• Special Education Department Chair• Taught mixed-age Pre-Kindergarten/Kindergarten students with varying developmental and learning disabilities (e.g., Autism, Down Syndrome, Cerebral Palsy, ADHD, Speech Impairments, etc).• Created a positive learning environment through classroom management systems and individualized behavior plans.• Achieved a highly effective teacher rating across three years. • Achieved an average increase of 25% for all students in the areas of independent functioning, math skills, and reading skills.• Consulted with multi-disciplinary teams including BCBAs, OTs, PTs, and SLPs to develop individualized intervention strategies for the home and classroom setting. Engaged families from diverse backgrounds to develop intervention strategies and techniques, including Applied Behavioral methods, for the home and classroom setting.

• Responsible for the direct implementation of evidence-based practices, including behavior-analytic services, to young children with Autism spectrum disorder and speech disorders in a full-day inclusive classroom. Analytic services focused in Natural Environment Training (NET).• Students with Autism in my classroom increased skills across developmental domains by an average of 30%, as measured by the school’s data collection program, Catalyst. •Students with speech disorders demonstrated an increase of independent mands by an average of 45% across 6 months, and an increase of mean length utterance by 2 morphemes, as measured by monthly classroom data collection. • Employed curriculum and norm-referenced assessments (e.g., AEPS, Battelle Developmental Inventory, DAYC-2, VB-MAPP) to assess, develop, and implement tailored and functional Individualized Education Programs (IEPs). • Developed daily lesson plans and designed activities addressing all developmental domains to meet state-mandated standards, Applied Behavior Analysis, and the student's IEP goals• Consulted with multi-disciplinary teams including BCBAs, OTs, and SLPs to develop individualized intervention strategies for the home and classroom settings. Engaged families from diverse backgrounds to develop intervention strategies and techniques, including Applied Behavioral methods, for the home and classroom settings.

• Responsible for the direct implementation of behavior-analytic services to young children with Autism spectrum disorder in private school settings and one-on-one home therapy sessions. Analytic services focused on Discrete Trial Training (DTT) and Natural Environment Training (NET)• Assisted in administering components of the VB-MAPP, entered and managed behavioral and programmatic data on a daily basis for treatment team, and communicated with families, educators, and BCBA supervisors regarding the progress of my clients.• Demonstrated high fidelity and excellence in implementation of behavioral programs to young children achieving a 98% mean fidelity across 60 hours of supervised observation.

• Served six children with Autism Spectrum disorder in an exclusionary classroom setting • Developed lesson plans and designed activities addressing all developmental domains to meet criteria as outlined by The Assessment of Basic Language and Learning Skills (ABLLS), Applied Behavior Analysis, and the children’s IFSP goals• Utilized the principles of Applied Behavior Analysis to manage disruptive behavior and replace it with appropriate, adaptive, and functional behavior• Consulted with multi-disciplinary teams including PTs, OTs, and SLPs to develop intervention strategies for the home and classroom setting• Engaged families from diverse backgrounds to develop intervention strategies and techniques, including ABA methods, for the home and classroom setting

• Served ten children, seven, with various special needs including learning and intellectual disorders, autism, and emotional behavioral disorder in an inclusive environment setting• Utilized expertise of curriculum design, instructional strategies, classroom management, and assessment to foster an environment of social-emotional development and kindergarten readiness as outlined in students’ Individualized Education Plans• Utilized the principles of Applied Behavior Analysis to manage disruptive behavior and replace it with appropriate, adaptive, and functional behavior• Consulted with multi-disciplinary teams including PTs, OTs, and SLPs to teach students to engage in functional communication and social skills