The people behind Oak & Arrow

Oak & Arrow is led by two Board Certified Behavior Analysts, both of whom came to this work from the classroom, and it’s small on purpose. Before you trust anyone with your child, you should get to know the people you’d actually be working with.

The people behind
Oak & Arrow

Paige Tully

Board Certified Behavior Analyst, Founder

I didn’t start out in ABA. I started as a teacher. I earned my master’s in Elementary Education at Sacred Heart, and it was in a classroom that I met the student who changed the direction of my career: a young girl with autism who taught me more about behavior in one school year than any course had.

I wanted to understand what she was telling us. That question turned into a career.  I became a Registered Behavior Technician in 2014, finished my behavior analysis coursework through UMass Lowell, and earned my BCBA in 2020. Since then my work has run through living rooms and classrooms across eastern Connecticut: in-home ABA with families, and the past six years in elementary and middle school settings, helping kids carry their skills between home, school, and everywhere else life happens.  

That in-between is where I built Oak & Arrow, because it’s where progress either sticks or slips. My favorite work is social skills, honestly. Watching a kid figure out how to join a game, keep a friend, and enjoy it? I’d do that part for free. Don’t tell anyone.

Outside of work I’m a mom of four, which means my house runs on the same routines, negotiations, and occasional chaos yours does. When I’m not working or refereeing, I’m outside or reading.

Tiffany Salvatore

Board Certified Behavior Analyst

I’m Tiffany Salvatore, a Board Certified Behavior Analyst licensed in Connecticut. Before behavior analysis, I spent more than ten years as a special education teacher, working with students with behavioral needs from kindergarten through twelfth grade. That’s a long time to watch what actually helps a kid and what only looks like it does on paper.

It left me with two convictions. The first is that good programming is built on data and delivered with compassion, and that those two things were never opposites. The second is that the skills worth teaching are the ones that open doors: the ones that let a child do more for themselves and join in more of what everyone else gets to do. Ordering their own lunch. Making it through the birthday party. Being part of the group instead of watching it from the edge.

Coming from classrooms, I care a lot about what happens between a session and a school day, because that’s where skills either travel or get left behind. I’ve sat on the school side of a lot of IEP tables, which turns out to be very useful when you’re trying to get a plan to make the trip from a living room into a classroom.

The people you’ll see most

Paige and Tiffany lead every family’s care. These are the behavior technicians who work alongside them, each trained and supervised by Paige or Tiffany, and each someone you’ll meet before they ever work with your child.

Megan Murray

Registered Behavior Technician

Megan has spent more than twenty years with children, in daycares, homes, schools, hospitals, and community programs, and she has worked alongside Paige since 2023. Patience and consistency are her specialties, and her favorite moments are the ones where a child finally does the thing that used to be hard. She believes the small steps deserve as much celebration as the big milestones. Outside of work, Megan is a mom to two teenage daughters, which has only deepened her appreciation for celebrating every child for exactly who they are.

That’s Megan with Bernie, Paige’s therapy dog and, by a wide margin, the team’s most requested member. Bernie doesn’t hold a BACB certification, but has never once been turned away at the door.

Christina Hundt

Registered Behavior Technician

Christina has worked in applied behavior analysis for eighteen years, supporting people from young children to adults in homes, schools, clinics, and workplaces. That range taught her what consistent support looks like across every setting a person moves through, and why it only works when the whole team, families included, pulls in the same direction. She meets each child where they are, builds on what they’re already good at, and makes a point of celebrating growth along the way.

Rachael Willey

Behavior Technician

Rachael is a special education teacher in a high-needs elementary school program, where she creates individualized learning programs and supports children with a wide range of needs. She has a special passion for understanding what children are trying to communicate, especially those who have a harder time expressing themselves. For Rachael, figuring out what makes each child tick and helping them succeed is what makes the work so rewarding. As a mom of children with autism, she also brings a personal understanding of the challenges and joys families experience, allowing her to connect with both children and parents in a meaningful way. Above all, Rachael wants every child to feel understood, supported, and celebrated for exactly who they are.

Megan and Christina are both Registered Behavior Technicians, and their credentials are verifiable at the BACB registry.

Credentials you can check

Paige is a Board Certified Behavior Analyst, certification 1-20-44228, and a licensed behavior analyst in the State of Connecticut, license BA.001021. Tiffany is a Board Certified Behavior Analyst, certification 1-25-81796, and licensed in Connecticut, license BA.001840. Megan and Christina are Registered Behavior Technicians, certifications RBT-24-355748 and RBT-25-423836.

All of these are public records: you can verify a BACB certification in about thirty seconds at the BACB registry, and we’d rather you did. Any provider you’re considering for your child should welcome that check.

How we work

Assent matters

When a child says no, that means something. If a session isn’t working for your child, the session changes.

Strengths first

Goals build communication, safety, and independence. The aim is never to make your child seem less autistic. It’s a life with less frustration and more of what they love.

Parents are in
the room

You’re never sent away during sessions. The plan only works if it keeps working after we leave, so teaching you is part of the job.

What we work on

Social Skills

Taking turns, reading the room, making and keeping friends. Practiced in real settings, because that’s where friendships actually happen.

Functional Communication

Helping your child ask for what they need, in words, signs, or pictures. For many kids this is where everything else starts.

Behavior Support

Aggression, bolting, transitions that run the house. Every behavior is doing a job for your child. We find the job, then teach a safer, easier way to get it done.

Executive Functioning

Routines, transitions, starting and finishing things. The skills that make school days and mornings work.

Daily Living Skills

Dressing, brushing teeth, washing hands, cleaning up. Everyday routines, taught step by step until your child can run them on their own.

Parent Collaboration

You’re part of every session, because the plan only works if it keeps working after I leave. Teaching you is part of the job.

Something else going on?

Most of what families bring me doesn’t fit neatly in a box, and the assessment is where we find out what actually helps.

Are we a good fit?

Maybe. That’s an honest answer, and it’s the one we’ll give you on the phone too. If your child needs a large team, intensive clinic hours, or services we don’t provide, we’ll say so and point you somewhere useful. If what your family needs is a behavior analyst who knows your child, builds a plan you understand, and teaches you to run it, we should talk.

Start with the interest form

Tell me a little about what’s going on. You’ll hear back from me, not an intake department, within 24 business hours.

If it’s easier, call or text: (860) 373-0771

Hours:
Mon-Fri 3pm-8pm
Sat 9am-3pm

The people behind Oak & Arrow