Jonathan Trichter


Jonathan Trichter spent a major part of his career in finance and on Wall Street, where he was an investment banker at J.P. Morgan before becoming a founding principal at a corporate restructuring firm. He later went on to work for the New York City venture capital fund, Lerer Hippeau Ventures, which is run by his family. Jonathan and his family were personally touched by autism; he himself became deeply involved in the delivery of therapies that are now available for children with neurological and behavioral differences. He is passionate about making sure many others receive the best therapies available, and he works fulltime and onsite at Hubbard Day.

Joel Maute


Joel Maute graduated from Boston University with a degree in Occupational therapy. He began his career in the Milton Public Schools and transitioned to a home care specialist providing therapeutic services to children with varying disabilities. Realizing the critical need for children to generalize their skills outside of their home, he co-founded a successful school-based alternative education program that was widely known for its excellence. Subsequently, he partnered with Jonathan Trichter and expanded that program to include two locations: The Foundry Learning Center in Manhattan and Hubbard Day School in Stamford, Connecticut. He has intricate knowledge of the special education space from a clinical and managerial perspective and works fulltime and onsite at Foundry.

Ashley Coelho

Program Director

Ashley Coelho holds a Master of Arts Degree in Special Education from Fairfield University and an Intermediate Administration and Supervision Certification (092) from Sacred Heart University. She has been a Special Education teacher for the over 11 years and began her career at an approved private special education program in Connecticut. Ashley has worked with a variety of students who demonstrate cognitive, behavioral, and emotional delays because of their disabilities. Her philosophy on education is that all students have the capacity to make progress given adequate supports. She is passionate about leading a program made up of a multi-disciplinary team that values and focuses on developing individualized programs and learning plans that meet each student’s needs. Learning reaches far beyond the classroom walls and student success is not only measured by academic growth. It is the responsibility of each student’s school team to work closely with families to set high expectations for growth and celebrate small gains along the way.

Kelsey Yarrish

School Nurse

Kelsey Yarrish is the school nurse at Hubbard Day, where she combines her passion for helping children with special needs with her experience as an RN. Kelsey believes in treating her patients with compassion and respect and is committed to ensuring overall wellness and happiness for students at Hubbard. She began her career as an instructional assistant at a private special needs school where she worked for six years. In addition to her role as a fulltime school nurse here at Hubbard Day, Kesey continues to log hours as an RN at Yale New Haven Hospital’s St. Raphael campus, caring for patients in the Observation Unit. Kelsey holds a bachelor’s degree in Psychology from Southern Connecticut State University, an associate degree in Nursing from St. Vincent’s College at Sacred Heart University, where she graduated magna cum laude, a Connecticut Registered Nursing license and is currently pursuing her second Bachelor’s in Nursing at the University of Bridgeport

Katherine Ernye

Administrative Assistant

Katherine Ernye is the administrative assistant at Hubbard Day. She graduated from Fairfield University with a degree in psychology in 2021 and began working at Hubbard Day as an Instructional Assistant. She is familiar with all the students and loves seeing them every day. She is working towards her graduate degree in marriage and family therapy. In her free time, Katherine is an assistant varsity cheerleading coach and is very passionate about working with children. She hopes to continue her education and ultimately work with children and their families in the future.

Christina Ferrari

Clinical Director

Christina Ferrari is a Clinical Director at Hubbard Day. She is a Licensed Behavior Analyst and a Licensed Board-Certified Behavior Analyst in Connecticut. She received her undergraduate and master’s degree from Manhattan College in childhood and special education. She taught kindergarten in Seoul, South Korea for one year and then taught in the special education setting in New York for 4 years before making the transition to Applied Behavior Analysis. Christina earned her advanced certificate in Applied Behavior Analysis from Hunter College and became board certified in 2019. Prior to joining the Hubbard team, she worked as a clinical supervisor at an ABA agency in Stamford, CT. While there, she provided supervision to both staff and families and worked closely with the clients on her caseload. Christina is passionate about ABA and feels it can be applied beyond those diagnosed with Autism to provide atypical individuals with support so that they can function as independently as possible.

Kristen Foti


Kristen Foti is a Licensed Behavior Analyst and a Licensed Board-Certified Behavior Analyst in Connecticut. She joined Hubbard Day for the official opening in the fall of 2020. She holds a Bachelor of Arts degree in Psychology from the University of Connecticut and a master’s degree in Applied Behavior Analysis from Northeastern University. Kristen previously worked for a private special education program for 7 years, where she began her career as an instructional assistant, working one to one with children with special needs. Through this experience, she developed her passion for behavior analysis and was promoted to a Behavior Specialist. Kristen’s goal is to continue enriching the lives of her students and promoting success throughout the school day as Hubbard Day continues to grow.

Samuel Kenny

Behavior Specialist

Samuel Kenny is a Behavior Specialist at Hubbard Day. He received his bachelor’s degree in Youth Development from Springfield College and his master’s degree in Applied Behavior Analysis from Ball State University. Sam began his career working at the YMCA as an Assistant Camp Director. Inspired by his brother, who has Down Syndrome, Sam joined the field of special education in 2017 as an instructional assistant at a private special education school. Sam has also provided in-home behavioral support services to individuals diagnosed with autism spectrum disorder. For 15 years, Sam volunteered for Special Olympics in Trumbull, CT where he participates with his brother.

Lindsay Bistis

Special Education Teacher

Lindsay Bistis received her undergraduate degree from Syracuse University with a major in Inclusive Elementary and Special Education. Following graduation, Lindsay received her teaching license in elementary (Pre-K to 5) and special education (Pre-K to12) and moved to New York City where she began her career in the field of early childhood education. In 2004, Lindsay became the first teacher at Chelsea Piers Kids, a startup childhood venture at Chelsea Piers in NYC. During this time, Lindsay earned her master’s degree in education at CUNY Hunter College. Following 8 years at Chelsea Piers NY as a teacher and then program director there, Lindsay moved to Chelsea Piers Connecticut where she launched and directed the Chelsea Piers Kids program in Stamford while concurrently adding her Connecticut teaching license to her credentials. During her tenure at Chelsea Piers, Lindsay worked with children and families supporting them during the first years of their educational journeys. In November 2020, Lindsay joined the Hubbard Day staff as a special education teacher. Her greatest joy in teaching comes from her love of reading and sharing that with her students.

Judith Gouveia

Special Education Teacher

Judith Gouveia’s original major was in marketing while she attended Long Island University’s Brooklyn campus on an athletic scholarship. She left Long Island University and transferred to Southern Connecticut State University (SCSU) after finding her passion in special education while working in a residential home for adults with disabilities on the autism spectrum. After graduating from SCSU with a Bachelor of Science degree, she worked at St. Vincent’s Special Needs Center. There, Judith taught students with severe/profound physical and mental disabilities. After two years, she missed working with students on the autism spectrum and started work at Giant Steps, a special needs school in Connecticut. Judith continued at Giant Steps while earning her Master of Science in Special Education with a concentration in Interdisciplinary Studies from SCSU. Judith’s background includes Applied Behavior Analysis, Floor Time, Verbal Behavior Program, Sensory Integration, and the SCERTS model (social communication, emotional, regulation and transactional support). She holds a Professional Educator State Certification in Special Education: Comprehensive Grades K through 12. She believes that every student can learn, and every teacher should continue learning.

Daniel Prinz

Special Education Teacher

Daniel Prinz is a Special Education Teacher. He graduated with a bachelor’s degree in Psychology from Sacred Heart University in Connecticut. As a former Instructional Assistant of both Giant Steps School and Hubbard Day School, he fell in love with working directly with students and is passionate about all that encompasses special education. Daniel’s committed to consistent communication with parents to aiding in programming for each student’s future. Daniel is currently enrolled in Fairfield University’s special education program and is working towards a comprehensive K-12 special education certification.

Christiano DeLucia

Special Education Teacher

Christiano DeLucia is a Special Education Teacher. He received his undergraduate degree in comprehensive special education (K-12) from Southern Connecticut State University in 2019. Post-graduation Christian provided in-home behavioral services as a behavioral technician working closely with families and Board-Certified Behavior Analysts (“BCBAs”) to support individuals’ and implement behavioral intervention plans. Since graduation, he’s designed, implemented, and instructed both academic and behavioral intervention in self-contained classrooms for the districts of New Haven and Wallingford public schools. Christian is a teacher who has experience with Applied Behavioral Analysis, utilizing research-based instruction and curriculum, implementing social and emotional support, and providing sensory integration to students. Christiano is a teacher who believes his students deserve a safe, supportive, and effective educational environment. He felt that joining Hubbard Day in June of 2022 would allow him the opportunity to continue his passion for providing his students and their families with the academic support they need and deserve.

Roisleen Gluchowski

Speech and Language Pathologist

Roisleen Gluchowski graduated with a Master of Science degree in Communication Disorders from Emerson College. Having a family member diagnosed with Down Syndrome affected her at a young age and drove her to pursue a career in special education. And working as an SLP in New York City for many years, she gained valuable and varied experience with the community population. There, Roisleen treated preschool and school-age individuals with speech and language disorders/delays and supported families and young children in the home setting through Early Intervention. She has evaluated and treated children with autism and a variety of neuro-developmental disorders and has gained special proficiency in AAC (Augmentative and Alternative Communication) techniques, strategies and devices.

Tony Colao

Speech and Language Pathologist

Tony Colao is a licensed and Board-Certified Speech-Language Pathologist. He received his Master of Science in Communication Disorders from East Carolina University and comes to Hubbard with a wide portfolio of expertise. He has worked with individuals with disabilities from 17 months to 21 years of age. Working with people in need is his life’s passion. When Tony entered graduate studies, he became inspired by the work of Lev Vygotsky, who believed that with the help of peers and significant other children develop and actualize their potential. And so, he believes: “Through Others We Become Ourselves.”

Nikki DiRoma

Speech and Language Pathologist

Nikki is a speech language pathologist. She received her Master of Science degree in Communication Disorders at Mercy College and her bachelor’s degree in Speech-Language Pathology & Audiology at St. John’s University in New York. During her career, Nikki’s worked with individuals from infancy to adulthood in settings such as schools, daycares, homes, and private practice. Nikki utilizes her knowledge through evaluating and treating individuals with a variety of disorders including Feeding and Swallowing disorders, Articulation disorders, Language disorders, Voice disorders, Fluency disorders, Traumatic Brain Injuries, Autism Spectrum Disorders, Cerebral Palsy, Prematurity, Sensory issues, Aphasia, Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder, Down Syndrome. Nikki is passionate about working in a collaborative, multi-disciplinary team to deliver excellent student outcomes. She is committed to consistent quality care and utilizing evidence-based practices. 

Erika Conaci

Occupational Therapist

Erika Conaci received her Bachelor of Science in Health Sciences and Master of Occupational Therapy from Quinnipiac University in Hamden, Connecticut. During her studies, she became passionate about preparing students in post-secondary education (ages 18-22) for life after high school. She specifically enjoyed working on how cognitive skills like attention, memory, and problem-solving can affect how we complete our daily activities. She also has a passion for working with children of all ages. She enjoys working with families and children to ensure that therapy is safe, child-centered, evidence-based, and most importantly, FUN!

Sadie Monacyo

Occupational Therapist

Sadie received her Master of Science in Occupational Therapy from Columbia University in New York City and Bachelor of Science in Allied Health and Psychology from the University of Connecticut. Her career began with her researching brain-behavior relations in infants, in which she studied the early building blocks of social cognition with a focus in human neural mirroring. Sadie’s passion for working with children and their families has taken her to Morocco to assist in the establishment of therapy services in low-resource communities. In addition to her role as a school-based occupational therapist, she also works with individuals in stroke recovery. When working with children, Sadie values predictability, playfulness, and inclusive design to celebrate the abilities of all children within her reach.

Julie Shelley

Occupational Therapist

Julie Shelley is an Occupational Therapist. She received her Master of Science degree in Occupational Therapy at New York Institute of Technology and her bachelor’s degree in Psychology at SUNY at Binghamton University in New York. She has experience in a variety of settings working with children and young adults. She believes children learn best when actively engaged in play or work that is guided by their interests. In addition to her role as a school-based therapist, she also treats older adults with physical disabilities. Additionally, she expanded her work by traveling to Morocco to assist with children and families. She assisted in establishing therapy resources and interventions in low- resource communities. Julie is passionate about utilizing a child-centered, play-based, and inclusive approach to helping kids and young adults maximize their full potential and learn independence in activities of daily living.

Abby Spor

Occupational Therapist

Abby received her Master of Science Degree in Occupational Therapy at Thomas Jefferson University in Philadelphia and her bachelor’s degree in Rehabilitation Health and Human Services at Penn State. She has experience in a variety of settings, including working with children and young adults in schools and with people throughout the lifespan in neurorehabilitation. She has a passion for play-based therapy that is driven by the interests of her students, evidence-based occupational therapy practices, and fun. Abby enjoys utilizing a strength-based approach, where the therapist capitalizes on a student’s areas of excellence to support educational success. 

Kyle Turbert

Vocational Specialist

Kyle Turbert is the vocational specialist at Hubbard Day where he works with students ages 15 to 21 on prevocational and vocational skills. Kyle worked as an instructional assistant in a private special education school for over 9 years. He has also extensively worked in home settings where he has helped students enhance daily living skills, independence, and implementing positive behavioral supports. Kyle is CPR certified and PMT trained. He also holds a public service license to transport students to community trips, school, and other extracurricular activities. Kyle believes in helping students explore their true passions by providing career opportunities that align with those passions. He is dedicated to promoting more independence in the community to help create a successful transition for students and their families after Hubbard Day.

Avery Wilson

Vocational Specialist

Avery Wilson is a Vocational Specialist at Hubbard Day where he works with students ages 15 to 21 on prevocational and vocational skills. Avery is a Registered Behavioral Technician (“RBT”). He is CPR certified and PMT trained. He holds a public service license to transport students to community trips, school, and extracurricular activities. Avery previously was an EMT and responded to 911 calls where he learned how to maintain professionalism during crisis. In his spare time Avery is a social influencer and uses his media platforms to bring awareness to those he believes deserves more exposure. This includes individuals within the broader autism community. Avery believes in giving students the training and confidence needed to progress beyond their school years into the next phase of their lives. His mission is to make a difference in everyone’s lives by sharing his knowledge and experience to benefit those that he works with as he furthers his own education.

The Hubbard Day Staff

Our staff are dedicated and passionate about providing each child with a safety net of services that promote their development and independence. Our team approach incorporates feedback from each therapeutic and academic discipline in order to provide strategies for growth and support for weaknesses. The result is a cross-disciplinary program for each student that integrates goals from every academic and life-skill domain—and then generalizes everything into appropriate settings both in school and the world beyond.