I’ve spent over 5 years professionally—and more than 10 years personally—working with kids with a wide range of disabilities, including ADHD, OCD, all levels of autism, Down syndrome, PANDAS, and more.
With a background in educational psychology and child development, I’ve supported children and their families in reaching goals they never thought possible.
As someone who’s neurodivergent myself, I understand firsthand how important it is to feel safe, seen, and supported. I’m here to help you come up with strategies that fit your child and your family, and to guide them toward confidence and independence at their own pace.
Your child is capable of so much more than the world gives them credit for—and helping them get there starts with the support around them.
To empower families with the tools and strategies they need to help their loved one with profound autism build meaningful skills for independence. In doing so, I hope to help individuals with profound autism live their lives with as much autonomy, dignity, and confidence as possible.
All individuals—regardless of ability—have the capacity to learn, grow, and build meaningful skills throughout their lives. With the right support, patience, and consistency, progress is possible. I also believe that families should have access to the same approaches used by professionals, because real progress happens when growth continues beyond the classroom and into everyday life.
I work alongside families to create routines and build life skills using strategies tailored to each individual and family. Every plan is flexible, creative, and rooted in the belief that progress takes time and consistency.
How I did it
I began my journey as a life skills job coach for young adults, many of whom were diagnosed with autism, ADHD, intellectual disabilities, or cerebral palsy.
My role was to support them as they learned the responsibilities of their first job at a grocery store—tasks like stocking shelves, bagging groceries, and maintaining cleanliness throughout the store.
I loved watching them grow from needing full assistance to completing their tasks with confidence and independence.
I began working as a teacher in a school that served children of all ages with profound autism and other intellectual disabilities. I quickly fell in love with both the children and the thoughtful, individualized approaches I was learning each day.
Most of the children I worked with communicated using a combination of home signs, AAC devices, and limited sounds or words. Our days focused on sensory regulation, life skills, and meaningful community outings.
That experience was truly invaluable. It reshaped how I understand teaching and connection, and it gave me tools I hadn’t seen used anywhere else.
I eventually made the decision to begin working independently, helping students in their homes. While schools and centers play an important role, I’ve found that some of the most meaningful progress happens right at home. That’s where routines are familiar, environments are personalized, and skills are directly applicable.
In-home, I work with students on a wide range of goals: hygiene routines, engaging in community spaces like movie theaters and arcades, participating in arts and crafts, sports, music, and using technology.
Because they’re practicing these skills using their own belongings—like brushing their teeth with their own toothbrush or making their own bed—they’re more likely to retain what they’ve learned and use it when it matters most.
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