At the University of Washington she engaged in a variety of research projects as an Associate Director, focusing on the neuropsychology, genetics, and treatment of children with neurodiversity as well as those with challenges in their early development. Additionally, Dr. Osterling was the founding Clinical Director of the University of Washington Autism Center. Later, Dr. Osterling founded and ran a clinic through the College of Education at the University of Washington combining services of psychologists, therapists, teachers, and applied behavior analytic providers. She works with families and school teams to optimize educational resources, navigate IEP processes, and find, maintain, and transition regarding placements in private schools both local and residential. In addition to her professional experiences, Dr. Osterling has four neurodiverse children, three of whom were adopted out of the foster care system. Her personal child rearing history includes parenting children with autism, ADHD, dyslexia, reactive attachment disorder and/or fetal alcohol spectrum disorder provides her with increased understanding and expertise in navigating educational and treatment options for families. She herself has navigated systems for her own children that include public schools, private schools, home-school and therapeutic residential boarding schools.

  She has provided a range of services including social-emotional educational services for children in the foster care system, special education at the University of Washington Experimental Education Unit School, and directing and coordinating clinical services for a “new wave” ABA company.  Lorraine holds a particular interest and passion in developing strong alliances with teens and young adults to empower them to navigate their lives in a positive direction through increasing their understanding of themselves, what they need, and how to make it happen. 

  Nancy is experienced in an array of evidence based clinical practices – behavioral parent management training (the Incredible Years); the Dialectical Behavioral Therapy (DBT) interventions, including DBT for Adults, DBT for Adolescents, DBT for Children, DBT for Families and Couples; and Acceptance and Commitment Therapy. She has learned as much about parenting and how to help kids and families from raising her two neurodiverse children – one biological and one internationally adopted.

Since receiving her master’s degree, Sydney has been working with neurodiverse individuals with a variety of diagnoses and backgrounds (Autism, ADHD, anxiety, depression, trauma, OCD). She has supported individuals and their families in the home, consulted with schools to ethically support students with special needs to access their education, and helped teens and adults become more integrated in their community and mainstream environments.  She especially enjoys designing interventions around what is important and meaningful to the people she serves, and collaborating with the whole team (client, teachers, caregivers, other providers) to create a successful environment. Sydney values establishing therapeutic relationships that are connected, fun, and free of judgement.

Miranda has developed extensive expertise in early intervention, working closely with children between the ages of 18 months and 6 years old—as well as their families—to build meaningful, sustainable supports rooted in respect, collaboration, and individual strengths. Her approach is grounded in trauma-informed, neurodivergent-affirming principles, with a strong emphasis on awareness and understanding of the impact of co-morbid diagnoses on the individuals and families she supports. This allows her to tailor interventions with a deep appreciation for the complexity and uniqueness of each person’s experience.

Miranda specializes in helping autistic people of all ages navigate complex behavioral needs with a focus on connection, resilience, and dignity. Whether she’s supporting parents through early childhood transitions, guiding teens through the challenges of adolescence, promoting executive functioning skills, or helping young adults prepare for independent living, her goal remains the same: to foster inclusive environments where neurodivergent individuals can thrive authentically.