Hannah Penry, DBH, BCBA, LBA
Academic Background
My academic journey reflects a longstanding commitment to serving individuals and families across the lifespan through evidence-based practice, leadership, and education.
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I earned a Bachelor of Science in Human Development and Family Studies from Indiana State University as a member of the Honors Program. During my undergraduate studies, I developed a strong foundation in human development, family systems, psychology, communication, and social sciences. I also completed specialized coursework in aging and older adulthood, earning a certification in Gerontology. This experience broadened my understanding of the diverse needs of individuals across the lifespan and helped shape my interest in person-centered and family-centered approaches to care.
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I subsequently earned a Master of Arts in Applied Behavior Analysis from Ball State University. During my graduate studies, I completed advanced coursework in behavior analytic assessment, intervention, consultation, supervision, verbal behavior, autism, and staff training. In addition to my degree, I earned graduate certifications in Applied Behavior Analysis and Autism. My master's training provided extensive preparation in evidence-based practice and established the foundation for my work as a behavior analyst serving individuals with autism spectrum disorder and other developmental disabilities.
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To further expand my expertise in healthcare systems, leadership, and integrated care, I completed a Doctor of Behavioral Health (DBH) at Arizona State University, graduating with a 4.0 GPA. My doctoral training focused on behavioral health management, healthcare leadership, population health, integrated care models, quality improvement, healthcare operations, and organizational performance. This interdisciplinary education strengthened my ability to lead behavioral health organizations, improve systems of care, and bridge the gap between clinical practice, administration, and higher education.
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Together, these academic experiences have given me a unique perspective that integrates applied behavior analysis, behavioral health leadership, healthcare systems, family-centered practice, and professional mentorship. My educational background continues to inform my work as a clinician, educator, researcher, and mentor committed to improving outcomes for individuals, families, students, and the professionals who serve them.
Clinical Director
Provides strategic leadership for multi-site behavioral health and ABA programs, overseeing clinical operations, quality improvement, workforce development, and organizational growth.
Professional Experience
Adjunct Faculty
Teaches undergraduate and graduate coursework in applied behavior analysis and behavioral health while mentoring students in professional development, ethical practice, and clinical decision making.
BCBA/ABA
Provided behavior analytic services across home, clinic, school, and telehealth settings, including assessment, treatment planning, caregiver training, staff supervision, and interdisciplinary collaboration to support individuals with autism and developmental disabilities.
Academic Work
My doctoral dissertation, Improving Revenue Integrity and Documentation Compliance in Applied Behavior Analysis: A Quality Improvement Initiative to Reduce Medicaid Claim Denials, examined how implementation science and quality improvement strategies can be used to strengthen documentation practices within Medicaid-funded ABA services. The project proposed and evaluated a standardized documentation checklist designed to improve compliance, reduce administrative barriers, and support more consistent access to medically necessary behavioral health services. Through this work, I developed a deeper interest in systems-level improvement, healthcare operations, implementation science, and the ways organizational processes influence service quality, financial sustainability, and continuity of care.
Teaching & Faculty Roles
As an adjunct faculty member at Ball State University, Herzing University, and the University of Massachusetts Global, I teach undergraduate, graduate, and doctoral-level coursework in applied behavior analysis and behavioral health while connecting academic concepts to real-world clinical practice. My teaching emphasizes critical thinking, ethical decision-making, professional development, and the practical application of behavioral principles across diverse service settings. In addition to classroom instruction, I am passionate about mentoring future practitioners through supervision, curriculum development, and individualized guidance that supports professional growth and lifelong learning. Teaching across multiple institutions has provided me with the opportunity to work with learners at various stages of their professional development and has strengthened my commitment to advancing the next generation of behavior analysts and healthcare leaders.
Research & Scholarship
My research interests focus on autism assessment and diagnosis, including the development of home-based and naturalistic assessment approaches that improve access, ecological validity, and family-centered care. I am also interested in mentorship and workforce development within behavior analysis, with an emphasis on supervision, professional identity development, clinician retention, and the preparation of ethical and compassionate practitioners.
Additional Academic Work
Professional Work
Parent Training
Developed a comprehensive 18-month ABA Parent Training Curriculum designed to guide families from the initial intake process through advanced behavior analytic concepts and intervention strategies. Each monthly module includes a structured PowerPoint presentation, homework assignments, and guided reflection questions that promote caregiver understanding, skill development, and meaningful discussion. The first four months of training materials are included as representative examples of the curriculum's scope, organization, and family-centered approach.
BCBA Student Supervision Curriculum
Developed a comprehensive BCBA supervision curriculum designed to provide aspiring behavior analysts with meaningful, hands-on learning experiences that extend beyond traditional supervision activities. The curriculum incorporates applied projects, assessment experiences, literature reviews, intervention analysis, ethical decision-making activities, and real-world clinical applications to support the development of competent and ethical practitioners.
The supervision program is structured to promote gradual skill development while helping trainees connect behavior analytic principles to practice across a variety of settings. Included in this portfolio are two sample trainee projects that illustrate the experiential learning approach used throughout the curriculum, as well as a 16-week curriculum map outlining the organization, progression, and competency areas targeted during supervision. These materials reflect my commitment to mentorship, professional development, and the preparation of future leaders within the field of behavior analysis.
Session Note Audit
Developed and implemented customized session note audit tools for all 97 ABA billing and service codes, ensuring documentation compliance, treatment fidelity, and alignment with payer-specific, regulatory, and organizational quality standards.
ADOS-2 Certification
Trained in administration of the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) and experienced in conducting autism evaluations as part of an interdisciplinary diagnostic process. I collaborate closely with a psychiatrist by completing the ADOS-2 assessment, gathering developmental and behavioral information, and contributing assessment findings that inform comprehensive diagnostic decision making and recommendations for families.
As Clinical Director, I identified a significant gap in the organization's ability to objectively measure clinical quality, treatment outcomes, operational performance, and payer-related expectations. At the time, no formal KPI tracking system existed. In response, I developed and implemented a comprehensive Clinical Quality Metrics and KPI program that aligns clinical practice, organizational goals, and insurance requirements within a unified performance management framework.
This system incorporates measures related to client progress, treatment plan quality, authorization utilization, documentation compliance, service delivery, staff performance, and organizational quality indicators. The data are used to guide clinical decision making, identify opportunities for improvement, support accountability, and ensure alignment with regulatory and payer expectations. As the organization has grown, I have remained responsible for maintaining, analyzing, and updating these metrics to ensure they continue to reflect both clinical best practices and evolving industry standards.
Examples of the quality management system I designed can be provided upon request, including the Standard Operating Procedure (SOP) outlining KPI collection and monitoring processes, a redacted KPI dashboard, a redacted treatment plan demonstrating integration of client-specific outcome measures, and historical dashboard snapshots illustrating organizational performance trends over time. These materials demonstrate my commitment to data-driven leadership, quality improvement, and the use of meaningful performance metrics to enhance both clinical outcomes and organizational effectiveness.
Clinical Quality Metrics and Key Performance Indicators (KPIs)
Contact Information
Thank you for taking the time to review my portfolio. I welcome the opportunity to discuss my experience in behavior analysis, higher education, clinical leadership, research, and mentorship. Please feel free to contact me using the information below.
Hannah Penry, DBH, BCBA, LBA
Email: hannahrpenry@gmail.com
Phone: (812) 223-8827
I look forward to connecting and discussing opportunities for collaboration, teaching, research, and professional service.