Megan Boucher, M.A., BCBA
Director of Education
Megan is a BCBA and a certified teacher (Georgia Standard Professional Teaching) in the following areas: elementary education (P-5), special education adapted curriculum (P-12) consultative, special education general curriculum (P-12) consultative, special education physical and health disabilities (P-12) consultative, special education P-5 (language arts cognitive level, math cognitive level, social studies cognitive level, and science cognitive level). Megan received her master’s degree in ABA from the University of Maryland, Baltimore County. She previously worked at the Ivymount School as a Behavior Analyst, Program Coordinator, and Clinical Coordinator, and at the Kennedy Krieger Institute’s Neurobehavioral Inpatient Unit, as a Clinical Specialist. Megan has worked with children and young adults, ages 2 to 22, across home, school, clinic, and hospital settings for more than 10 years. She has presented at regional and national conferences, provided supervision to many aspiring BCBAs, published in peer-reviewed journals, and delivered numerous in-service trainings. Megan’s areas of interests include prevention of the development of problem behavior, function-based assessment and treatment of problem behavior, use of evidence-based instructional practices for students with learning needs, instruction within academic content areas, and teacher/caregiver training.
Whitney Bolle, M.A., BCBA
Director of Operations
Whitney has been a Board Certified Behavior Analyst (BCBA) since 2009 with over 14 years of experience working with children, adolescents and young adults with autism and related disabilities. She holds a Master’s degree in Clinical Psychology with a focus in Applied Behavior Analysis from the University of North Carolina Wilmington, where she received extensive training in assessment of learning needs, language acquisition and functional assessment of problem behavior through her internship program at The Bay School, a school for children with autism and related disabilities in Santa Cruz, California. Prior to relocating to Georgia with her husband in 2015, Whitney worked as a consultant for the May Institute and as a program supervisor for The Ivymount School’s Multiple Learning Needs High School Program in Rockville, Maryland. As a consultant for the May Institute, she worked directly with military families and their children with autism providing in-home ABA services, parent training and school consultation. As program supervisor at The Ivymount School, Whitney oversaw a self-contained classroom with students with communication deficits who engaged in significant problem behavior. Whitney’s areas of professional interest include promoting independence for individuals with autism, language acquisition and assessment of learning needs.
Sarah Cofelice, M.A., BCBA
Program Specialist
Sarah has been a Board Certified Behavior Analyst since 2017. She is also a certified teacher (Georgia Standard Professional Teaching) in the following areas: elementary education (P-5), special education general curriculum (P-12) consultative, special education P-5 (language arts cognitive level, math cognitive level, social studies cognitive level and science cognitive level). Sarah received her master's degree in Special Education from Frostburg State University. She then pursued a graduate certificate in the area of Applied Behavior Analysis from Florida Institute of Technology. Sarah was a special education teacher for 3 years at Park Hall Elementary School in Park Hall, Maryland. She taught students with autism and related disabilities in grades P-5. She also co-taught in a 2nd grade classroom and supported grade level teachers in differentiating instruction and creating an inclusive environment for all learners. She has conducted educational assessments to identify student's relative areas of strengths and needs. She has extensive experience with utilizing that information to develop and implement Individualized Education Plans (IEPs). Sarah then became a BCBA for the Department of Special Education at St. Mary's County Public Schools, Maryland. She has experience working with students ages 3-18 with autism and related disabilities. She worked directly with supervisors, administrators, teachers, related staff, and families to develop and implement plans to decrease problematic behaviors and increase functional and academic achievement.
Sarah's areas of professional interest include Skinner's analysis of verbal behavior to support early learning of developmental milestones and utilizing skill based treatment for the treatment of severe problem behavior to support her clients.
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