Coordinators

Abigail Ragasa is a Clinic Coordinator at the UCLA PEERS® Clinic. She coordinates the PEERS® Training Seminar series conducted offsite in various domestic and international locations. She is also a behavioral coach in the PEERS for Young Adults, PEERS for Adolescents, and PEERS for Preschoolers groups. Abigail graduated from UC Santa Barbara with a Bachelor of Science in Biopsychology and graduated from Pepperdine University with an Master of Arts in Psychology. Abigail intends to pursue a doctoral degree in Clinical Psychology in the future. Her research interests include stress mitigation and social interventions for those with autism spectrum disorder and assessing the long-term effects of pre-psychosis and/or psychotic disorder comorbidities due to preadolescent brain injury or neurodevelopmental disability.

Josh Chou is a Clinic Coordinator for the UCLA PEERS® Clinic. He coordinates and leads behavioral coaching in the PEERS® Social Skills Classes and the PEERS® Summer Boot Camps, as well as assisting aspects of the PEERS® for Young Adults and PEERS® for Dating programs. Josh graduated from the University of California, Los Angeles where they earned a Bachelor of Science in Psychobiology with double minors in Disability Studies and Global Health. His career interests focus on researching, delivering care, and amplifying the voices of racially-, culturally-, and gender-diverse neurodivergent individuals, specifically focusing on autism, ADHD, OCD, and PTSD.

Juliette Lerner is a Clinic Coordinator for the UCLA PEERS® Clinic. She manages aspects of the PEERS® for Young Adults, PEERS® for Adolescents, and PEERS® for Preschoolers social skills interventions, as well as acts as the research coordinator for the College to Career research study and PEERS® for Careers social skills intervention. Juliette graduated from the University of California, Los Angeles where she earned a Bachelor of Arts degree in Psychology with a minor in Disability Studies. Juliette intends to pursue a doctoral degree in Clinical Psychology in the future. Her research and clinical interests include exploring and implementing best practices for supporting adolescents and young adults on the autism spectrum in achieving their social, vocational, and independent living goals.

Kyra Fisher is a Clinic Coordinator for the UCLA PEERS® Clinic. She manages aspects of the PEERS® for Adolescents, the PEERS® for Preschoolers, and the PEERS® Virtual Boot Camp. She serves as a behavioral coach in these groups. She has also been involved with the PEERS® Social Skills Classes for Adolescents and Young Adults and has done research for the PEERS® Dating and the PEERS® for Careers Research studies. Kyra graduated from the University of California, Los Angeles where she earned a bachelor's degree in psychology and disability studies. Kyra intends to pursue a doctoral degree in Clinical Psychology in the future. Her research interests include the early assessment and intervention of young adults and adolescents with autism spectrum disorder, mood and anxiety disorders, and the intersection between these disorders and chronic illnesses.

Stephanie Gonzalez is a Clinic Coordinator for the UCLA PEERS® Clinic. She manages aspects of the PEERS® for Young Adults, PEERS® for Adolescents, PEERS® for Preschoolers social skills intervention, and the PEERS® for Careers research study where she serves as a behavioral coach. She coordinates the UCLA PEERS® Certified Training Seminars as well as the PEERS® for Dating research study. Stephanie graduated from Pepperdine University Graduate School of Education and Psychology where she earned her Master of Arts in Psychology. Prior to that, she graduated from California State University, San Marcos with a Bachelor of Arts in Child and Adolescent Development and a minor in Spanish. Stephanie intends to pursue a doctoral degree in Clinical Psychology in the future. Her research and clinical interest include assessments and interventions for underserved adolescents with trauma history along with the impact parenting styles have on development.