A New Season of Change: Momentum & Meaning in Season 2 | Season 2 Premiere

Season 2 begins with reflection, gratitude, and vision.

In this solo season premiere of Behaviorally Speaking: Leadership for Change-Makers, Dr. Esther C. Bubb celebrates the close of Season 1, reflects on the milestone of surpassing 1,000 downloads, and shares lessons learned from a season of courageous conversations on leadership as behavior.

This episode explores why progress is data, why reflection is leadership behavior, and why momentum matters in change-making work.

Dr. Bubb also previews an exciting Season 2 lineup featuring voices across education, behavior analysis, engineering, youth leadership, advocacy, and systems change, expanding the conversation into community, social responsibility, and leadership in action.

In this episode:

• Celebrating the Season 1 milestone
• Lessons learned about behavioral leadership
• Why reflection fuels progress
• Season 2 themes and upcoming conversations
• An invitation to lead where you are

This isn’t just a new season. It’s a deeper conversation.

🎧 Listen, subscribe, and share with a fellow change-maker.

Series Title: Regulated to Lead: Trauma, Toxic Stress, and the Responsive Systems That Shape Behavior

Part III Episode Title: From Awareness to Action: Creating Healing-Centered Leadership Cultures

What does it take to move from trauma-informed awareness to sustained systems change? In this concluding episode of the Regulated to Lead series, Dr. Esther C. Bubb is joined again by Shannon Fitzpatrick Thomas and Tracey Wise for a powerful conversation about what it means to create healing-centered leadership cultures where trust, regulation, psychological safety, and shared ownership are not just values, but daily practice.

Together, they explore how leaders can move stakeholders from skepticism to shared ownership, reframe resistance as opportunity, and build responsive systems that reduce harm while strengthening people.

In this episode, they discuss:

• How healing-centered leadership shows up in everyday behaviors and organizational routines
• Moving from reacting to responding through regulation, co-regulation, and reflective supervision
• Building trust, transparency, and psychological safety in teams and systems
• Why “progress over perfection” and “curiosity over control” matter in complex leadership work
• How small, consistent shifts can create lasting systems change
• Why leaders aren’t just managing tasks, but shaping environments that shape people

Powerful takeaways from this episode include:

• Resistance can be an opportunity.
• We can’t expect regulated outcomes from dysregulated environments.
• Connection over control. Response over reaction. Healing over harm.
• We’re not just managing tasks as leaders. We’re shaping environments that shape people.

This episode concludes our three-part journey:

• Part I — Understanding what shapes behavior
• Part II — Responding instead of reacting
• Part III — Building systems where healing-centered leadership can thrive

Whether you lead in education, behavioral health, human services, or organizational systems, this conversation offers practical wisdom for leading with humanity, responsiveness, and purpose.

Series Title: Regulated to Lead: Trauma, Toxic Stress, and the Responsive Systems That Shape Behavior

Episode Title: From Regulation to Restoration: Responding Instead of Reacting for Trauma- and Toxic Stress Responsive Practice

What does it look like when leaders respond instead of react, especially under stress?

In Episode 2 of our three-part series Regulated to Lead, Dr. Esther C. Bubb is joined by Shannon Fitzpatrick Thomas, MA, LPC, NCC, and Tracey F. Wise, M.Ed. for a powerful conversation on trauma- and toxic stress-responsive leadership.

Together, they explore:

• Why regulation must come before reasoning
• How leaders can uphold accountability without causing harm
• The difference between crisis response and everyday regulation
• How restorative practices align with trauma-responsive systems
• Why training alone fails without systemic change
• How repair, not perfection, builds trust

This episode is essential listening for leaders in education, behavioral health, human services, and any system working with people under pressure.

🎧 Listen now and continue the journey from regulation to restoration.

What happens when the systems designed to support students begin signaling that something isn’t working? In this episode of Behaviorally Speaking: Leadership for Change Makers, Dr. Esther C. Bubb sits down with Dr. Ashlee Brown to explore a critical and timely question: Is it time to reset how special education systems operate?

Drawing from experience as a teacher, administrator, researcher, and parent, Dr. Brown examines the structural signals that suggest misalignment between system design and student needs.

Together, they unpack:

• The growing special education workforce shortage
• Rising family disputes and due process requests
• The tension between compliance and meaningful learning outcomes
• How behavioral contingencies shape adult decision-making in education systems
• Why fear of conflict often drives placement and service decisions
• How leadership can redesign contingencies to prioritize learning, relationships, and student outcomes

Using behavioral science as a lens, this conversation reframes system challenges not as individual failures, but as predictable outcomes of the contingencies leaders create.

This episode is essential listening for:

• Educational leaders
• Behavior analysts
• Special education professionals
• Policy leaders
• Advocates and families

Because if behavior is shaped by contingencies, then systems can be redesigned to produce better outcomes for students, educators, and families.

Guest:

Dr. Ashlee M. Brown, Ph.D., BCBA, LBS, Assistant Professor, Special Education

Dr. Brown’s Bio

Dr. Brown has spent approximately 18 years serving children with disabilities and their families in the Philadelphia area. Throughout those years, Dr. Brown served as a Special Education Teacher, as well as a Special Education Administrator. She is a certified Special and General Education Teacher, a certified Supervisor of Special Education in PA, a Board-Certified Behavior Analyst (BCBA) and a Licensed Behavior Specialist (LBS). Dr. Brown received her Ph.D. in Special Education at Temple University in 2019 and is currently an Assistant Professor in the Special Education Department at a local University.

Prior to transitioning to higher education, Dr. Brown spent 11 years as a special education leader in the Preschool Early Intervention system. Her leadership efforts included serving as the Director of a Private Academic School for young children with Autism, the implementation of large-scale program improvement efforts across Philadelphia, coaching support in the application of special education regulations, spearheading professional development for approximately 2,000 special education teachers, paraprofessionals and related service personnel, multiple family engagement initiatives and numerous research projects alongside several local universities. Dr. Brown has also served as an Adjunct Professor since 2015 and on the Executive Board of the PA Chapter of the Council for Exceptional Children (PACEC) since 2021.

Dr. Brown is dedicated to improving special education services for children and families. Her research interests include the equitable application of special education regulations in diverse settings, the implementation of evidence-based practices for young children with disabilities and their families and developing effective professional development structures for pre-service and in-service educators.

Series Title: Regulated to Lead: Trauma, Toxic Stress, and the Responsive Systems That Shape Behavior

Episode Title: What’s Really Happening Under Stress: Trauma, Toxic Stress, and Behavior

What if leadership is really nervous‑system work? In this episode, Dr. Esther C. Bubb speaks with Shannon Fitzpatrick Thomas, MA, LPC, NCC—licensed professional counselor, longtime county human‑services leader, and trauma‑informed care champion—about how toxic stress reshapes behavior and what responsive systems can do to buffer it. We unpack trauma‑informed leadership and supervision, psychological safety, the 4F responses (fight, flight, freeze, fawn), and why regulation before strategy is the lever for sustainable change. Key ideas you’ll hear: “heal or hurt,” “universal precaution,” and “regulation is not a soft skill: it’s leadership infrastructure.”

This conversation challenges leaders to shift from performance correction to capacity building and from asking “What’s wrong?” to “What’s happened?”

If you lead people, this episode is essential listening. Listen for practical co‑regulation moves, trauma‑informed supervision cues, and meeting rituals that lower threat and raise learning.

Guest: Shannon Fitzpatrick Thomas, MA, LPC, NCC; Licensed Professional Counselor; former Coordinator of Children’s Mental Health Services and Court & Community Connections Administrator (Delaware County DHS); adjunct professor (Immaculata University & Eastern University); owner, LPC Counseling Services, Newtown Square.

Bio: Shannon Fitzpatrick Thomas, MA, LPC, NCC, LPC Counseling Services

Ms. Thomas is a licensed professional counselor and has been working in the field of Behavioral Health for the last 34 years. She has provided therapeutic services in a variety of clinical settings including residential treatment, inpatient and outpatient. Shannon is recently retired from the County of Delaware, Department of Human Services where during her 25 years she served in a variety of roles including Coordinator of Children’s Mental Health Services and Court and Community Connections Administrator. One of her greatest accomplishments was bringing the concept of Trauma Informed Care into the local government offices, community and schools.

Shannon is currently in private practice at LPC Counseling Services in Newtown Square and specializes in a cognitive-behavioral approach to treatment for general anxiety, depression, stress and related concerns in children, adolescents and adults. She utilizes a combination of treatment approaches to a customize therapy for maximum effectiveness.

Ms. Thomas is a graduate of the Academy of Notre Dame de Namur in Villanova and received her undergraduate degree in Sociology/Psychology from Clarion University of Pennsylvania. She earned her Master’s degree in Counseling Psychology from Immaculata University and is currently an adjunct professor in their Department of Civil Engagement teaching Trauma and various Sociology & Psychology classes. For the last 6 years, she has also been teaching Trauma at Eastern University in their Department of Education.

During her free time, you can find her at an ice rick cheering on her daughter, Joy, who is on the Philadelphia Little Flyers Girl’s U19 Ice Hockey Team or playing Pickleball with her husband Larry.

In this episode of Behaviorally Speaking: Leadership for Change Makers, Dr. Esther C. Bubb sits down with Licensed Behavior Consultant Yatta Pewa to explore what human-centered leadership looks like in applied behavior analysis and systems of care.

Yatta shares how her work, grounded in data-driven assessment, individualized intervention planning, and collaborative coaching, has taught her a critical leadership truth: “People don’t follow data. They follow trust.”

Together, they discuss:

• Why listening is the foundation of leadership
• How transparency strengthens team culture
• The role of compassion in behavior consultation
• Celebrating small wins to sustain momentum
• Honoring culture and practicing humility in diverse communities
• Supporting teams without judgment
• Leading with both analytical precision and empathy
• Maintaining work-life balance and preventing burnout
• Leadership takeaways: Lead with clarity. Lead with compassion. Lead with collaboration.

From graphing trend lines to building psychological safety, this conversation bridges science and humanity, reminding us that sustainable change requires both.

If you’re a behavior analyst, licensed behavior consultant, educator, school leader, consultant, or change-maker seeking to lead with clarity and compassion, this episode is for you.

🎧 Listen now and explore more leadership reflections at https://esthercbubbabaservices.com/podcast and https://esthercbubbabaservices.com/blog.

Yatta’s Bio:

My name is Yatta Pewa, and I am a behavior consultant specializing in data‑driven assessment, individualized intervention planning, and collaborative coaching across home, school, and community settings. My work is grounded in evidence‑based practice, compassionate care, and a commitment to empowering children, families, and teams through accessible, meaningful support.

I bring a strong analytical lens to every case, with expertise in synthesizing raw behavioral data into clear, actionable insights that guide treatment planning and progress monitoring. My strengths include operational definitions, data visualization, narrative synthesis, and translating complex behavioral patterns into recommendations that are both practical and sustainable for caregivers and staff.

Collaboration is central to my approach. I excel in modeling intervention strategies, coaching caregivers and personal care assistants, and supporting generalization across environments. I prioritize inclusive, person‑centered language and strive to create systems of support that honor each individual’s identity, strengths, and needs.

My professional journey includes serving as a behavioral consultant at Allied, where I partnered closely with families and interdisciplinary teams. Looking ahead, I remain committed to advancing sustainable, community‑based support and pursuing my long‑term goal of becoming a certified behavior analyst.

I am driven by a blend of technical precision, empathy, and creativity — always aiming to make behavioral support more accessible, more collaborative, and more impactful for the people I serve.

In this episode of Behaviorally Speaking: Leadership for ChangeMakers, Dr. Esther C. Bubb sits down with Stephen F. Corsi, Assistant Professor and Program Director for Advanced Leadership Certification in the Graduate School of Education at Gannon University.

With more than four decades in education, as a music director, building principal, service coordinator, and graduate leadership mentor, Stephen shares what it truly means to develop leaders who design systems for change. Drawing from years of mentoring educators, supervising internships, redesigning programs, and expanding leadership pathways, he offers practical insight into preparing candidates for real-world complexity and widening equitable access.

Together, they explore:

• The evolution of leadership pipelines and equitable access
• Why leadership is behavior—not position—and the role intentionality plays in growing leaders
• The power of integrity, humility, consistency, and “checking your ego at the door”
• How field experiences and mentorship move leaders from theory to practice
• Why practitioner-led preparation strengthens graduate leadership programs
• How STEM education fosters innovation, risk-taking, and systems thinking
• The importance of constructive, honest feedback in shaping future leaders

Listeners will gain insight into:

• How relationships and partnerships fuel leadership development
• Why behavioral principles—modeling, consistency, professionalism—shape leadership impact
• How real-world fieldwork and reflection turn theory into authentic leadership practice
• What it means to lead through change fatigue with clarity, purpose, and a focus on students

Stephen reminds us that education is a team sport and meaningful change happens when leaders model purpose, consistency, and compassion.

This episode offers practical wisdom for educators, graduate students, aspiring administrators, higher education faculty, and anyone committed to designing systems that create meaningful, sustainable change.

Stephen’s Bio:

Assistant Professor and Program Director for Advanced Leadership Certification, M.Ed. degree in Curriculum and Instruction, Academic Partnerships, and STEM Endorsement programs in the Graduate School of Education. Advanced Leadership Certification programs include Principal, Superintendent, and District-Wide Supervisory in Curriculum and Instruction.

I earned my Bachelor of Science Degree from Indiana University of Pennsylvania in Music Education and Master of Music Degree from Duquesne University. My elementary/middle school principal and music supervision certificates are from Edinboro University of Pennsylvania, with further post graduate studies at Ithaca College and IUP.

For 15 years, I taught instrumental and vocal music in grades K-12, while teaching as an adjunct professor at Slippery Rock University, Grove City College, and Duquesne University. For 13 years I was the Professor of Percussion at Allegheny College, where I taught Applied Percussion, World Percussion, in addition to conducting the University Percussion & Mallet Ensemble & Jazz Band.

Over the last 21 years of my public-school career, I was a Middle School Assistant Principal in the General McLane SD for 5 years, and the Elementary Principal at Conneaut Valley Elementary School in the Conneaut SD for 16 years, retiring in June of 2014.

I began teaching at Gannon University in May of 2014, and have really enjoyed teaching in the Graduate Education Program, working with terrific colleagues and virtually supporting and working with educators in our program.

I enjoy spending time with my family, church, biking, woodworking, teaching percussion students and Drum Circles, and repurposing recyclables to create musical instruments.

What happens when behavioral science moves beyond client programming and becomes a leadership framework?

In this episode, Dr. Esther C. Bubb sits down with Victoria “Tori” Perko, BCBA, Director of Behavior Services and BCBA Coordinator of ABA Clinics, to explore how applied behavior analysis shapes leadership across people, systems, and organizational change.

Tori shares her journey from graduate student to leading multi-site preschool ABA clinics, including opening three clinics in one year, and how her path was shaped by a path shaped by mentorship, family, and unexpected moments of purpose.

They discuss:

• How leaders can adjust environments to help people bloom
• The role of humility, growth mindset, and compassion in team development
• Balancing authority with approachability and compassion with accountability
• Avoiding learned helplessness in teams
• Why practicality is the most underrated leadership skill
• Using the “five whys” for systems-level problem solving
• How to develop future leaders by supporting their values, barriers, and strengths
• Why behavior analysts belong in every industry, not just education or mental health

This episode is rich with reflection, vulnerability, and actionable insights for clinicians, rising leaders, seasoned supervisors, and anyone committed to creating meaningful, sustainable change.

Listen in and reflect: What environment are you shaping today?

Tori’s Bio:

Victoria Perko is a Board Certified Behavior Analyst (BCBA) with experience leading ABA-based programs across clinic, school, home, and community settings. Her leadership philosophy is grounded in accountability, empathy, and continuous improvement, with a strong focus on creating inclusive, learner-centered environments where evidence-based practice and human-centered care coexist. Through strategic supervision, professional development, and systems-level problem solving, Victoria promotes high standards of clinical excellence while supporting access to effective behavioral services.

In her roles as Director of Behavior Services and BCBA Coordinator of ABA Clinics, Victoria has provided clinical and operational oversight for multi-site programs, supervising BCBAs, behavior specialists, and direct care staff. She has led initiatives to strengthen assessment practices, ensure fidelity to evidence-based interventions, and maintain compliance with state regulations, insurance requirements, and IBHS standards. Her work emphasizes clear systems, data-informed decision-making, and staff development to promote consistent, ethical service delivery across settings. Victoria is deeply committed to collaborative leadership, working closely with families, educators, medical providers, and community partners to develop individualized, functional programming that supports meaningful outcomes and long-term skill generalization.