators
• CEU courses for behaviour professionals (Coming Soon)
• educational resources and tools
• speaking engagements and presentations
For Teachers
For Teachers
For Parents
$ 0.00 FREE
Executive Functioning Checklist: A Free 5 Category Classroom Management System
$15.00
Executive Functioning & Independence Toolkit: Class Systems for Teacher Burnout
$ 0.00
New Resource Coming Soon
Frequently Asked Question
General Questions
Why do capable students still struggle to start or finish work?
Many students who appear bright struggle with skills like starting tasks, organizing materials, and following multi‑step directions. These are executive functioning skills.
When these skills are weak, students may look unmotivated or careless, but the real issue is that they have not been explicitly taught strategies to manage complex tasks.
Research shows that executive functioning skills often predict academic success more strongly than IQ alone.
Why do some very smart students still struggle in school?
IQ reflects how well someone can think. Executive functioning reflects how well
someone can use that thinking. Students may understand content but struggle to plan, start, organize, and complete tasks. When executive functioning skills improve, students are often finally able to demonstrate the ability teachers and parents knew they had.
Can executive functioning actually be taught?
Yes. Executive functioning skills develop through explicit instruction, modeling, and practice. Just like reading or math, students benefit from structured routines, visual supports, and strategies for planning and starting tasks. When these skills are taught systematically, teachers often see fewer reminders needed and greater student independence.
Why do some classrooms feel calm while others feel exhausting?
In many classrooms teachers spend large amounts of energy repeating directions such as "Start your work" or "Stay focused". These behaviors rely on executive functioning skills. When classrooms use systems that teach planning, task initiation, and flexible thinking, teachers often experience smoother transitions, fewer reminders, and more independent learners.
Do executive functioning strategies help children with ADHD or autism?
Yes. Many of the challenges associated with ADHD and autism involve executive functioning skills such as task initiation, flexible thinking, emotional regulation, and organization. Teaching executive functioning strategies helps make expectations clear and predictable, breaks tasks into manageable steps, and gives students practical tools to manage school and daily life.
Learn how others have worked with us
Case Studies
Case Study 1: Why Smart Students Still Struggle
Many students who struggle in school are not lacking intelligence. Instead, they may have
difficulty with executive functioning skills such as planning, inhibition, and cognitive
flexibility. Longitudinal research has shown that these skills predict academic success more
strongly than IQ alone. When students improve executive functioning skills, their true
ability often becomes much more visible.
Reference: Blair, C., & Razza, R. (2007). Child Development.
Case Study 2: The Classroom That Stopped Repeating Directions
In classrooms where teachers implemented structured executive functioning
supports—such as visual planning systems and clear task initiation routines—researchers
observed increased engagement, fewer behavioral disruptions, and higher task completion
rates. Teachers also reported spending less time managing behavior and more time
teaching.
Reference: Diamond, A., & Lee, K. (2011). Science.
Case Study 3: Executive Function Support for Students with ADHD
Students with ADHD often experience challenges with task initiation, organization, and time
management. Research examining executive function interventions found that when
students were taught planning systems, structured task initiation routines, and organization
strategies, they showed improvements in homework completion, organization of materials,
and emotional regulation during difficult tasks.
Reference: Langberg, J. et al. (2013). Journal of Consulting and Clinical Psychology.
Classroom Management Systems Checklist
Empowering learners worldwide with accessible, quality education.
Links
Legal
Terms of Use
Term & Condition
Privacy Policy