Professional Background
My experience has been shaped by working with children and families across urban and suburban public schools, therapeutic and residential programs, in-home and center-based ABA, intensive treatment settings, and crisis stabilization. Across those settings, I’ve worked closely with caregivers, educators, clinicians, providers, and interdisciplinary teams supporting everything from everyday behavioral and developmental concerns to more complex needs involving school, mental health, safety, and higher levels of care.
I earned my undergraduate degree from Springfield College and later completed my Master of Education (M.Ed.). I am a Board Certified Behavior Analyst (BCBA) and Licensed Applied Behavior Analyst (LABA) in Massachusetts, with graduate training and professional experience focused on understanding behavior within the broader context of the child, family, and environment.
Experience That Shapes the Work
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Experience supporting children whose needs occur alongside trauma, attachment disruption, loss, chronic stress, placement changes, disrupted caregiving relationships, and repeated crises. This has shaped how I consider history, felt safety, trust, relationships, and regulation alongside behavior.
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A significant part of my work has involved training and supporting caregivers, educators, direct-support professionals, behavior technicians, residential staff, and multidisciplinary teams. This has reinforced that recommendations need to be understood, realistic, and workable for the people expected to carry them out.
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My work has included families navigating DCF involvement, foster care, adoption, different caregiving households, multiple providers, and significant changes in family circumstances. These experiences have reinforced the importance of understanding the context surrounding both the child and the people supporting them.
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Experience working with significant safety concerns, repeated crises, hospitalization, crisis stabilization, residential treatment, and transitions between levels of care. This has given me a broader understanding of what families may be managing when needs extend beyond traditional outpatient or school-based support.
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A significant part of my work has involved training and supporting caregivers, educators, direct-support professionals, behavior technicians, residential staff, and multidisciplinary teams. This has reinforced that recommendations need to be understood, realistic, and workable for the people expected to carry them out.
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Experience working both within school systems and alongside families navigating disagreements or concerns with their district around the IEP process, FBAs, BIPs, school refusal, shortened days, specialized programming, out-of-district placements, and school placement changes. This has also included helping families better understand the special education process, their role in Team decisions, and the rights and options available to them as parents or guardians.
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Experience conducting and interpreting behavioral assessments, identifying patterns and contributing factors, developing behavior support plans, and translating findings into practical recommendations. This work has reinforced the importance of looking beyond a single behavior or function and considering the broader context that may be shaping what is happening.
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I have worked alongside educators, therapists, psychiatrists, BCBAs, in-home teams, treatment programs, advocates, attorneys, and other providers. That experience has shown me how easily important pieces can become disconnected when several people or systems are involved.
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