About Joy

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I am an Autistic advocate, behavior analyst, clinical director, and adjunct professor. I have personally experienced the harms of ableism, racism, and flawed social validity related to my  own intersectional identities within ABA, educational systems, and society-wide.My own experiences have shaped the fervor of my advocacy and professional efforts. I am committed to identifying and helping to eradicate ableism and racism directed towards Autistic community members in therapeutic settings and beyond. My overall mission being to assist in ensuring Autistic community members are being comprehensively accommodated, accepted, and supported in navigating the world without compromise of their Autistic identity.

My focus is to help Autistic people develop awareness  and recognize the value in their differences. My aim being to help individuals learn to embrace their differences in manner that allows them to successfully navigate the world yet remain authentically themselves. In doing this I also aim to discover strategies that address  challenges, while allowing individuals  to  become aware of their strengths, realize their potentials, and improve their quality of life. Additionally,  I  always hold  the mission of promoting neurodiversity,  facilitating  acceptance  and  inclusion via a spectrum of support services I  provide to individuals, families, and organizations.

I vow  to be there for you every step of your journey. My goal is to help you grow from your challenges, recognize your strengths, and discover effective  strategies, to improve your quality of life. As  a  member  of  the  Autistic community,  I am committed to the  promotion of neurodiversity  and  offer a variety of effective and ethical support services that align with Autistic culture and values.   I hold  a person centered  philosophy  and do not recommend  nor  participate in the  targeting  of  behaviors  for the sole  benefit of  others.  I also do not recommend  or  participate in the targeting of behaviors  that do not truly impact  quality of life ( i.e. self stimulatory behaviors that  do  not  involve self -injury,  harm,  or aggression).

Virtual/In Person

*Parent Support and Parent Mediated-Intervention (PMI) Training

*Adult  Support  and  Self  Management Skill Building

In Person

* Social Skills Building 

* Self Advocacy Skill Building 

* Self Management/ Regulation Skill Building

* Communication Skills Building 

*Peer groups/ parent training groups ( subject to availability )

Virtual/In Person

* Training on considering neurodiversity  and practices related to the full inclusion of individuals in group structured settings ( ie office, school)

* Development of accommodations/modifications to support inclusion.

Virtual/  In Person

* Empower and educate families (parents and students!) to strengthen their own advocacy skills.

* Represent the best interests of the student in the educational process.

* Research specific legal issue or case that is pertinent to a child’s education program.

* Suggest appropriate services, programs and accommodations/modifications to meet the student’s individual needs.

* Conduct classroom observations and  reports.

* Help interpret the meaning of assessments and reports to parents, and explain their significance to the child’s educational needs.

* Help parents put requests in writing.

* Prepare parents for the IEP/504 meeting. This could include interpreting and prioritizing support materials, proposing goals and objectives, and providing/rehearsing strategies for the meeting.

* Review all special education documents, including files, assessments, report cards, observation reports, ect. prior to IEP/504.

* Accompany parents to IEP, 504, and any other relevant school meetings to provide advice and assistance.

* Review IEP documents before being signed

* Draft letters, responses, complaints and written requests to school and district