Alisha Sheetz
Board Certified Behavior Analyst
Contact
P: 616-604-8492
Facts
I am Chinese, German and Irish.
I have visited Japan, South Korea, Hong Kong, and Canada. I would love to add more to the list.
I get very nervous performing and twice have blanked out mid-song while playing piano for a competition.
“There's a world of difference between insisting on someone's doing something and establishing an atmosphere in which that person can grow into wanting to do it.” Fred Rogers
Profile
I was raised in a small town in central Illinois. As a child, I enjoyed all forms of art and spent much of my time in the dance studio or at theater practice. My mom made sure to keep me busy. I moved to Chicago for my college years to pursue art and all the culture a big city has to offer. I loved the variety of foods, the museums, and even the grittiness of the city. My introduction to ABA began in 2010 in Chicago, as a paraprofessional when I was invited to attend my student’s ABA team meeting. I continued with my interest in ABA when I moved to Portland, Oregon. While living in Oregon I enjoyed the outdoors and the variety of landscapes the Pacific Northwest has to offer. I returned to the mid-west to be closer to family.
These days I still enjoy hiking and camping; however the season is shorter. I also like to spend time crafting, gardening, cooking, baking, trying new foods, watching movies, and learning about animal training. I would like to find more time for traveling.
Education
National University, Master of Arts
Experience
I have worked in a variety of ABA settings; clinic, in-home, school, and in the community since 2013. Over the years I have honed my skills in functional communication, skills-based treatment, executive functioning, essential life skills, and social skills. While practicing in Oregon, I was on the board of the Oregon Association for Behavior Analysts. I worked with founding members of the Oregon chapter to organize the first ORABA conference and continued to organize for two more years. As a BCBA my goals are to design programming that allows the learner and their families to be as independent as possible, and engage with their community in a way that is meaningful and involves a collaborative approach. It brings me such joy when families tell me their child has a best friend, tells them they love them, or is participating in a family or community event.