Jessica Dwyer is a Registered Behavior Technician (RBT) and Graduate Intern with Patterson Behavior Services. In this role, she assists our BCBAs as they create treatment plans, assess skills, and train parents and RBTs. Jessica also works directly with children to teach new skills and reduce challenging behaviors.
Jessica graduated from South Carolina State University in 2020 with a bachelor’s degree in speech-language pathology and audiology. She completed her master’s degree in applied behavior analysis (ABA) in 2025 at Purdue University.
How did you find ABA? Was there anything in particular that drew you to the field?
I was first introduced to ABA while exploring careers where I could make a direct and meaningful difference in children’s lives. What drew me in was the structured, evidence-based approach. I liked that skills could be broken into smaller steps, progress could be measured clearly, and every success could be celebrated. I was also drawn to how individualized ABA is, since every child’s program is tailored to their unique strengths and needs. Seeing how data-driven strategies could be applied in everyday contexts to make real, meaningful changes is what confirmed my interest in the field.
Your job is to teach children new skills, but often the children teach us things as well. What is something you have learned from a child?
One of the most valuable lessons I’ve learned is patience. Children have shown me that growth doesn’t always follow a straight path and that even the smallest achievements can be incredibly meaningful. They’ve also taught me resilience. Many of the children I work with demonstrate determination despite challenges, and that inspires me to bring the same persistence into my own work and daily life. Finally, they remind me to find joy in little things. Their excitement over small moments often brings me a fresh perspective of life.
What do you think is your main strength on the job?
I believe my main strength is building rapport. I focus on creating a safe, supportive, and positive environment where children feel comfortable to take risks and try new skills. This strong foundation makes teaching more effective and allows me to tailor interventions in ways that really connect with each child. I also consider myself adaptable, which helps me adjust quickly when something isn’t working and find a better approach.
If we did a preference assessment for you, which reinforcers would we find?
If you did a preference assessment on me, my reinforcers would be food, music, and quiet breaks or downtime. Having opportunities to recharge helps me stay focused, present, and energized throughout the day.
Have you ever created a behavior intervention plan for yourself? How did it go?
Yes, I’ve applied ABA principles to my own routines, such as staying consistent with fitness and organization. I identified target behaviors, set clear goals, tracked progress, and used reinforcement to stay motivated. Like with clients, consistency was the hardest part, but the process gave me firsthand insight into how challenging and rewarding behavior change can be. That experience helped me empathize more deeply with the children and families I support.
What is your favorite part of your job?
My favorite part is witnessing progress, no matter how big or small. There’s nothing more rewarding than seeing a child achieve a skill they’ve been working toward whether it’s a communication milestone, a daily living skill, or a social interaction. Watching their confidence grow and being able to celebrate that success with their families makes the job meaningful.
There are some misunderstandings about what ABA is and how therapy works. What is something you wish everyone understood?
I wish more people understood that ABA is not about changing who a child is, but about teaching meaningful skills that improve quality of life. It’s about fostering independence, supporting families, and building on each child’s strengths. ABA empowers children to reach their fullest potential while honoring their individuality.
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