Meet the Team

Sienna Windsor, Ph.D., BCBA, LBA

Dr. Sienna Windsor earned her PhD in Special Education with an emphasis on Early Childhood from Vanderbilt University. She holds a Master of Science degree in Human Development and Family Science from the University of Georgia, as well as a Master's of Education in Curriculum and Instruction with a focus on Applied Behavior Analysis from Arizona State University. Her commitment to identifying effective supports that enhance the well-being of both children and their caregivers is grounded in her background in child development, behavioral science, and family studies.

Dr. Windsor has served as a behavior analyst and clinical consultant in a variety of settings, including homes, schools, and clinics. Throughout her career, she has developed expertise in using Naturalistic Developmental Behavioral Interventions to encourage growth in children's social communication, play, and engagement skills. She is passionate about working closely with families and educators to create individualized plans that build on children's strengths to promote meaningful, lasting change. 

Audrey grew up with a big family in a small town outside of Houston, Texas. She completed a Bachelor of Arts in Psychology from Trinity University in San Antonio, Tx in 2015. Shortly after, she moved to Nashville to attend Vanderbilt University, graduating in 2017 with an M.Ed in special education with a concentration in low incidence disabilities and applied behavior analysis. She has been working with children with Autism Spectrum Disorder and other disabilities in clinical, community, and school settings since. 

Her expertise includes the assessment and treatment of challenging behavior with an emphasis in functional communication and tolerance training, expanding social and emotional skills, as well as the generalization of language and communication across treatment settings. She places a heavy emphasis on parent and teacher education in ABA concepts and strategies with every client she works with. 

Erin Walczak, Ph.D., BCBA, LBA

Dr. Walczak holds a PhD in special education from Vanderbilt University. In addition to her many years of experience as a behavior analyst, she has served in a variety of roles, including lead early childhood special education teacher, researcher, and student supervisor. She has experience in inclusive public school programs, self-contained public school programs, private schools, homes, and therapeutic centers, and has served children with a wide range of support needs, both with and without disabilities. Some of her areas of specialization include play-based teaching, social-emotional learning, managing and preventing challenging behavior, and practitioner and parent coaching. She has presented at several national conferences and her research has been published in peer-reviewed journals.

Madeline Filipski is originally from Boston, MA. She attended Vanderbilt University and graduated with a bachelor’s degree in special education and child development. During her undergraduate education, Madeline also worked as a registered behavior technician in Nashville. She then completed her masters in applied behavior analysis at Vanderbilt. 

Madeline’s expertise includes the assessment and treatment of challenging behavior, as well as designing interventions to increase functional communication.

Kylie Fragakis, M.Ed., BCBA, LBA

Kylie is originally from St. Louis, Missouri. After earning her bachelor's degree in special education from the University of Missouri, she then moved to Nashville in 2019 to pursue her master's degree at Vanderbilt University, specializing in applied behavior analysis. Upon graduation, Kylie worked as an exceptional education teacher. During her four years with Metro Nashville Public Schools, Kylie developed expertise in helping children of all abilities build meaningful communication skills while reducing challenging behaviors. Kylie's expertise includes developing individualized interventions that empower her clients to build meaningful social, communication, and life skills across home, school, and community settings. Kylie believes that meaningful progress happens through collaborative partnerships with families to combine the family's deep understanding of their child with evidence-based strategies to create lasting positive changes that work for each unique family dynamic.