Julie Ashmun, M.Ed., BCBA
Director of the PDU, email@example.com
Julie's imprint can be tracked from early childhood classrooms to working with individuals and families in their home. She began working in preschool classrooms as a teacher in 1995 and joined the Experimental Education Unit staff in 1999. Since she became a member of the Haring Center community, Julie has been a Project DATA teacher and coordinator at the EEU, a research assistant, a professional development trainer, a family resource coordinator and is currently the director of the Professional Development Unit. Julie has a degree in business administration, a master's degree in education, and has been a BCBA (Board Certified Behavior Analyst) since 2002. She specializes in working with children with neurodevelopmental delays, including autism, and has worked with families and educators both in homes and schools. She has published in peer reviewed journals and has presented and provided training both nationally and internationally. Her research focuses on assessment and intervention practices that provide for inclusive-school-based programs for children with disabilities, including autism spectrum disorders. Julie enjoys reading, camping, hiking, running, and spending time with her husband and two girls.
Kaycee L. Bennett, M.A., BCBA
Educational Training Specialist, firstname.lastname@example.org
Kaycee joined the Haring Center for Research and Training in Inclusive Education as an educational training specialist in the spring of 2016. Over the past 17 years, she has worked in both the private and public sectors with children with and without disabilities, staff, teachers, administrators, and parents. She has worked in settings ranging from early, intensive behavioral intervention programs to precision teaching centers to juvenile justice to large public school districts. Some of the roles she’s been in include researcher, preschool teacher, behavior analyst, and administrator. Kaycee earned her master of art’s degree at Washington State University in 2004, and became a BCBA (Board Certified Behavior Analyst) in 2011. Her academic interests lie in precision teaching, curriculum design, and early intervention. Outside of work, she cooks, swims, kayaks, and makes as many trips to the dog park with her dog as she can.
Gina Dobberstein, M.A.
Coach and Training Specialist, email@example.com
Gina has a diverse background of experiences in the early childhood field. She has been a classroom teacher, program administrator, parent educator, coach, faculty member, and a local and national trainer. In the fall of 2016, Gina joined the Haring Center as a coach and trainer after relocating to Washington from the Midwest. She has an undergraduate degree in Family and Consumer Science and a master’s degree in Child and Family Studies from Michigan State University. Gina has experience writing curriculum and providing training in topics related to differentiated instruction, health and safety, literacy, kindergarten readiness and positive guidance.
Jennifer Fung, Ph.D.
Program Director, firstname.lastname@example.org
Jennifer is a research scientist and training specialist at the Haring Center for Research and Training in Inclusive Education, where she has worked since 2000. Jennifer is currently the Project Director for the Haring Center’s collaboration and professional development for Early Achievers coaches. Dr. Fung’s professional experiences with young children with special needs and their families, with an emphasis on working with toddlers with autism spectrum disorders, include working as a special educator, behavioral consultant, parent educator and family support coordinator for families of children who have just received an autism diagnosis. As a researcher at the University of Washington, Dr. Fung’s research interests and activities are in the areas of: identification and evaluation of effective intervention strategies for infants and toddlers with autism and their families, inclusion and education of young children with disabilities in child care and other natural environments, and the preparation and training of future educators, both early childhood education and early childhood special education personnel.
Christopher “CJ” Jones, Ph.D., BCBA-D
Educational Specialist, email@example.com
Dr. Jones is a full time consulting staff member at the Haring Center. His past research as a visiting professor at the University of Puget Sound and the University of Washington concentrated on social and communication skills for children and young adults with autism and other mental health issues. His clinical work has focused on teaching these same social and communication skills as well as adaptive/self-help skills. In addition to his training as both a developmental psychologist and behavior analyst, Dr. Jones also has over two decades of clinical experience working with children, adolescents, and young adults with developmental disabilities and over 15 years working with populations specifically affected by autism. He has facilitated autism and ADHD social skills groups to promote social and communication skills and conducted many autism and Asperger’s syndrome trainings to teachers, therapists, social workers, parents, and university professors. He has published in peer reviewed journals and presented at conferences locally and nationally. He also served as president of the Washington Association for Behavior Analysis from 2014-2016.
Brittney Lee, M.Ed.
Director of Early Learning, firstname.lastname@example.org
Brittney started her tenure at the Haring Center as a graduate student from the UW College of Education. She completed her internship experiences at the EEU in both the ECEAP and kindergarten programs. Upon graduating, Brittney took a position at the EEU as a kindergarten teacher providing support to families and instruction to children with and without disabilities. Brittney’s strong commitment to the EEU community soon led her to a position as Assistant Principal. Since 2009, Brittney has been providing leadership support to the EEU staff, also serving as the ECEAP Director for the school and ambassador of Early Learning for the Haring Center. Currently, Brittney is the Director of Early Learning for the Professional Development Unit and provides consultation and professional development support to early learning educators and coaches serving children in inclusive settings.
Zoe Leverson, M.Ed., NBCT
Inclusion Coach, email@example.com
Zoe supports elementary schools in Seattle Public Schools with inclusive practices at the classroom and whole school level. She has received a master’s in special education and National Boards Certification. Zoe has taught inclusive Kindergarten and preschool ECEAP (Early Childhood Education and Assistance Program) classrooms. She has been a special education resource room teacher at an elementary school for many years, focusing on including students with special needs in the general education environment and collaborating and providing training to general education teachers. Zoe has also taught at a program that works with children and families who involved in receiving support from the state with positive parenting practices. Zoe enjoys being with her husband and two boys playing games, watching movies and doing sports.
Barbara Matlock, M.Ed.
Barbara holds a continuing elementary and secondary teaching certificate for the State of Washington. She currently coaches teachers in the implementation of best practices for all children in early childhood classrooms, creates in-service materials and provides professional development for early childhood educators. Additionally, Barbara supports ECEAP (Early Childhood Education and Assistance Program) teaching teams in the implementation of the Creative Curriculum and High Scope Curriculum. Over the last 30 years, Barbara taught children with and without disabilities in preschool, elementary, and secondary classrooms. She was a member of the curriculum writing team at Head Start’s National Center on Quality Teaching & Learning and supervised students enrolled in the Early Childhood Education master’s program at the University of Washington.
Lisa Matsumoto, M.Ed.
Lisa supports ECEAP (Early Childhood Education and Assistance Program) teachers in improving their instructional practices to prepare children for successfully transitioning to kindergarten. Lisa is a certificated special and general education teacher. For 10 years, she worked with elementary aged children both with and without learning, emotional and behavioral disabilities. After working with children and families in the school setting, she transitioned to a curriculum support specialist in early childhood focusing on literacy, math, art and technology. Lisa personally enjoys art and children’s literature therefore she was thrilled to earn her master’s degree in Creative Arts in Learning to share that joy in the classroom.