Jeff Lichtman, PhD
Co-Chair
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Dr. Jeff Lichtman is director of student mental health services and Lucielle Weidman director and professor of graduate Jewish education and special education at Touro University. As international director emeritus of Yachad, the National Jewish Council for Disabilities, Dr. Lichtman is well known for his more than 30 years of visionary leadership. He grew Yachad into a world-wide force for inclusion and founded the IVDU Schools providing innovative and individualized education to children with a wide range of learning needs.
A psychologist with many years of experience in both regular and special education settings, Dr. Lichtman’s areas of expertise include individual and group counseling, school and organizational leadership, social skills development, and teacher training.
Mark F. Patishnock, PhD
Co-Chair
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Mark is Vice President of School Programs Implementation at JED. In his role, he implements and ensures consistency and excellence in all of JED’s programs in higher education, high school, and pre-K–12 school districts. Mark has spent his career focused on improving mental health outcomes for youth and young adults.
Mark trained at the counseling centers at Penn State and the University of Illinois at Urbana-Champaign; worked as a staff psychologist and suicide prevention coordinator at Virginia Tech; and oversaw counseling and psychiatric services as the inaugural director at both Augusta University and Michigan State University, where he helped integrate and innovate programs and services following institutional and departmental mergers. He also implemented the JED Campus program at both of these institutions. During his career, he has served as an adjunct faculty member, consultant, executive coach, executive recruiter, strategic planner, and has held various voluntary service and community counseling roles.
Mark received his master’s degree in counseling from Wake Forest University and a PhD in counseling psychology from the Pennsylvania State University. He is a licensed psychologist and resides in Michigan with his family.
David Blattner, Ed.D.
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Dr. David Blattner is from Mooresville, NC and has been in education for 28 years. He is an accomplished educator and administrator; he holds an Educational Doctorate from Wingate University and has served in various leadership roles in NC schools. His experience spans from being a Chief Technology Officer at Davie County Schools, to a Principal at Lake Norman High School, to a classroom teacher. He has also made significant contributions to the field of distance learning as the Director of Distance Learning at Iredell-Statesville Schools. In addition to his administrative roles, he has been an active participant in professional organizations such as CoSN Digital Promise and the American Library Association. He has been recognized for his work with awards like the Charlotte CIO of the Year and the Iredell-Statesville Principal of the Year. He has conducted many trainings for the TAA with schools, school systems, new Youth Ambassadors, and has presented nationally. Most importantly, David is a father of three children, one of whom has TS.
Emily Coonrod
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Emily Coonrod has more than 15 years of experience as a classroom teacher, instructional coach, and professional development creator. She has a graduate degree from the University of Iowa in Educational Leadership. Emily is currently serving her local education agency as a professional development consultant, conducting frequent in-services to educators across Iowa and training educators on presenting and facilitation best practices. She has volunteered with the TAA as an educational presenter, sharing TS learning to educators throughout the U.S.
Emily has two children, both with ADHD and one with TS and OCD. She enjoys helping her children learn about themselves and how to advocate for their educational needs.
Alyssia Evans, Ed.D.
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Dr. Alyssia Evans is a School Psychologist in Akron Public Schools with a professional background that bridges clinical neuropsychology and school-based educational services. She earned her Doctor of Education in School Psychology from the University of Findlay and has extensive experience conducting psychoeducational and neuropsychological assessments. Prior to her current role, Dr. Evans worked at Akron Children’s Hospital as a psychometrist in the Neurobehavioral Health Department, supporting evaluations in the Neuropsychology, School Success, and Autism Diagnostic Clinics. During her time there, she also developed a mentoring-based training model for onboarding new psychometrists and contributed to fundraising efforts that supported children with Tourette Syndrome and their families in attending a local community event.
Dr. Evans is passionate about advocating for neurodivergent students, particularly those with tic disorders and Tourette Syndrome, and is committed to expanding school-based knowledge and support in these areas.
Margery Henning, MS, OTR/L
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Margery is a seasoned occupational therapist with over 30 years of experience specializing in pediatric occupational therapy. She began her career as an Occupational Therapy Assistant (OTA) and later advanced to become an Occupational Therapist Registered (OTR) after completing her BS/MS in Occupational Therapy from the State University of Newy York at Buffalo.
Margery’s dedication to her field is evident through her extensive involvement in advocating for individuals with Tourette Syndrome and related neurological conditions. She regularly conducts informative in-service on the efficacy of occupational therapy for individuals with TS and related conditions at various levels, including local, state, regional, and national conferences.
Her commitment to the TS community extends beyond clinical practice; Margery has served as the chairman of the board of the Tourette Syndrome Association (TSA) of Western New York and currently co-chairs the Ohio Support Group.
In addition to her professional achievements, Margery is deeply connected to the TS community on a personal level, with two adult sons and several extended family members living with TS and related conditions. Margery brings a unique blend of personal insight and professional expertise to her work.
Currently, Margery operates a successful private practice and is certified in Comprehensive Behavioral Intervention for Tics (CBIT), which she has found to be a rewarding experience. Her dedication to improving the lives of individuals with TS and related conditions continues to drive her work in both clinical and advocacy realms.
Megan Hurley, Ed.S.
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Megan Hurley is a school psychologist in the Kentucky public school system and a 2024 Rising Leader for the Tourette Association of America. She holds an Educational Specialist Degree (Ed.S.) in School Psychology from the University of Kentucky. Megan was a camp counselor for two summers at Camp Twitch and Shout, a camp for children with Tourette Syndrome (TS), and was a Co-Facilitator for two cohorts of the TAA’s young adult support group.
As a school psychologist, she conducts psychoeducational evaluations, conducts functional behavior assessments and writes behavior intervention plans, provides consultation to teachers and administrators, conducts 504 evaluations and collaborates to create 504 plans, and is part of the Response to Intervention (RTI) Team for academic interventions.
As someone with Tourette Syndrome, Megan is passionate about using her roles as a Tourette Association volunteer and school psychologist to expand individual’s perceptions of people with TS. As a TAA Rising Leader, Megan led a team from Kentucky to discuss TS policy with members of Congress and their staff, gave workplace presentations, was interviewed by the local news, and gave webinars. She will continue her advocacy by working directly with education professionals providing in-service presentations.
Patty Mendoza, MS
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Patty Mendoza is the Lead School Psychologist in the Kings Canyon Unified School District. She holds a Master’s from California State University, Fresno. Her experience as a school psychologist has been extensive, serving grades preschool to high school.
Her experiences include a broad range of services, such as psychoeducational evaluations, consultations with teachers, parents, and administrators, counseling, crisis interventions, threat assessment, functional behavior assessment, behavior intervention plans, manifestation determinations, collaboration in 504 plans, collaboration in the implementation and monitoring of Positive Behavioral Interventions & Supports (PBIS), district-level Nonviolent Crisis Intervention (NCI), and district-level Safety Care trainings.
In addition, she is a Comprehensive Behavioral Intervention for Tics (CBIT) practitioner. She participated in the Treating Tourette Together project, which brought together people with TS, their families, clinicians, researchers, and other stakeholders to set an agenda for the next generation of CBIT researchers.
Kate Mielitz, PhD, AFC®, CDP®
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Kate has been a member of the TAA Educational Advisory Board since 2019. As an adult with TS, and the mother of two TAA Youth Ambassadors (who also have TS), Kate is an active part of the community. She regularly supports families and schools with education and presentations surrounding TS and other associated conditions. Kate has had her AFC designation since 2009 and recently completed her Certified Diversity Professional (CDP®) designation in order to provide evidence of her commitment to Diversity, Inclusion, Equity, Accessibility, and Belonging – especially regarding equitable treatment and accessibility for people who are neurodiverse.
Deborah Orlando, OT
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Debby is a pediatric occupational therapist who graduated from Keuka College in 2001 and has been working with the birth-to-five population for over 20 years. During this time, she has supported children with a variety of developmental diagnoses, including Tic Disorders and common co-occurring conditions such as anxiety and sensory processing difficulties.
She is also the mother of a young adult with Tourette Syndrome, whose diagnosis took many years due to challenges in recognizing and understanding his symptoms. After witnessing firsthand how life-changing a timely diagnosis and appropriate support can be, Debby became dedicated to helping other parents and professionals increase awareness of the complexities of TS and its common co-occurring conditions.
She is trained as an TAA education volunteer, providing in-service trainings to school staff, and also helps facilitate the TAA Jr. Youth Ambassador Program. Debby looks forward to the Jr. Youth Ambassador Program each year and enjoys watching young children connect with peers who have TS, gain confidence, and begin learning to advocate for themselves. She also provides sensory and behavioral support at her chapter’s annual camp for children with Tic Disorders.
La-Kee M. Smith
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La-Kee M. Smith is an Air Force veteran whose unique combination of worldwide personal, professional, and academic experiences has prepared her to contribute meaningfully across several mission-driven fields. She holds a Master of Healthcare Administration with a Public Administration cognate, a Bachelor of Science in Education in Speech Pathology and is currently pursuing a Doctor of Law & Policy (DLP) at Liberty University, focusing on education policy, consumer rights, and empowering communities to understand the laws and policies that shape their daily lives.
La-Kee’s service as a Human Resources Manager in the Air Force, overseeing personnel operations, managing enlisted and civilian staff, and ensuring compliance with organizational policies, performance evaluations, and personnel development programs. She leveraged her expertise in human capital management to improve processes, mentor team members, and support mission readiness, translating military HR experience into strong leadership, administrative, and operational skills applicable in civilian organizations.
She is the founder of R.E.C.O.N. (Research, Education, Compensation, Outreach Network), a nonprofit dedicated to disability rights, veteran advocacy, and public education efforts that help veterans navigate complex federal systems and regulations. To date, she has generated $16 million in benefits for veterans and family members. La-Kee has also served as a judge and reviewer for the Department of Veterans Affairs Suicide Prevention Innovation Challenge, contributing her insight as both a veteran and an advocate.
Her earlier work as a teacher, speech therapist, and youth pastor, combined with her personal experience raising a child with Tourette Syndrome, OCD, and ADHD, gives her a deep understanding of the challenges families face in education, healthcare, and community settings. During her Air Force service, La-Kee also traveled the world as a musician, ambassador, and public affairs representative, where she met her husband of 21 years. Together, they have three children and have actively participated in establishing and supporting ministries.
Marissa Smolinsky, M.Ed.
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Marissa is a Special Education Teacher in Northern Virginia. She has an undergraduate degree from the University of Maryland, Baltimore County (UMBC) and a Master’s in Special Education from Northern Arizona University. Marissa has over 10 years of public school classroom experience in both the self-contained and inclusion settings. She has taught grades K-12 in Arizona and Virgina. She has TS herself, has taught students with TS, and has a child with TS.
Lauren Snelling, AM, LCSW
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Lauren Snelling AM, LCSW (she/her) is an early childhood counselor at the University of Chicago Laboratory Schools. Lauren received her bachelors in psychology with a minor in African American studies at the University of Illinois Champaign-Urbana. She went on to obtain her masters in social work from the School of Social Service Administration at the University of Chicago. Snelling also holds a certificate in the multi-contextual and relational treatment of trauma from Simmons University.
Snelling is a trained trauma psychotherapist turned educator, counselor, and speaker who is committed to disrupting systems to support Black children and help all children create a strong foundation of identity. She has worked in outpatient psychology settings both in Boston and Chicago and has numerous experiences in evidence-based practices including a post-masters fellowship at Children’s Hospital Boston.
Dedicated to rest, self-care, community building, and creating positive visibility within the early childhood field, she is a member of the Early Childhood Leaders of Color Collaborative and an EdSurge Voices of Change Writing Fellow. Snelling found validation and acceptance in her experiences with the Tourette Association of America (TAA) and is committed to building validating spaces and community for children and families within the TAA. In her free time, she forages and gardens with her son and is an advocate for food sovereignty.
Jen Stenger, PhD
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Dr. Stenger has been in public education for 20 years, first as a high school English teacher and currently as a school counselor. She has also taught adjunct classes ta two universities in Southern Illinois. In 2011, she received a PhD in Educational Leadership & Policy Studies from the University of Missouri-St. Louis. Her dissertation research was based on other public K-12 educators who, like herself, have Tourette Syndrome. After completing her doctorate, she self-published The Life that Chose Us: Educators with Tourette Syndrome, based on this work. Since publishing in 2013, she has presented at multiple conferences and speaking engagements; she also meets with younger children with disabilities to promote positive self-image and self-confidence. She is energized when working with and serving the TS community, as she is driven to help school-aged children succeed both academically and socially. She has been a member of the Education Advisory Board since 2016.
Helene Walisever, PhD
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Helene is a parent of children with TS and associated challenges. Dr. Walisever received her undergraduate psychology degree from Barnard College of Columbia University and her doctoral degree in Clinical Psychology from Long Island University in New York. She has been an adjunct psychology professor at Barnard College.
