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Erin Dyett, BCBA, LBA
Consultant

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. 

 

Over the past nine years, Erin has focused on consultation and clinical supervision within public schools. As part of a four-person team contracted to facilitate and oversee evidence-based practice within a large urban school district, she provided on-going training, supervision, and support in data-based decision making to Autism Strands across multiple city schools, over a period of three years. On a smaller scale, she has consulted to classrooms and individual students to provide evaluation, recommendation, training, and data analysis of instructional and behavioral programming. Erin works collaboratively with special and general education staff, school and district administrators, families, and outside consultants to ensure comprehensive services for students who might otherwise be placed out-of-district.

 

While her passion has always been creative instructional and behavioral programming, her experience in public schools has kept her focus on the skills and supports students need to be successful in the least restrictive environment. Her clinical interests include challenges of motivation and learning, fading supports, and vocational/transitional skills. Outside of work, Erin enjoys reading and spending time outside, chasing around her two young boys.