The Intervention Studio

I am a special education teacher in a self-contained K–4 classroom, working with students with autism, behavioral challenges, multiple disabilities, and intellectual disabilities. My classroom is built on a “behavior first, then academics” approach, where students feel safe, regulated, and supported before meaningful learning can take place. In addition to teaching, I have a background in substance use counseling and hold my LCDC II. I blend both educational and counseling perspectives to support the whole child; academically, emotionally, and behaviorally. Every resource I create is something I’ve either used, needed, or wished I had in my own classroom.

My teaching style is structured, supportive, and highly practical. I believe in high expectations paired with strong support systems. My classroom runs on consistency, clear routines, visuals, and hands-on learning experiences. I focus heavily on: Behavior supports and regulation Social-emotional learning Data-driven instruction Functional, real-life skills My goal is always to create tools that are easy to implement, actually work in real classrooms, and reduce overwhelm for teachers.

Some of my most meaningful moments in teaching aren’t awards. They’re the small wins: A student using words instead of behavior for the first time A child learning to regulate instead of shut down Families feeling supported and understood I take pride in creating systems and supports that help students grow in confidence, independence, and emotional regulation.

Master’s Degree in Special Education Licensed Intervention Specialist (Ohio) LCDC II (Licensed Chemical Dependency Counselor Assistant) Currently pursuing BCBA certification Currently pursuing Master's in Clinical Mental Health My education and ongoing training continue to shape how I approach behavior, learning, and student support in a real-world, practical way.

I am a wife and mom of five, balancing classroom life, continued education, and family. I understand firsthand how important it is to have tools that are effective, simple, and realistic to use. The Intervention Studio was created from a deeply rooted belief: students cannot learn when they do not feel safe, understood, or supported. With a background in both counseling and special education, I have worked with students whose behaviors were often misunderstood. Over time, I began to see something important. Many students were not struggling because they did not want to learn, but because they were overwhelmed, dysregulated, or unsure how to communicate their needs. When we slow down, build trust, and support behavior first, something powerful happens. Walls come down. Confidence grows. Students who once resisted learning begin to engage, take risks, and experience success. The Intervention Studio was created to bridge behavior, social-emotional support, and meaningful academics because growth does not happen in isolation. When students feel safe, connected, and capable, learning naturally follows. These are the tools I use every day in a self-contained classroom. They are practical, intentional, and designed for students who need something different, because every child deserves the opportunity to grow, rise, and succeed.