Adriana Crostley (she/hers) is the proud mother of a 14-year-old son with autism, who is non-verbal. She is excited to be in the ACT LEND program as a family member. Adriana is originally from Mexico where she worked as a medical doctor, and currently works for the AutismSociety of Texas as a Bilingual Project Support Specialist and is the AST point of contact for the greater San Antonio area.
Dana Sayre (they/them) is participating in the ACT LEND program as an autistic self-advocate. Dana has a Master of Arts degree in Performance Studies and is a Registered Drama Therapist. They are a member of Chronically Queer Austin, a community organization by and for queer disabled adults. They want to continue self-education about autism in order to better navigate social systems and increase accessibility, as well as being empowered to offer community outreach and peer support to the larger community.
Danielle McEwen (she/hers) is a second-year doctoral student in Developmental Education with a concentration in Learning Support at Texas State University. Her research interests include postsecondary opportunities for individuals with intellectual and developmental disabilities. Her career aspiration is to establish and manage a comprehensive transition program at Texas State University. She is a mother of two children and her oldest child has been diagnosed with autism spectrum disorder and severe developmental delays.
Haley Glaeser (she/hers) is a second-year doctoral student at The University of Texas School of Nursing. While adapting to motherhood, she obtained both her Bachelor of Science in Human Development and Family Sciences and her master’s in Nursing. She has experience in early childhood education and both adult acute care and pediatric home health settings. Her research interests include identifying root causes and improving nursing care to eliminate health inequities that individuals with neurodevelopmental disabilities face.
Hyo-Mi (Mia) Pak
Hyo-Mi (Mia) (she/hers) is a second-year master’s student in the School Psychology program at UT Austin. Prior to her graduate studies, Mia spent 10 years as an elementary school educator. Her research interests include neurodiversity, vulnerable populations, trauma, education, and autism advocacy. In addition to coursework and practicum experiences, she is a graduate research assistant for the Department of Developmental Behavioral Pediatrics at Dell Medical School and The Education Advocacy Program at Dell Children’s Medical Center.
Jennifer Harman (she/hers) is a second-year School Psychology doctoral student at Baylor University. After receiving her bachelor’s degree in psychology in 2017 from Brigham Young University, she worked for Utah’s University Neuropsychiatric Institute on the pediatric and adolescent units where she worked with patients struggling with mental health and developmental disabilities. Working with diverse populations inspired her to continue her education in School Psychology to one day be able to provide services and accommodations for neurodivergent communities.
Jessica Forbis (she/hers) is a second-year master’s student in the Speech, Language, and Hearing Sciences Department at the University of Texas at Austin. She graduated with a degree in psychology and spent several years as an ABA lead therapist in New Orleans before pursuing a career as an SLP. Her clinical aspirations include working with neurodiverse children and those with complex communication needs, as well as serving as an autism advocate within her field and community.
Kenzie Billeiter (she/her) is a third-year doctoral student in the School Psychology program at Baylor University. She received her master’s in Clinical Psychology in 2018 and her research interests include neurodiversity, perceptions of autism, autistic intelligence, and autism advocacy. In addition to her coursework and various practicum experiences, she works at the Office of Access and Learning Accommodations at Baylor and provides academic, emotional, social, and behavioral support to students on the autism spectrum.
Madison Hamm (she/hers) is a master’s candidate at Texas State University School of Social Work. She has worked for the last three years as a behavior therapist for children with autism, and runs a summer camp forunder-resourced children. Madison plans to combine these two fields as a licensed social worker. She is interested in participating in ACT LEND to learn about a more holistic approach to serving families affected by autism and other neurodivergent conditions.
Paula Morales (she/they) is a second-year master’s student in the Steve Hicks School of Social Work at UT Austin. They have a special interest in working with the Spanish-speaking disability community. They are eager to start the ACT LEND program in order to learn more skills and strategies to support neurodiverse clients.
Sheri Potter (she/hers) is a second-year audiology doctoral student at The University of Texas at Austin. She received her bachelor’s degree from The University of Texas at Austin and completed post-baccalaureate training in clinical audiology at Lackland Air Force Base in San Antonio. Her primary clinical interests are cochlear implants, aural rehabilitation, and electrophysiology. Her love for the hearing sciences has led her to advocate for those at greater risk for hearing loss.
Victoria Aragón (she/hers) is a first-year master’s student in the College of Special Education with a concentration in Early Childhood Special Education at The University of Texas at Austin. She is currently working towards becoming a Board Certified Behavior Analyst. She is eager to start the ACT LEND program to better support and advocate for children with disabilities.