Dr. Hilary Kalra
BA, Miami University // M.Ed, University of Cincinnati // Ph.D, in School Psychology, University of Cincinnati
Dr. Hilary Kalra is a dually-certified School Psychologist and Board Certified Behavior Analyst (BCBA-D). She graduated from Miami University in 2010 with a Bachelor’s degree in Psychology and minor in Spanish, and received her PhD in School Psychology from the University of Cincinnati in 2015. Dr. Kalra obtained her BCBA credential in 2014, and is a Certified Ohio Behavior Analyst (COBA). She obtained the supervision and fieldwork hours required to sit for the Behavior Analysis Certification Board’s examination at the Cincinnati Center for Autism in Cincinnati, Ohio.
Dr. Kalra has expertise in working with preschool through highschool aged children in public-school, alternative school, and clinical settings. As a practicing school psychologist, Dr. Kalra works with teams of professionals to complete comprehensive school-based evaluations of children demonstrating characteristics of disabilities including learning disabilities, Autism-Spectrum Disorder, Attention Deficit Hyperactivity Disorders, Anxiety, Depression, and speech and language disorders and impairments. As such, she has first-hand knowledge of the Individualized Education Plan (IEP) process from the initial referral and evaluation stages through the development and effective monitoring of appropriate IEP goals, as well as a thorough understanding of special education law.
As a dual School Psychologist/BCBA, Dr. Kalra is uniquely qualified to collaborate with parents and school stakeholders to conduct comprehensive Function Based Assessments (FBA) and develop behavior plans that address maladaptive behaviors while promoting positive behaviors. In addition, Dr. Kalra consults with parents regarding behavioral concerns and works with families to identify what types of changes can be made in a child’s environment to teach and encourage positive, prosocial behaviors. The main goal of any therapy or intervention is to increase the quality of life of the child and their family. As a BCBA, Dr. Kalra has a comprehensive understanding of best-practices in observing and measuring behavior and analyzing and interpreting data. This skill-set allows her to develop meaningful data-collection strategies to monitor a child’s growth during therapy, thus ensuring that the interventions and therapies implemented for the child are effective.
Dr. Kalra has presented at the annual conventions of the National Association of School Psychologists’; Applied Behavior Analysis, International; and the Ohio Association of Behavior Analysis. Her published research has centered around the application of behavior analytic strategies to support positive outcomes for students, such as increasing classroom engagement, promoting prosocial behaviors, and increasing the effectiveness of academic interventions. In addition to practicing full-time, Dr. Kalra currently supervises both intern school psychologists and individuals seeking their BCBA credential. She is a member of the Ohio Association for Behavior Analysis (OHABA) and the Association for Contextual Behavioral Sciences (ACBS).
"I was drawn to the fields of education, school psychology, and Applied Behavior Analysis (ABA) after watching my younger brother, one of my favorite people in the world, struggle in school. As a typical “type A” student, it was easy for me to receive the support I needed to succeed. However, this was not the case for my brother, whose creative mind and active body made it difficult for him to thrive in a traditional environment. It was discouraging to me that the same system that always met my needs failed to provide what my smart, inventive, and compassionate brother needed to feel successful and appreciated. After witnessing his educational journey, I was inspired to seek out a career that would allow me to ensure that all children feel valued for their unique qualities and receive the individualized support they need to reach their highest potential. I love that my work as a BCBA affords me the opportunity to help teachers and parents set up environments that allow children to thrive."