Behavior consultants

Kelly Vornkahl, BCBA, LBA

Kelly received her Master's degree from the University of West Florida and received her BCBA certification in November 2017. Kelly provides consultation to school districts and works with clients and families at home. She especially enjoys working in multiple environment and with clients to help increase their functional communication skills and teach replacement behaviors for maladaptive behaviors. Kelly has been with MRA since 2014.

Kelly received her bachelor’s degree from University of Bridgeport in Psychology. She worked as a therapeutic counselor in an outpatient hospital setting for about two years prior to joining the team at MR&A. She has also volunteered at the Center for Human Services.

Michael Magnotta, BCBA, LBA

Michael is a Board Certified Behavior Analyst (BCBA). He received his Bachelor’s degree in Criminology from Central Connecticut State University and his Master of Science in Applied Behavior Analysis and Autism from The Sage Colleges. In October 2021, Mike became certified in PECS (Picture Exchange Communication System). This system allows children to communicate with the use of pictures and will ultimately encourage the development of speech. 

Michael began his career working with at risk youth and young adults with autism in 2014. There he worked as a life skills coach and was dedicated to teaching vocational and functional life skills. Currently, he enjoys working with young children to increase functional play skills, communication, and behavior reduction. 

Michael has been with MRA since 2017 and is a compassionate and driven person who enjoys assisting others. 

Katherine Dussan, BCBA, LBA

Katherine is a Board Certified Behavior Analyst (BCBA). She received her Bachelor of Arts in Psychology from West Virginia University and Masters in ABA from the University of Saint Joseph. In October 2021, Katherine became certified in PECS (Picture Exchange Communication System). This system allows children to communicate with the use of pictures and will ultimately encourage the development of speech. 

Katherine began working as a toddler teacher and then moved on to a paraprofessional/mental health worker role in a special education school. 

It was at that school that she began working with children on the autism spectrum and implementing behavior plans. While doing this, Katherine grew a passion for her job and became a Registered Behavior Technician. Once getting this certification, she continued to implement behavior plans while also creating academic programs. As Katherine learned more about ABA she knew that this was what she wanted to pursue a career in.