At the core of my work is a deep curiosity about people. I have a genuine desire to know, see, and understand each person I encounter, professionally and personally. I believe that the support I provide will only be effective if it is compassionate, trauma-informed, and centred on the safety, dignity, and autonomy of the people I serve. Further, I believe that the best outcomes evolve through authentic collaboration. My work is driven by a commitment to shifting systems away from compliance-focused approaches and toward ones that prioritize connection, joy, and meaningful skill-building for both students and the adults who support them. I draw on applied behaviour analysis, acceptance and commitment therapy, and equity-centred frameworks in my practice. I am committed being a life-long learner and using new evidence, perspectives, and experiences to shape my approach. When I reflect on my most fulfilling work experiences, I can see that collaboration is at the heart of these experiences. Whether co-creating proactive, systems-level change with school teams, mentoring other professionals, or partnering closely with families in direct service, I endeavour to bring a spirit of openness, humour, and shared purpose to every professional relationship.

As a Board Certified Behavior Analyst at the doctoral level (BCBA-D) with over 25 years of experience, I have supported children and adults with complex support needs across home, community, school, and university settings. I hold a Level 5 certification in Practical Functional Assessment and Skills-Based Treatment and a Certified Trauma Professional designation. I currently divide my time between consultation to public schools, clinical consultation through Semiahmoo Behaviour Analysts, and teaching at Capilano University. I have a strong interest in accessibility for neurodivergent students and employees in post-secondary settings. Beyond direct practice, I offer mentorship to BCBAs and other professionals looking to develop trauma-informed, neurodivergent-affirming practices, navigate the ethical complexities of working within public systems, or strengthen their collaboration and interpersonal skills to increase the impact of their clinical work.