Meet the Team
Andrew R. Moyer, NCSP, BCBA, LBA
Co-Founder, President and Consultant
Andrew R. Moyer is a Nationally Certified School Psychologist and Board-Certified Behavior Analyst.
Prior to co-founding APEX Educational Solutions, LLC, Andrew practiced in both public and private special education school settings as a school psychologist, BCBA and an administrator, working with diverse populations. These populations included regular education students, as well as students receiving services under special educational diagnoses, such as autism, intellectual disabilities, emotional disturbance, language impairment, specific learning disabilities and ADHD.
Megan Moyer, MS
Megan Moyer has over 10 years of experience as a school psychologist in the public school setting. She is a highly organized individual with extensive experience consulting with parents, teachers and other service providers to implement appropriate educational programming. Megan is skilled in assessing behavioral issues, as well as designing and implementing programs to help children remediate behavioral difficulties so they can access the general education curriculum in a meaningful way. Megan has participated as a member of Scientific Research Based Intervention (SRBI) teams, where she worked with school staff members to review data and assist in determining when students moved from Tier 3 support to special education eligibility evaluations.
Co-Founder, Chief Financial Officer
Jase Doane has managed various business divisions for a Fortune 150 company in the specialty chemicals industry, both domestically and abroad (Europe).
As a business leader and consultant, Jase understands that a successful business needs to deliver sustainable value to its customers and clients. At APEX Educational Solutions, this value is created through innovative educational techniques and tireless focus on the success of each student.
Jase graduated from the University of Connecticut with a Bachelor of Science in Business Administration and his core competencies include team leadership, talent development and financial management.
Ashley Wulinsky, MS, BCBA, LBA
Ashley has over 10 years of experience working in the field of Special Education. She is a certified Special Education Teacher, as well as a Board Certified Behavior Analyst.
Throughout the years, Ashley has worked with a diverse population of children and adolescents including those with Autism, ADD/ADHD, learning disabilities, speech impairments, emotional disturbance, Down Syndrome, seizure disorders, and visual impairments. During her time as a Special Education teacher, she provided services to students ranging from elementary to high school age. These experiences were in a variety of environments such as a self contained classroom within a regional educational service center, as well as co-teaching and resource room settings within a public school. In this capacity, Ashley always strived to differentiate instruction and provide various modifications and accommodations specific to each student.
Melissa has previously worked in the Marketing field as both a Marketing Specialist and Product Manager in the specialty chemical and plastic fastener industries. In these roles, Melissa developed the tools necessary to lead cross-functional teams, execute successful and cost-effective marketing campaigns and provide administrative support as needed to reach company goals.
Melissa brings knowledge of marketing and administrative support to the APEX team. As budgets continue to be squeezed from all directions, Melissa's resourcefulness in collaboration and communication strategy is a critical driver in the overall APEX philosophy of delivering higher quality, lifelong student learning experiences a an overall lower cost.
Melissa graduated from Merrimack College in North Andover, MA with a Bachelor of Liberal Arts in English.
Allison Fisher, BCBA
Allison Fisher is a Board Certified Behavior Analyst and a Licensed Behavior Analyst in the state of Connecticut. She has worked in a variety of settings in the field of applied behavior analysis both in Connecticut as well as New York State. During her time in New York, Allison was the Assistant Director of the Children and Youth Program as well as the Director of Freedom Reins, a therapeutic horsemanship program, at St. Lawrence NYSARC, where she serviced children with a variety of intellectual disorders. She also consulted in the public school systems, transition age programs, residential programs, and supervised in home services for clients aged children through adults. Since returning to Connecticut, Allison has continued her work in the field of applied behavior analysis both in the private and public school settings.
Lyndsay Roscoe, BCBA, LBA
Lyndsay Roscoe is a Board Certified Behavior Analyst (BCBA) and a Licensed Behavior Analyst (LBA) in Connecticut.
Before discovering Applied Behavior Analysis, Lyndsay worked with adults with intellectual disabilities in the support apartments and group homes. She also has experience working with young adults with mental illness. While in school for her Master's degree, she worked in a private school as a Behavior Specialist for children aged 3-21 with a variety of intellectual and physical disabilities. She then provided in-home behavior analytic services to individuals with significant behavioral deficits and their families. Lyndsay has experience designing, implementing, and staff training in programs ranging from self-care skills, leisure activities, communication, and behavior reduction.
Laurie Cugino, MBA, MA, BCBA, LBA
Laurie Cugino is a Board Certified Behavior Analyst and a Licensed Behavior Analyst in the state of Connecticut. She has 9 years of experience working with children impacted by Autism Spectrum Disorder and related disorders. She was introduced to the world of Applied Behavior Analysis when her son was diagnosed with ASD. It was then that she left her former career in Human Resources to learn more about autism and how to support her son.
She has worked in the home setting as a Registered Behavior Technician serving children ages 2 thru 12. She has experience working with children impacted by ASD, attention deficit hyperactivity disorder, oppositional defiant disorder, speech impairments and language delays, sensory disorders, emotional dysregulation, and various other challenges which are common symptoms of ASD.
Ashley Haynes, M.S., BCBA, LBA
Ashley Haynes is a Board Certified Behavior Analyst (BCBA) and Licensed Behavior Analyst (LBA) in Rhode Island and pending in Connecticut. Ashley is also a certified Special Education Teacher in Rhode Island. Ashley has worked in both public and private school settings as both a special educator and BCBA in Vermont and Rhode Island.
Ashley began her career in this field as a special educator, which ultimately led her to wanting to learn more about Applied Behavior Analysis and to becoming a BCBA. Ashley practiced as a special educator working with a diverse population of students in a public school setting in the state of Vermont for 5 years. During her time as a special educator, Ashley worked with students with various disabilities including Autism, Other Health Impairment, Intellectual Disability, Emotional Disturbance, Specific Learning Disability, Speech or Language Impairment, and Multiple Disabilities. Ashley taught in both a self-contained setting and in an inclusion-based behavior support program. She began her career as a BCBA in a private school setting that primarily supported students diagnosed with Autism.
Erin Dyett, BCBA, LBA
Erin Dyett is a Board Certified Behavior Analyst and a Licensed Behavior Analyst in Connecticut and Massachusetts. Erin began her career seventeen years ago as a direct care staff in a residential program for children with ASD and behavioral disorders. During this time, she gained skills in curriculum modification, identifying and increasing motivation during instruction, and managing challenging behavior. Erin has had the opportunity to work overseas, expanding her view on how strategies can—and must—be modified across cultures. Working closely with families through in-home programs, parent training, and frequent collaboration has further increased her ability to engage and build skills within a variety of family dynamics and circumstances. She earned a Master’s of Science degree in Applied Behavior Analysis from Northeastern University in 2007, and became a BCBA in 2009.
Caitlin Viccari, MS., BCBA, LBA-CT
Caitlin Viccari is a Board Certified Behavior Analyst and currently Licensed in the state of Connecticut. Caitlin has been in the field of Applied Behavior Analysis for 10 years across various settings such as private home settings, clinics, public school, private school, and communities.
Caitlin began as a Registered Behavior Technician working directly with individuals with various intellectual disabilities, developmental delays, autism, ADHD, anxiety, depression, OCD, feeding challenges, speech delay, and other diagnosed conditions, between the ages 2-22. During this time, Caitlin gained experience creating and implementing a wide range of skill acquisition programming and behavior intervention plans under the supervision of a BCBA.
Caitlin continued a career path in the field by obtaining a Master's of Science in Applied Behavior Analysis from Simmons University and becoming a Board Certified Behavior Analyst.
Chayna Aldi, BCBA, LBA
Chayna holds a Bachelor of Arts degree in Psychology and Applied Behavior Analysis from Eastern Connecticut State University. She completed her Master of Science degree in Autism and Applied Behavior Analysis at the University of Saint Joseph. Chayna’s work experience includes more than seven years in a private school setting, with additional experience within in-home settings, as well as community-based settings. During her graduate career, Chayna conducted her thesis research on selective eating/severe feeding disorders. Chayna presented this research under the supervision of Dr. Missy Olive at various state conferences.
Chayna’s professional experience entails managing severe behaviors, program development, social skill development, functional communication training, crisis management, staff training, community skills, leisure skills, and transition programming.