Erin Gilmore is a fourth-year doctoral candidate in the School Psychology program at Fordham University. She earned her bachelor's degree in Psychological Sciences, with minors in Human Development and Family Studies and Forensic Science, from Purdue University. Erin has gained diverse experience across educational settings, working as a Behavior Analyst and special educator in Burlington, VT, and as a preschool teacher in New York City. She has also developed valuable clinical skills as a school psychology extern with the New York City Department of Education and is currently serving as an extern at a private school in NYC. Erin is dedicated to advancing her expertise in school psychology and making a meaningful impact in the field. Her research interests focus on how collaboration between school teams and parents can overcome barriers to using augmentative and alternative communication (AAC) devices at home for autistic individuals. She is also interested in the integration of artificial intelligence in the classroom to support more inclusive and effective educational practices. As a member of the CCMH program, Erin is committed to expanding her clinical experience by working with students in the Bronx and contributing to the well-being of the community.