Hey everyone! My name is Katie, and I’m so excited to be joining the team! I was born in Kentucky but grew up in the small town of Howey-in-the-Hills, Florida (strange name, right? 😂). I graduated at the top of my class from Tavares High School before attending Lake-Sumter State College, where I earned my Associate's degree in General Studies. I then moved to Orlando and transferred to the University of Central Florida, where I earned my Bachelor's degree in Communication Sciences and Disorders. I also completed graduate studies in Speech-Language Pathology at UCF, where I had the privilege of learning from incredible professors and professional mentors specializing in Alternative and Augmentative Communication (AAC), stuttering, feeding and swallowing disorders, language disorders, early intervention, early literacy, and American Sign Language in educational settings. During that time, I gained invaluable clinical experience through internship opportunities with Nemours Hospital's BrightStart! Literacy Program, UCF's Aphasia House, and the Brain Fitness Club. Unfortunately, life took an unexpected turn, and I had to pause my journey toward becoming an SLP. When I returned to the field, I found my way into ABA, where I discovered a passion for supporting individuals who communicate differently—especially those who are often considered "challenging" or "hard to connect with." My experiences in early intervention included working with children with a wide variety of complex communication needs. One experience that has always stayed with me was supporting a child with selective mutism who eventually began communicating verbally. That experience reinforced just how life-changing communication and genuine connection can be. I later moved to Colorado, where I had the opportunity to work for Colorado Behavior Learning Group, an organization that served children with high-magnitude behaviors, medical complexities, and complex communication needs. Many of my clients had little or no functional means of communicating their wants, needs, or emotions, and I found myself continually drawing on my speech-language background. I collaborated closely with BCBAs, nurses, families, and other members of the interdisciplinary team to develop individualized communication supports that were meaningful for each child. This included creating and implementing PECS systems, designing visual supports, incorporating AAC strategies, and even learning and using ASL with a child whose primary mode of communication was sign language. Some of the children I supported required one-on-one nursing care throughout the day due to significant medical needs, and every case challenged me to step outside my comfort zone, think creatively, and continue learning.