Bio: Jessica Flaherty, M.Ed., BCBA
Jessica is a Doctoral Candidate in the area of Special Education and Applied Behavior Analysis at the University of Washington. She received her M.Ed. from Nicholl’s State University and is a Board Certified and Licensed Behavior Analyst.
She is currently working as a practicum supervisor in the Applied Behavior Analysis (ABA) graduate program at the UW College of Education and a Research Assistant for the Professional Development and Training team at the Haring Center for Inclusive Education. Her current research focuses on the intersectional experience of gender and neuro diversity, the unique barriers and needs within this space, the ways clinicians come to know and value those needs, and the implications on the field as a whole.
Prior to pursuing her Ph.D., she worked as a behavior analyst in an early intervention center in New Orleans, Louisiana where she provided services in the clinic, home, and school settings. This work quickly shaped her values and aspirations, prioritizing collaborative relationships with clients and families and providing services that are tailored to specific lives, values, and contexts.
She is currently working as a practicum supervisor in the Applied Behavior Analysis (ABA) graduate program at the UW College of Education and a Research Assistant for the Professional Development and Training team at the Haring Center for Inclusive Education. Her current research focuses on the intersectional experience of gender and neuro diversity, the unique barriers and needs within this space, the ways clinicians come to know and value those needs, and the implications on the field as a whole.
Prior to pursuing her Ph.D., she worked as a behavior analyst in an early intervention center in New Orleans, Louisiana where she provided services in the clinic, home, and school settings. This work quickly shaped her values and aspirations, prioritizing collaborative relationships with clients and families and providing services that are tailored to specific lives, values, and contexts.
