a little bit about me…

I was born and raised in Houston, Texas, the youngest of three children in a Latino household. From a young age, I have always had a nurturing and protective nature, gravitating toward opportunities to work with children—whether that meant caring for my younger cousins, tutoring classmates, or simply wanting to be around babies and toddlers. As the youngest in my immediate family, I often felt the desire to be seen as “older” and “wise,” which shaped my early sense of responsibility and leadership. Combined with the strong belief instilled in me that education is one of the most valuable tools in life, this passion led me to pursue a career in education.

After graduating high school, I attended The University of Texas at Austin, where I earned a Bachelor of Science in Applied Learning and Development, followed by a Master of Education in Special Education with a concentration in Autism and Developmental Disabilities.

My passion for working with children with autism developed during my undergraduate classroom placements and student teaching experiences in Pflugerville ISD and Austin ISD. I observed that some of the most vulnerable and often misunderstood students were those diagnosed with Autism Spectrum Disorder who lacked adequate supports to meet their needs. My initial goal was to deepen my understanding of ASD—its diagnostic criteria, functions of behavior, and effective teaching strategies—so that I could return to schools better equipped to support students in inclusive and specialized classroom settings.

During my graduate studies, I gained hands-on experience as a behavior technician at a Verbal Behavior clinic, working with learners ranging from 3 to 16 years old. It was there that I discovered the profound impact of Applied Behavior Analysis (ABA). I found immense joy in celebrating small but meaningful milestones—hearing a child make their first request, mastering steps in a task analysis, or seeing measurable reductions in challenging behaviors. I continued working in the field of ABA for two years before returning to public education in Georgetown ISD, where I served as a K–3 resource teacher and provided behavioral administrative support for complex cases. However, I realized that the individualized support, data-driven decision making, and collaborative model within ABA allowed me to create more meaningful and sustainable change. This ultimately led me back to the field.

As a Board Certified Behavior Analyst (BCBA) and Licensed Behavior Analyst (LBA), I am passionate about helping individuals with autism develop meaningful communication skills, independence, and social connections. With a strong foundation in special education, I approach each client and family with compassion, cultural responsiveness, collaboration, and evidence-based strategies tailored to their unique strengths and needs. I believe progress happens through connection, consistency, and teamwork. My experiences have reinforced that every individual learns differently—and that meaningful outcomes are achieved when families, therapists, and educators work together.

My goal is to continue developing impactful, ethical, and compassionate behavior-analytic programs while fostering a culture of collaboration, mentorship, and professional growth within the field.