Applied Behavior Analysis Spotlight Interview with Alice Bravo
We had the chance to sit down with Alice Bravo, Program Director for Applied Behavior Analysis (ABA), who shared her personal journey into behavior analysis and offered valuable insights into the program and her vision for its future.
Read more about Alice Bravo and the ABA Program!
Introduce yourself and what led you to pursue behavior analysis.
Bravo’s journey to behavior analysis was shaped by her lifelong passion for working with children. Bravo studied psychology in undergrad and while in college, volunteered at camps and worked as a research assistant for children. These experiences deepened her interest in inclusive education. After graduating, Bravo landed a job at the University of Washington’s Haring Center as a peer educator for kindergarteners. Bravo was “blown away with the communities being built and support for learners with autism.” It’s here where she developed a passion for inclusive learning and education and decided to pursue a career in it.
This led Bravo to earn a master’s degree in early childhood education with a focus on autism, and she later moved to Virginia to work at a private school for students with autism. There, she encountered behavior analysis and saw its profound impact on learners. Inspired, Bravo pursued a graduate certificate in behavior analysis and quickly fell in love with the science. “It really fit with how I think and how my brain works,” she says, finding that it provided a structured framework for solving problems and supporting students in the classroom. Bravo has continued her career as a behavior analyst since, passionate about fostering inclusive environments and helping students thrive.
What are some program goals and lessons you want students to takeaway?
Bravo's background as a general and special educator has influenced her goals for the ABA program. She values that the program is housed in the College of Education, which sets it apart from many other ABA programs typically housed in psychology departments. Bravo says that since the ABA program is housed in the COE, "it has a goal of developing practitioners who are equipped to work in schools or, at the very least, collaborate with school-based teams." While the program emphasizes these elements, Bravo's goal is to further the mission of supporting students to become strong partners and collaborators in school settings. "I want our students to become effective members of school-based teams, helping to support and enhance the quality of life for individuals with developmental disabilities and their families," she explains. She hopes that students take away key lessons from the program, such as the importance of "collaboration, partnership, multidisciplinary teaming, and, most importantly, focusing on improving the quality of life for individuals with developmental disabilities."
Favorite part about your role?
Bravo’s favorite part of her role as Program Director is the opportunity to connect with prospective students and learn about the meaningful work they’re already doing. She explains, “It’s inspiring to see their passion and dedication, and it excites me to think about the contributions they’ll bring to the program.” She also notes, “As part of the faculty at the University of Washington, I’m continuously inspired by the diverse and innovative work happening across the College of Education and the broader university. Having started my career at UW, it feels like a full-circle moment.” She adds, “I love learning from my colleagues, fieldwork sites, and students. It keeps me energized and motivated to be part of such a vibrant, dedicated community. The constant exchange of ideas keeps me inspired, and I’m proud to help shape the next generation of behavior analysts.”
What is ABA, and what can students expect to learn?
The ABA program is designed to develop practitioners to work with individuals with developmental disabilities, though, as Program Director Alice Bravo explains, "ABA is an interesting field because it's actually quite broad." She notes that the program itself is more specific, focusing on "developing competent, inclusive, ethical, and professional behavior analysts who will work with people with developmental disabilities." At its core, she says, "ABA is the science of behavior," which involves understanding and modifying behavior to improve socially significant outcomes.
In the program, students learn how to apply this science to address a wide range of behaviors, from adaptive and communication skills to behaviors of concern such as aggression or self-injury. As Bravo explains, "Behavior analysts really work to understand the interaction between the environment and the individual and their behavior," and the goal is to "make small changes to the environment to help individuals use more adaptive skills to communicate their needs more effectively and reduce their reliance on less-safe behaviors."
Throughout the program, students engage in a comprehensive curriculum that covers the "foundational principles and concepts underlying ABA," learning assessment techniques, and how to collaborate with schools and school-based teams. Bravo emphasizes the program’s focus on ethics and professionalism. In addition to coursework, students gain real-world experience through supervised fieldwork experiences over the course of their two years, where they practice designing and implementing instructional programs and behavioral supports. These projects are often implemented in fieldwork sites, giving students plenty of opportunities to coach and train others in the implementation of these strategies, which is a key aspect of their future work as behavior analysts.
Have you witnessed students applying the knowledge they learn in the program to real-life? If so, how?
Bravo shares how she’s seen students applying the knowledge they've gained through the program in real-life settings. "Our students are really busy," she explains, "working part-time in schools or behavioral health agencies, and some full-time in our online program." Throughout their two years in the program, students participate in weekly group practicum seminars where they discuss how they are applying their coursework in the field. Bravo shares how "students take turns presenting on topics of interest and discussing real-life challenges, getting feedback from peers and the practicum supervisor." Bravo, who leads one of these seminars, says it's one of her favorite courses because it focuses on using practical applications to find solutions.
She recounts a recent discussion where a student raised the issue of assent and assent withdrawal in the context of diaper changing in a school setting, balancing the need for independence, safety, and inclusion. In another instance, a student developed a plan to help a learner receiving home-based services communicate more clearly with their mom, moving away from unsafe behaviors like climbing on furniture to initiate interaction. Bravo shares how "most recently, [they]discussed ethically transitioning services when students have built strong bonds with learners." She recalls one student sharing a heartwarming example where a learner kindly reassured them, illustrating how students are thinking deeply about the ethical and practical challenges they encounter in the field. "It’s just really meaningful to see them apply what they’ve learned in such impactful ways," she concludes.
Any memorable highlights or stories from your students?
One of Bravo’s personal favorite aspects of the program is the growth of the alumni network. "I’m really excited about how big our alumni network has become," she says. "The ABA program has been around for 16 years now, so we have an extensive network, and one thing I’m really excited to do is find more ways to engage with our former graduates and reconnect with them." She notes that the program already has strong alumni involvement, with former graduates returning as lecturers, fieldwork supervisors, and mentors for current students. "I’m just excited to continue to build on that," she adds. A recent highlight for Bravo was reconnecting with alumni at the annual Washington Association for Behavior Analysis Conference. "I ran into some very recent graduates from our program, class of 2024, and they had already passed their certification exam, becoming board-certified behavior analysts," she shares. "It was exciting to hear about their accomplishments—they’d been promoted and were continuing to work at the practicum placements where they completed their fieldwork." Bravo finds these success stories invigorating, saying, "It feels really good to hear from our recent and former graduates and learn about the great work they’re doing now in their current sites."
Do you have any advice to current or prospective students?
When it comes to prospective students, Bravo offers words of encouragement: "We love meeting prospective students and hearing from them, so I encourage them to reach out with any questions, both before and during the application process. We’re always happy to answer their questions and I highly recommend attending our informational sessions." For current students, she expresses both gratitude and encouragement: "We’re so lucky to have our current students as part of the UW community and the ABA profession. I truly believe our field is fortunate to have them as the next generation of behavior analysts." She adds, "I hope that’s encouraging for them to hear. We’re just really grateful to have them as members of the community."