Training Director: Joseph N. Ricciardi, Psy.D., BCBA-D

Website: www.mayinstitute.org

Fellowship Term: Begins on or after August 2, 2027.

Training Leadership:

Jenna Gilder, Ph.D., BCBA, Assistant Director of the National Autism Center at May Institute, jgilder@mayinstitute.org

Willow Hozella, Ph.D., BCBA, Senior Director of Clinical Standards, whozella@mayinstitute.org

Erik Maki, Ph.D., LP, NCSP, Clinical Consultant, PBIS, emaki@mayinstitute.org

Lauren Meyers, Ph.D., Clinical Director, Adult Services Division, lmeyers@mayinstitute.org

Robert Putnam, Ph.D., BCBA-D, LABA, Executive VP of PBIS, bputnam@mayinstitute.org

Allie Rader, Ph.D., BCBA-D, LABA, Executive Director, May Center School for Autism and Developmental Disabilities, Wilmington, Mass., arader@mayinstitute.org

Joseph Ricciardi, Psy.D., BCBA-D, Director of Training / Vice President of Professional Development and Training, jricciardi@mayinstitute.org

Matt Riley, Psy.D., BCBA, Chief Clinical Officer, mriley@mayinstitute.org

Lauren Solotar, Ph.D., ABPP, President and CEO, lsolotar@mayinstitute.org

Lisa Thomas, Ph.D., NCSP, LP, BCBA, Director of School Consultation for Philadelphia and Surrounding Areas, lthomas1@mayinstitute.org

Sarah Weddle, Ph.D., BCBA-D, Divisional Director of Adult Clinical Services and Training, sweddle@mayinstitute.org

Training Philosophy

May Institute offers postdoctoral fellowships in applied behavior analysis, school psychology, and clinical psychology. Fellowship training is individualized according to each fellow’s professional background, training goals, and intended career path. Fellows complete supervised clinical fieldwork, participate in didactic seminars and group supervision with doctoral interns and other postdoctoral fellows, and conduct a mentored research project.

The fellowship is designed to support the transition from doctoral training to independent professional practice. Fellows develop advanced competencies in assessment, intervention, case management and consultation, research, supervision, and ethical and professional practice. Training emphasizes the integration of scientific evidence with clinical judgment and the individualized needs and circumstances of the people and systems served.

Depending on the fellowship position and the fellow’s professional goals, fellows may accrue supervised experience toward psychology licensure and/or fieldwork hours toward certification as a Board Certified Behavior Analyst (BCBA). Fellows are responsible for confirming that their training experiences meet the requirements of the applicable licensing board or certifying organization.

Training Opportunities

Fellows receive advanced training in the assessment and treatment of autistic individuals and individuals with intellectual and developmental disabilities, grounded in applied behavior analysis. Specific training opportunities vary by site, as described below. Not all sites offer a fellowship position each year; prospective applicants should contact the Director of Training for current information.

May Schools: Randolph and Wilmington, Massachusetts

Fellows provide clinical and behavior-analytic services to autistic students with significant special education needs. They receive advanced training in assessment and intervention, participate in research, and develop program leadership skills. Depending on the site and training plan, fellows may carry a caseload across school and residential programs, work within a classroom-based clinical role, or combine these responsibilities. Fellows also consult with staff and participate in supervision, training, and research activities with the clinical team.

Adult Living and Learning Services: Randolph, Raynham and, Revere, Massachusetts

Fellows provide clinical and behavior-analytic services to autistic adults and adults with intellectual and other developmental disabilities. Services may be delivered in day habilitation programs, residential programs, or both. Training emphasizes improving quality of life through meaningful engagement at home and in the community. Fellows typically carry a caseload across service settings, consult with staff, and participate in supervision, training, and research activities with the clinical team.

Positive Behavior Interventions and Supports: School Consulation

Fellows provide technical assistance to public and private schools, school districts, and other agencies seeking to improve behavior-support practices through applied behavior analysis and positive behavioral interventions and supports (PBIS). They learn to apply a multi-tiered framework integrating systems, data, and practices to produce meaningful and sustainable student outcomes. Fellows support PBIS implementation at the individual, classroom, school, district, and state levels and participate in related research and dissemination projects.

Individualized Training and Supervision

Each fellow works collaboratively with their supervisor to develop an individualized training plan aligned with the fellow’s professional goals, prior experience, and areas for continued development. Depending on the fellowship position and the fellow’s goals, training may include direct clinical services, consultation, supervision of others, research, professional presentations and training, and program leadership activities.

Fellows complete a minimum of 2,000 training hours. They receive at least two hours of individual supervision, as well as additional group supervision, each week. Supervision is structured to support the licensure or certification requirements applicable to each fellow’s career path. Group supervision and didactic seminars provide opportunities for case consultation, professional development, and collaborative learning with other postdoctoral fellows and doctoral interns.

Fellows also receive funding to attend national professional conferences and have access to professional development opportunities offered through May Institute’s continuing education programs.

Application Guidelines

Qualifications for Fellowship include:

• Completion of all requirements for a doctoral degree in applied behavior analysis, or school or clinical psychology from a regionally accredited institute of higher education.
• Prior supervised experience working in schools, residential services, or clinical settings supporting autistic persons, people with intellectual disability, or related disorders.

Please submit:

• Cover letter listing fellowship site or sites of most interest to you and your training goals
• Describe your specific supervision needs for your career path (for example “BACB field work supervision” or “supervision by licensed psychologist to permit licensure”)
• Curriculum vita
• Letters of recommendation from two professors or clinical supervisors (emailed directly to Dr. Ricciardi, Training Director)

Before beginning the Fellowship, you will also need to submit:

• Official transcripts from your graduate program(s)
• Verification letter that you have completed all requirements for completion of your doctorate, if your transcripts do not reflect that your degree has been awarded
• For licensed psychologist career path: A statement of completion of internship program by training director.

Deadline for applications is December 18, 2026 but applications will continue to be accepted after that date, and applicants will be notified of acceptance by the APPIC common hold date (02/22/27), if desired.

Please direct all questions to Dr. Joseph Ricciardi or any of the faculty listed above.

Please send inquiries or application materials to Dr. Joseph Ricciardi at jricciardi@mayinstitute.org.

Fellowship term begins on or after August 2, 2027.

“Completing a post-doctoral fellowship at May Institute is an opportunity to advance skills and for some, the final step toward entering their chosen field. We think of fellows as our partners in training interns and program development. Many of our senior clinical staff started their May careers as post-doctoral fellows. Come join us.”

─ Joseph Ricciardi, PsyD, Director of Training