About

Here’s a more complete look at my professional background!  

 

I completed a one-year, competency-based postgraduate training program in school neuropsychology, taught by the preeminent developer of the field. I conduct school neuropsychological assessments to uncover the complex intersection of sensory processing, memory, attention, cognitive efficiency, and social-emotional factors that impact learning for individuals of all ages.  

 

I have received advanced training in assessing autism, attention deficit disorders, and memory issues. Additionally, I was trained in the use of the Autism Diagnostic Observation System (ADOS) at UC San Francisco.  

 

I am trained in applied behavior analysis principles and hold an Advanced-level PECS certification to support the communication needs of non-verbal students. I have experience addressing students' behavioral needs and conducting functional behavioral assessments.  

 

I have also served as a subject matter expert for the Board of Behavioral Sciences, contributing to the writing and review of the licensing examination for Licensed Educational Psychologists.  

 

My work with the Deaf and Hard of Hearing (D/HH) population began as a school psychologist supporting a regionalized program and later expanded to serving as a program specialist. In this role, I guided school district teams in program placement decisions and the development of programs for D/HH students.  

 

I have conducted numerous professional development trainings for school psychologists, special education teachers, and support staff on topics including evidence-based practices for students with autism, behavior intervention plan writing, assistive technology for students with special needs, and best practices for assessment and identification in special education. Over the past decade, I have trained hundreds of professionals and am regarded as a seasoned presenter in the field.  

 

As a faculty member at St. Mary’s College in the Special Education department, I train new teachers in courses such as Assessment, Learning Theory, Positive Behavior Supports, Teaching Students with Mild/Moderate Learning Disabilities, and Communication and Collaboration in Special Education.  

 

I am deeply passionate about supporting individuals struggling with reading, as I believe literacy is a fundamental human right. I have worked as a middle and high school teacher, as well as a reading and writing tutor for six years.  

 

My commitment to literacy extends beyond the classroom. I have volunteered with Project Second Chance through the Contra Costa Library system and was trained in the Wilson Reading System. I later founded my own volunteer tutoring program for adults with reading challenges and expanded my efforts to elementary schools, sponsoring Read Across America events to promote literacy and provide books to low-income families.  

 

Additionally, I volunteered with the UC Berkeley Early Academic Outreach Program (EAOP) to support first-generation high school students enrolled in community college courses. I also established a nonprofit program at a high school to support first-generation students in their pursuit of higher education by providing mentorship, resources, and college awareness activities.  

 

I have been trained in Orton-Gillingham methods for reading intervention for dyslexia and stay up-to-date on legislation affecting dyslexia education, advancements in curriculum and instruction, and research on effective interventions for dyslexia and other reading challenges.