I started this work because I know what it feels like to be left without meaningful support. 

As a special education teacher, I was given behavioral consultation that looked good on paper but didn't align with the realities of my classroom. My room was regularly being destroyed, students were being evacuated, and I felt solely responsible for managing it all. The guidance I received was disconnected from my students’ needs, and professional development often lacked relevance, follow-up, or impact. I was overwhelmed, isolated, and exhausted. I knew there had to be a better way to support both students and educators.

That experience led me to become a behavior analyst.

I wanted to be the kind of support I had needed; someone who understood classroom realities and could partner with educators to build systems that were both effective and feasible.

As a district-wide behavior analyst in a large, under-resourced urban district, I saw the systemic barriers that contributed to the same challenges I had faced. I encountered complex ethical dilemmas, logistical constraints, and inconsistent processes. At the same time, I had the opportunity to work alongside school teams to build more equitable, responsive, and sustainable behavior systems. I learned how much more effective support becomes when it’s collaborative, context-sensitive, and designed with the people doing the work.

These experiences led me to pursue doctoral training, where I focused on implementation science and evidence-based adult learning practices. My work centers on improving the adoption, implementation, and sustainability of behavioral practices—ensuring that strategies are not only effective, but used consistently and with fidelity.

Today, in addition to preparing future special educators and behavior analysts in my role as an Assistant Professor of Special Education, I partner with school teams and school-based BCBAs to design behavior support systems that are practical, ethical, and tailored to the unique strengths and needs of each setting.