Allison Brooks, Ph.D.
Allison is a licensed psychologist who earned her Ph.D. in educational psychology from the University of Washington. She has 10 years experience at U.W. medical center clinics, which includes serving as the director the U.W. Autism Center in Tacoma. Allison has extensive experience with fetal alcohol syndrome, autism, learning disabilities, social-skills groups, individual counseling, and school and family consultation. Allison co-founded Brooks Powers Group in 2006 and in her role as co-director provides counseling, assessment and treatment for both children and adolescents, and consults both in-home and with
schools to provide support for children with disabilities.

Tom Powers, Ph.D.
Tom is a certified school psychologist and teacher who earned his Ph.D. in educational psychology from the University of Washington. Tom gained much of his clinical experience at Seattle Children’s Hospital, where he served on treatment teams for children with chronic illnesses, emotional and behavioral disorders, pervasive pain disorders, and eating disorders. In 2006 Tom co-founded Brooks Powers Group. In his role as co-director, Tom performs cognitive, neuropsychological, and academic assessments, leads business development and outreach activities, and provides counseling, consultation, and treatment for children and adolescents.

Bella Bikowsky
Bella is an ESA certified school counselor currently working on her Ph.D. in Educational Counseling/Psychology at Seattle Pacific University. In addition to helping teachers improve behavior management skills, Bella also provides counseling to individual students and small groups. Bella has counseled children and adolescents with challenging backgrounds such as neglect, abuse and psychiatric illness. Her work on helping clients develop coping skills for anxiety and depression has enabled students who were previously unable to integrate into the school system due to their mental health issues successfully engage in school environments.

Kire Dassel
Kire received her Masters in Education with a focus on emotionally and behavioral disturbed (EBD) from the University of Washington. Kire has worked with school districts to develop and implement behavior programs that enabled previously aggressive children with autism to successfully participate in the mainstream environment. Her work has included providing staff training in positive behavior support to build capacity in school environments. Kire also has developed reintegration support plans for children transitioning from hospitals and specialty school settings.

Preston Madden
Preston, a graduate of the University of Washington, has accumulated years of experience working with children with challenging behaviors and coaching parents both in an inpatient psychiatric setting and at Brooks Powers Group. Preston has created and implemented behavior support plans in homes and schools. As part of this process Preston has guided teachers and parents extensively on how to safely and successfully work with children with autism, ADHD, oppositional-defiant issues and severe cognitive impairments. In addition to his work in schools and homes Preston has experience creating and leading targeted social skills groups in a variety of settings, including outdoor activities for students with autism in the summer months.

Maggie received her Masters in Education with endorsements in both special education and reading from the University of Washington. Maggie has worked with school districts on creating and implementing academic programs that specifically target student needs by assessing students with disabilities and matching curricula to their skill set. Maggie also works one-to-one with students both in their home and school settings to create and coordinate academic and behavior programs that meet the needs of students struggling with ADHD, learning disabilities and processing issues. This focused approach and specialized programming has helped many students previously failing in school to gain academic success and confidence working independently.

Hugh Stephens
Hugh has extensive experience implementing behavior plans and providing safe and effective milieu management. Hugh has coached parents in their homes and dealt with difficult and sometimes aggressive behavior. He has helped teachers more effectively run their classrooms for students with special needs. Most recently Hugh has been working with Brooks Powers Group to develop and implement behavior plans for challenging students in a school districts with disproportionate numbers poor and ethnic minority students. He works directly with principals, teachers, parents, and paraprofessionals to successfully implement programs that meet the needs of students with emotional and behavioral disabilities.