Thelma Atha, M.Ed, CAS; Director of Counseling Department & Learning Support Specialist at Lincoln International Academy in Managua, Nicaragua; Private practice in Managua, Nicaragua focused on Sensory Integration Therapy, TEACCH, and Behavior Modification Therapy.

Country: Managua, Nicaragua

School/ Organizations/Center: Lincoln International Academy, Managua, Nicaragua

1) How has earning the Certified Autism Specialist been meaningful and satisfying?

I began learning about ASD 9 years ago when I suspected my youngest son may be autistic.  Six months later, in Californian, he was diagnosed with autism and I was told he might not ever become verbal.  A year and a half after Raphael’s diagnosis, my husband´s work in the U.S. Navy took us to El Salvador. While in El Salvador I began formal studies on autism, SP, and ABA in order to better help my son.  Shortly after, I began to get invited to schools to talk about ASD and families began contacting me.    Suddenly, I found myself becoming an advocate for children with ASD. After much hard work, I am happy to report that, today, my son is verbal and high functioning. We face challenges every single day, but I am blessed to have had the opportunity to become a Certified Autism Specialist and to learn different ways to help my son and other children with ASD and their families.  In 2013, we moved to Managua, Nicaragua and in 2015 I earned my designation as a CAS. It has been truly meaningful to me as I can now better help children with ASD. Living in a third world country, where people are just beginning to learn about ASD, means a lack of sufficient resources.  There are very few service providers for children with ASD, so my experience and the training I received while becoming a CAS is very important as we work to fill the gaps in services and assistance for people with ASD in this region of the world.

2) How has the CAS credential affected your professional growth?

The CAS credential has very positively impacted my professional growth! Having these credentials enhances the credibility of all my efforts to advocate for people with ASD and improves the services I provide for students, clients and parents. Also, being a parent of a child with ASD, gives me additional sensitivity and awareness on a professional and personal level which helps build better cooperation with those I work with.   This certification has made me grow in many other ways. My work as Director of Counseling and Learning Support Specialist for Lincoln International Academy and the work I do to support students from other schools, provide private therapies, and help support people and families with ASD has benefited greatly from all I learned while earning my CAS designation.

In 2015, I had the opportunity to give a TEDx talk on Autism, highlighting my personal experiences as a mother and my professional experiences as an advocate for people with ASD. One of the things I mentioned in my TEDx was my CAS designation. My TEDx talk has spread beyond borders. Since then, families and organizations from many countries have contacted me. I truly believe that CAS has given me much more credibility as a professional which in turn makes my work as an advocate for people with ASD much more effective. (TEDx link: https://www.youtube.com/watch?v=8IZs3wN4x_0)

3) How has your CAS credential been a benefit to your employer?

It has been a huge benefit for my employer. We have started a well-structured inclusion program to place students with ASD in the regular classroom to the maximum extent possible and continue to work to increase our capabilities to serve the members of our community with ASD.  Parents of children with ASD now seek admissions at Lincoln International Academy because they are confident they will be in a place where there is someone that truly understands their children’s needs.

4) How do you like to be recognized, acknowledged and rewarded for a job well done?

I know first hand how difficult it can be to get support, access to therapies, and better educational opportunities for children with ASD, so assisting parents and their children is all the reward I need.  Hearing: “I know you understand,” “thank you for giving our child a chance”, etc., is acknowledgement enough.

5) What is your greatest challenge or roadblock?

I find the biggest challenge is to work with people who do not understand ASD.  That was the main motivation I had in giving my TEDx talk, educating as many people as possible about the challenges faced by individuals with ASD and their families.

6) What makes you feel like a valuable contributor?

The fact that I am not only a professional on the field but also a mother of a child with ASD who now has the amazing opportunity to work with other children with ASD is what makes me a valuable contributor.

7) What do you enjoy most about your job?

I enjoy many aspects about my job. Most of al,l I enjoy working with parents and their children, providing the emotional support that they need to be able to stay strong and positive every day while facing the challenges associated with ASD.

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Featured CAS or ACAS Name: Dr. Ann Marie Leonard-Zabel, CAS, ACAS 1 and ACAS 2; Full Professor of Psychology; School Neuropsychologist; Clinical Instructor and Clinical Supervisor

State/Country: Massachusetts

School/ Organizations: Curry College Department of Psychology; NEALAC Clinic – private practice; KidsInc School Neuropsychology Post-Graduate Certificate Program

1) How has earning the Certified Autism Specialist and/or Advanced Certified Autism Specialist been meaningful and satisfying?

I had the distinct pleasure of earning my CAS, ACAS 1 and ACAS 2. Having these credentials is special to me since I can provide a variety of services to my clientele who have children and youth with ASD. Most of all, I can develop new courses for my college undergraduate program to enhance a given student’s skill set in order to pursue additional graduate training in ASD. In addition, I can enhance my delivery of skills to provide in-depth training to my students who are pursuing a diplomate credential in School Neuropsychology.

2) How has the CAS or ACAS credential affected your professional growth?

Hugely! Having these credentials enhances credibility and best practices to service students/clients and families living with ASD. My goal is to offer more services within my private practice and to enhance service delivery that is state of the art in the field. I am so thankful to have the opportunity to train and enhance my professional skill development to help others.

3) How has your CAS or ACAS credential been a benefit to your district/ organization/ or employer?

I believe my credentials  will enhance my college’s course offerings and to prepare college students for a field that needs as many highly trained professionals as possible. My private practice will be enhanced to provide “best practice” approaches with not only assessment but interventions and strategies so necessary to assist families, educators and the medical communities with knowing how to effectively interact with ASD individuals in a positive light.

4) How do you like to be recognized, acknowledged and rewarded for a job well done?

How I would like to be recognized, acknowledged and rewarded for a job well done is when one states, “thank you for helping me understand my child, my student, and/or providing me credible knowledge to pursue a career”. That would be the greatest joy for me coming from my clientele.

5) What is your greatest challenge or roadblock?

My greatest challenge in the field of ASD is to work with someone who does not fully understand ASD and its neurocognitive implications upon learning and behavior. I exercise due diligence and care  when applying research knowledge to help educate the individual, to not only understand the unique needs of ASD, but how to exercise patience, meekness and understanding toward the individual(s).

6) What makes you feel like a valuable contributor?

My career has spanned 35 years and I can say having a solid knowledge base with learning differences and developmental disabilities has allowed me to expand my expertise to help others. I will be  the Keynote Speaker and will present two papers soon at the 24th World Congress on Learning Disabilities at the University of Sunderland, London, England. It is in this venue,  I will  share information with colleagues from around the globe on the topic of “Resilience” despite learning and behavioral disorders. One of my papers will focus on the topic “Solving the Assessment Mystery of Autism Spectrum Disorder from a Pediatric Neuropsychological Perspective”. I believe achieving my CAS, ACAS 1 and ACAS 2 will allow me the avenue to expand my skills to offer more training and program development for children and youth globally.

7) What do you enjoy most about your job?

As a professor and a clinician I am so grateful to have a career that I love and cherish. I enjoy so many facets of my jobs but most of all empowering one to succeed despite his or her personal challenges. Afterall, that is the most important role I can take.

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Karen Jaggers, NCC, LPC, CAS

State/Country: Texas/, USA

School/ Organizations: University of Houston, MS/Mental Health Counselling – Capella University, CalSouthern University (PsyD Clinical Psychology candidate)

1) How has earning the Certified Autism Specialist been meaningful and satisfying?
I have been working with individuals on the autism spectrum for over fifteen years.  I have long advocated for a certification in autism that is well rounded and encompasses more than behavior.  Its great that now parents and professionals can search for an autism specialist who has met a strong vetting process.

2) How has the CAS credential affected your professional growth?
I believe adding the CAS credential to my other credentials is important because a large part of the individuals I work with as a psychotherapist are on the spectrum or families of these individuals.  By achieving the CAS designation, new clients can be assured that they are receiving information and advice from a professional with proven experience in autism.

3) How has your CAS credential been a benefit to your district/ organization/ or employer?
My partner Dr. Debra Stokan (child, adolescent and adult psychiatrist) and myself take pride in our many years of experience helping families with autism spectrum disorder.  This designation further assures them that we are striving at all times to remain at the top of our fields in serving the autism community.

4) How do you like to be recognized, acknowledged and rewarded for a job well done?
The reward that I get is seeing my clients become more successful as they work toward improving their social skills, behavior and personal independence skills.

5) What is your greatest challenge or roadblock?
My greatest challenge or roadblock is that there are so many families with autism, and that the numbers continue to explode.  My own son was diagnosed seventeen years ago and it was almost unheard of diagnosis.  Now its one of the more common diagnosis’ in young children today.

6) What makes you feel like a valuable contributor?
Seeing the progress that students have made is my greatest reward.  Its wonderful to be able to help families better understand their children and create plans to allow the individual to meet their greatest potential.

7) What do you enjoy most about your job?
I absolutely love my job.  What I enjoy most is knowing that even in the most difficult of cases I should be able to help this family and individual gain improvements that will affect their quality of life.

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Iuliia Sterpinska, Special Needs Teacher

State/Country: Ukraine, Europe

School/ Organizations: Pechersk School International

1) How has earning the Certified Autism Specialist been meaningful and satisfying?
Earning the Certified Autism Specialist opened the door to “another reality” for me whereI feel competent, meaningful and able to deal with any challenges .

2) How has the CAS credential affected your professional growth?
Thanks to the CAS credential I was able to find a job at Chadwick International School in South Korea and changed my position from Teacher Assistant to Special Education Needs Teacher.

3) How has your CAS credential been a benefit to your district/ organization/ or employer?
CAS credential helped me learn how to moderate the programs for the students with autism so they were able to participate effectively in mainstream classroom activities and take part in school social life. To be honest, there are no autism trainings in Ukraine at all. Lots of Ukrainian people don’t know what autism is at all, so I’m the first IBCCES-CAS certified   specialist in my country.

4) How do you like to be recognized, acknowledged and rewarded for a job well done?
To get positive feedback from parents, other teachers and administration.

5) What is your greatest challenge or roadblock?
Because of the absence of trainings in my country it was difficult for me to find good information about working with autistic and other disabled students. The second challenge was that English was my second language so in order to succeed with online training I had to learn lots of new specific terminology. But thank to IBCESS-CAS I succeed with all theses challenges.

6) What makes you feel like a valuable contributor?
My students reached great levels of success regardless of their academic, social and behavior life. The success was so noticeable that lots of teachers from our school came and told me about it. Verbal recognition from peers that acknowledges student growth is very rewarding too.

7) What do you enjoy most about your job?
SEN is my job, my passion and my lifestyle. Every day you come to school and see how successful your students are, how their lives are changing in a good way, knowing you can help even if they are struggling… This is the most enjoyable and satisfying part of my job.

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Dr. Melanie Bolt

IBCCES is excited to introduce new Executive Director Dr. Melanie Bolt to the global community of autism specialists. As Executive Director of IBCCES, Dr. Bolt draws on her expertise in educational research and evaluation to unite people, processes, and productivity for the purpose of providing autism training and certification for professionals who work in the fields of healthcare and education. Her goal is to better-equip teachers, paraprofessionals, therapists and other healthcare professionals to successfully address the needs of individuals with Autism Spectrum Disorder.

Dr. Bolt obtained the bachelor’s and master’s degree from the University of Southern Mississippi (1994) and Texas Christian University (1997), respectively. The doctorate degree was subsequently conferred on her in the area of Educational Research and Evaluation from Virginia Tech (2003).

During her early career, Dr. Bolt studied overseas and taught lower school students in Redhill, England as well as taught middle grades in the Dallas/Ft. Worth area. Her classroom experience informed her early research of teachers’ roles and responsibilities in light of Deweyan educational philosophy. This focus lay the foundation for Dr. Bolt’s study of educational issues by applying quantitative and qualitative approaches to inquiry. Given this line of research she discussed the need for a broader public discourse on high-stakes accountability-based school initiatives and underscored teachers’ perspectives. The domains of interest included (1) the adequacy of curriculum and the diversity of teachers’ instructional strategies, (2) the quality of student learning, (3) teachers’ sense of professional autonomy and level of teacher tension, and (4) school quality.

At Virginia Tech, Dr. Bolt conducted program evaluations on behalf of the University as well as taught doctoral level courses for educational leaders and students of diverse graduate program areas. More recently, Dr. Bolt served as Director of Assessment and Project Manager of Project Proficere, a statewide federally-funded grant to develop sophisticated computer-based assessments for World Languages—including French, German, Latin, Italian, and American Sign Language. In this capacity she managed Florida’s statewide processes and outcomes pertaining to developing partnerships, recruiting World Languages teachers; presenting statewide training sessions and evaluating teachers’ workflow. Also, Dr. Bolt managed the State’s electronic test-item repository for WL, conducted pilot-testing and statewide field-testing as well as led panel presentations at professional conferences that supported the effort of developing sound assessments for students of World Languages.

Dr. Bolt is excited for her new journey within the IBCCES community, and welcomes insight from the autism community on what we are doing well and how we can improve. To reach Dr. Bolt, please email melanie@ibcces.org.

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Shaneé Howell, MSW, CAS, ITFS

State/Country: North Carolina, USA

School/ Organizations: Applied Family Services – NC

1) How has earning the Certified Autism Specialist been meaningful and satisfying?
Earning the CAS credential has been extremely meaningful because of what it allows me to do for my clients. Because of the continuing education coursework that I have completed I have been able to guide families in the process of having their child evaluated, as well as being able to provide families with new tools learned in my continued studies.

2) How has the CAS credential affected your professional growth?
The CAS credential has given validity to my passion of working with individuals with Autism, and has allowed for me to grow, and even to have new positions created where I can best use my skill set.

3) How has your CAS credential been a benefit to your district/ organization/ or employer?
This credential has allowed for me to provide training to both parents and professionals who may not have been able to receive services otherwise.

4) How do you like to be recognized, acknowledged and rewarded for a job well done?
I feel most proud of my work when a family that I’ve been working with gets excited about progress and can see their own growth through all of the work we’ve done as a team. Their heartfelt “Thank-you” makes all of the hard work worth it!

5) What is your greatest challenge or roadblock?
My greatest challenge is in pulling professionals together to work as a team. I’ve found that if the professionals can check in with one another and ensure that each of the goals they are working on coincide with the others the child and family is much more successful!
6) What makes you feel like a valuable contributor?
I feel most like a valuable contributor when my advice is sought out, from both parents and professionals. Knowing that they find my knowledge helpful to them makes me feel valued.

7) What do you enjoy most about your job?
I love that I get to have a positive impact not only in a child’s life but in their family dynamic as well. Giving children and parents the skill set to grow to a place where they not only function, but enjoy being around one another, is what motivates me to continue this work!

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Ezra Lockhart, M.Hlth.Sc.(D.D.), MCSE, CDC I, CAS, Behavior Therapist

State/Country: Anchorage, Alaska, USA

School/ Organizations: Catholic Social Services – Alaska

1) How has earning the Certified Autism Specialist been meaningful and satisfying?

I am proud to be the first practitioner in Alaska to earn the Certified Autism Specialist credential.  Earning this internationally recognized credential provides those that I serve reassurances regarding my expertise in the field of autism support. I consider myself a global citizen and have studied in both the United States of America and Australia. Locating and obtaining board certification at the international level was important to me. Towards that aim, I found IBCCES and their autism credentialing track. For these reasons I find my CAS credential meaningful and satisfying.

2) How has the CAS credential affected your professional growth?

I initially earned the Autism Certificate credential while working towards completing a master’s degree at the University of Sydney in Australia. After completing and publishing a dissertation on the topic of computer-based social and emotional skills training for individuals with autism spectrum disorders (ASD), I upgraded to the Certified Autism Specialist credential. Since earning my Certified Autism Specialist I have been accepted into a doctoral program to continue my research focusing on the ASD population.

3) How has your CAS credential been a benefit to your district/ organization/ or employer?

Catholic Social Services, Family Disability Services is able with confidence to connect me with their client population to address specific acute and chronic issues. Mentioning that the agency has a CAS onboard helps to encourage parents and guardians that those in their care will be supported to the upmost professional standard by a highly qualified practitioner.

4) How do you like to be recognized, acknowledged and rewarded for a job well done?

Receiving accolades of any kind is something I personally and professional appreciate. For my contribution to the autism community I received the Man of Excellence Award in 2013 from AHAINA Multicultural Center and the Seawolf Student Leader Award from the University of Alaska Anchorage, Student Life & Leadership. In 2015 I was presented an original painting from the Michael Tolleson Savant Art Center in Kent, Washington. The painting “Epiphany” was created by Michael Tolleson, an autistic savant. Creating a positive lasting impact to no matter the size to this community is my passion and career goal.

5) What is your greatest challenge or roadblock?

The greatest challenge I have seen in my 12 years delivering direct support is the ever constant changes in federal and state regulations governing Medicaid. I have witnessed how this drastically impacts from year-to-year access to and continuation of services for individuals who desperately need support. Working for a Medicaid provider agency I have seen across the board client support hour reductions that frankly break my heart as I understand how this will impact the quality of life and skill development for the clients I serve.

6) What makes you feel like a valuable contributor?

When working with clients one-on-one the constant feedback I get from their actions, achievements, and accomplishments makes me acutely aware of how valuable my contribution is to their overall success. Even when clients are struggling to achieve their goals the fact that they continue to try signifies for me the value of my practice.

7) What do you enjoy most about your job?

I enjoy seeing change in the clients I serve regardless of how incremental that change may be. My reward is in their success. It is rewarding to know that I have the opportunity to impact clients in such a way that will have for them lifelong positive effects.

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A few years ago, I encountered a set of notorious twins who challenged my classroom and behavior management skills honed carefully by years of teaching middle school students and parenting a “strong-willed” child. I had no formal ABA training; in fact, I was brand new to the school. I didn’t recall doing anything to merit these 15-year-old sophomores’ placement together in my class, especially in a period that ended up as the last class on Fridays. I’d been warned of their tendencies, their “attention-seeking” antics by my colleagues. Head-shaking, commiserating ninth-grade teachers wished me the perfunctory “good luck” after a disbelieving exclamation of “You have them BOTH in the same class!?”  I can still see the piteous looks on their faces.

The mother of these boys (who is an absolute angel) was in email contact with me daily to monitor their behavior and progress. There were diagnoses and accommodations plans lined up to help us teachers with these boys, which I kept within arm’s reach to reference for ideas. I slogged through a few months of redirecting, ignoring, minimizing, clarifying, one-on-one conferencing with the student, conferencing with the parents, etc. etc. etc. all the while documenting and classifying interventions; until one day, I unknowingly started implementing positive behavior supports.

My daughter’s therapist taught me to use PBS and token economies at home, so I began applying the same ideas in the classroom. Every day, I found a way to complement each student, especially those twins. It wasn’t easy, but as an example, when class clown #1 was asked to read aloud, and he did so in a silly accent, I praised him for his oratorical prowess. It actually worked. I got compliance. I got work turned in. I got on task behavior. I survived the twins, and instead of joining in the finger wagging in the teacher’s lounge, I was fist pumping my way through midterms.

I was lucky enough to teach one of the twins again in summer school two years later. When they both graduated, I couldn’t contain the pride I felt in how they’d both matured and succeeded in spite of their past behaviors, their diagnoses, and all of the teachers who wrote them off as “bad kids.”

When working with children, whether as a parent or a teacher, we have to be creative and willing to try the unexpected. I don’t consider myself a guru of behavior analysis or classroom management, but I learned to find the positive in each of them and the benefit of changing my approach. With all we know of motivation and affective filter, we must strive to support students with positivity. At least try it to see if it makes a difference. In my experience, it truly does.

About the author: Kelly Noda worked in nonprofits for five years and taught writing and public speaking in middle school, high school, and college for ten years. She has a degree in cultural anthropology from the University of Alabama and studied psycholinguistics and rhetoric at the University of North Carolina-Charlotte. She is currently pursuing a Master’s in Applied Behavior Analysis from the University of West Florida and serving The International Board of Credentialing and Continuing Education Standards as Director of Development.

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Walter S. Knauff, M.Ed, NBCT, CAS, LCSW-C

Clinical Social Worker, Special Educator

City/State:          Silver Spring, MD                             

School/ Organizations:  Private psychotherapy practice; Autism Resource Services, Silver Spring International Middle School (Montgomery County Public Schools)

1) How has earning the Certified Autism Specialist been meaningful and satisfying?

I am proud to be acknowledged by IBCCES as a Certified Autism Specialist. It means a great deal to me to be formally recognized for the significant investments of time and energy I have made to hone my craft as both a clinician and an educator. The certification adds an extra indicator of confidence for those with whom I collaborate, be they families, clients, school system colleagues and administrators, or other healthcare providers.  I strive for excellence in my service to people on the autism spectrum and their families, and this esteemed credential validates my efforts in this regard.

2) How has the CAS credential affected your professional growth?

Earning the CAS credential has highlighted to my colleagues and those I serve – my clients, students, and families – my commitment to continuously develop the knowledge and skills I need to maximize my effectiveness in serving people with Asperger’s syndrome and those who are high-functioning on the autism spectrum.

3) How has your CAS credential been a benefit to your district/ organization/ or employer?

As a Licensed Clinical Social Worker in independent practice, my CAS credential provides the assurance to parents seeking assistance for their children that I possess the training, skills, knowledge and experience to provide high-quality, effective treatment. With many families using the internet to find a licensed professional, the endorsement provided by IBCCES as an independent international credentialing body helps me to establish my credibility and to differentiate myself as an autism specialist.

As co-creator of Autism Resource Services (ARS) at Silver Spring International Middle School, my CAS credential represents to all stakeholders – administrators, colleagues, parents, and students – my commitment to continuously grow, refine, and improve my skills as a Special Educator. In its first year, our Autism Resource Services team at my school was selected by the Exceptional Needs Executive Committee of the countywide Council of Parent-Teacher Associations as an Outstanding Service provider. We are a model service for others.  My team members and administrators appreciate the prestige that the CAS recognition brings to our school and service. I strive each successive year with my team members to continuously grow and develop the range and quality of instruction and support we provide our students.

4) How do you like to be recognized, acknowledged and rewarded for a job well done?

I love knowing that I have made a positive difference in the life of a child, teen, or young adult – that I have been able to work with them to help bring out their strengths and to give them tools to live well. In my clinical practice, families learn ways to improve the quality of life and harmony in their family unit.  My clients feel seen and heard and I treasure the appreciation I get in return for helping to facilitate that work. In the same way, I appreciate the heartfelt acknowledgements I receive from my students, families, and colleagues in the school system. I also enjoy the privilege of professing my accomplishments through the titles, certificates, licenses, and awards I have earned through years of hard work and dedication.

5) What is your greatest challenge or roadblock?

My greatest challenge, and one I am confident I share with many others, is dealing with the inordinate time and occasional injustices of bureaucratic red tape and burdensome paperwork requirements that take time and energy away from serving clients and students.

Another challenge is that there are not enough hours in the day! Between my full-time commitment to Autism Resource Services, managing all facets of running a successful solo psychotherapy practice, attending conferences and workshops, and staying abreast of the latest developments, my commitment to my work life takes up much of my time, especially during the school year. Even so, I make sure to balance as best I can my time with family, friends, and leisure pursuits.

6) What makes you feel like a valuable contributor?

As a seasoned professional, having my colleagues seek me out for guidance and support gives me great satisfaction. I am grateful for every opportunity I am given to help a colleague by sharing what I have learned through my many years of professional practice. I learned so much from my mentors along the way and am strongly motivated to “pay it forward.”

7) What do you enjoy most about your job?

I enjoy getting to know each of my students and each of my clients as unique individuals with unique strengths and challenges. I have found the saying, “If you’ve met one person with autism, you’ve met one person with autism” to be so true – and I delight in finding creative ways to bring the smile of success to the face of each child, teen, and family I meet – to be present for those “light bulb” moments and know that I had something to do with them.

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Marcia Nash, Speech and Language Pathologist, MS, CAS

City/State:  Fairbanks, Alaska

School/ Organizations:  Fairbanks North Star Borough School District, Alaska Speech and Hearing Association

1. How has earning the Certified Autism Specialist been meaningful and satisfying?

I have spent much time attending conferences, taking classes and visiting clinics focused on autism therapy.  This credential validates all of my training and gives me the confidence to share my knowledge with others.

2. How has the CAS credential affected your professional growth?

This designation has given me confidence to share my opinion when working with a team of professionals as well as give constructive criticism when needed.

3.  How has your CAS credential been a benefit to your district/ organization/ or employer?

One of the interesting benefits my CAS credential has been the discussions I have had with teachers and administrators about the CAS credential.  This in turn sparks a discussion about autism and how to help the students in our district.

4. How do you like to be recognized, acknowledged and rewarded for a job well done?

It is always nice to be acknowledged for a job well done but the most rewarding experience is seeing students using the skills I have taught them in their natural environment.

5. What is your greatest challenge or roadblock?

My greatest challenge is finding time to plan for student needs with colleagues.  Our therapy could be so much more effective if we were able to discuss successes and failures and create a plan together.

6. What makes you feel like a valuable contributor?

I appreciate acknowledgement when my input has made a positive change for my students.  Seeing my students use their newly acquired skills successfully is the ultimate reward.

7. What do you enjoy most about your job?

Working with students has always been the most rewarding part of my job.  There is nothing better than the “ah ha” moment when a student is finally able to use a concept independently.

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