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Meet Our Los Angeles Developmental & Behavioral Specialists
Oscar Soltero
DIR/Floortime® Inclusion
Specialist & Educational Consultant
Oscar Soltero is the founder of Mindful Education Services LLC, offering relationship-based services, inclusion consultation, DIR/Floortime support, teacher and parent training, and Independent Living Services (ILS). Providing bilingual services in English and Spanish, he works with children, adolescents, and adults with Autism, ADHD, developmental delays, sensory differences, and social-emotional or behavioral challenges. His work incorporates a neurodiversity-affirming, strengths-based, and PDA-informed framework that prioritizes emotional safety, autonomy, and connection.
Oscar holds a B.A. in Education from UC Berkeley, where he worked with youth in juvenile detention and elementary after-school programs, as well as master’s degrees in School-Based Counseling and Applied Behavior Analysis from California State University, Los Angeles.
His early career included interdisciplinary collaboration at Professional Child Development Associates (PCDA) using the DIR® model. An ICDL-listed Intermediate DIR/Floortime® Provider and California Inclusion Project (CIBC) Consultant, he stays active in professional organizations including the American Counseling Association and the Association of Educational Therapists.
Founded in 2012, Mindful Education Services LLC delivers multidisciplinary care alongside Child Development Specialists, Occupational Therapists, and Speech-Language Pathologists. Oscar remains dedicated to empowering individuals toward independence while equipping families, schools, and communities with practical, compassionate strategies.
Holly Charlton
Occupational Therapist, Sensory Integration, Floortime Specialist
Holly Charlton is a pediatric occupational therapist with over 40 years of experience, including more than 23 years specializing in pediatric care. Through her private practice and consulting services, she provides play-based therapy in children’s homes, preschools, and classroom settings. She supports both neurotypical and neurodivergent children, including those with autism, ADHD, developmental delays, and sensory processing differences, focusing on motor skills, self-care, emotional regulation, peer play, and learning readiness.
Grounded in a relationship-based, trauma-informed approach, Holly uses creative play, movement, and sensory-rich activities to help children build confidence, coordination, and independence. Her practice integrates certifications in Ayres Sensory Integration and DIR/Floortime, alongside principles from the SCERTS Model and developmental play theories.
Partnering closely with parents, teachers, and multidisciplinary teams, she offers targeted consultations and practical coaching for daily routines, including transitions, mealtimes, and self-care. Holly’s goal is to empower children to navigate daily life with confidence, connection, and joy.
Denise A. Sanchez
Early Childhood Education Consultant
Denise A. Sanchez holds a BA and MA in Human Development from Pacific Oaks College, with a specialization in Leadership in Education and Human Services and sub-specializations in Parent Community Work and Teaching Adults/College Teaching.
Following graduate school, she spent 4 years as a TA in Human Development courses before serving 14 years as Senior Adjunct Faculty at Pacific Oaks College, teaching BA- and MA-level courses such as Early Childhood Themes and Life Cycle Issues, Working with Children Who Challenge Teachers' Skills, Educational Leadership Fieldwork & Observation, Therapeutic Companion/Behavioral Interventions, Intervention Models in Early Childhood Education, Reflective Teaching, and Working with Adults.
With 30 years of experience working with children and families across childcare, home-based, community integration, and administrative settings, Denise spent 13 years at a nonprofit organization providing DIR/Floortime™-based intervention services to children (birth–22 years) and families funded through Regional Center, school districts, or private pay.
As Department Head, she managed 8 programs spanning infant/toddler development, social-emotional support, socialization skills, teen and young adult programs, and sibling support groups, and led a reflective supervision model for a team of Developmental Interventionists.
As a Consultant, Denise provides staff and parent training, child observation/assessment, therapeutic companion services, staff support and evaluation, reflective supervision, and curriculum development, while helping teachers build inclusive classrooms and strong parent partnerships.
She is passionate about individualized, family-centered community integration from socialization experiences to extracurricular activities, and values collaborative partnerships with parents and multidisciplinary teams to support each child's development, sensory profile, and regulation needs.
Rosalynn "Roz" Romero, M.A.
Roz Romero holds a BA in Child Development from California State University, Los Angeles, and a master’s in human development from Pacific Oaks College.
For almost 25 years, she has worked with developmentally delayed and neurodiverse children and teenagers across Head Start programs, schools, homes, community settings, and clinic-based social skills programs. With teenagers, her work has spanned life skills, pre-vocational exploration, community service, and social skills in both clinic and community settings.
Across all these settings, Roz partners closely with parents using the DIR/Floortime model, and she also supports staff through clinical training and ongoing professional development. As the parent of an adult on the Autism Spectrum, she brings personal insight to helping families and caregivers navigate raising a child with individual differences.
Milton Lilly, M.A.
With 18 years of experience, Milton specializes in supporting children, teenagers, and young adults in building confidence, independence, and essential life skills. He works with individuals on the autism spectrum, with ADHD, and those facing behavioral, social, and developmental challenges, helping them reach their full potential through structured, individualized mentorship.
Milton creates a safe, supportive environment where each person can grow at their own pace, focusing on social communication, organization, focus, emotional regulation, and positive decision-making. He integrates sports, physical coordination, and swimming training to build discipline, teamwork, and confidence, alongside music instruction and piano to strengthen focus, creativity, and self-expression.
With teenagers and young adults, Milton places added emphasis on life readiness, responsibility, communication, and self-sufficiency to support successful transitions into independence.
He holds a master’s degree from Columbia College, complementing his hands-on experience and long-standing commitment to individuals and families. Milton's goal is to build meaningful connections, recognize each person's strengths, and help them grow with the right structure, mentorship, and encouragement.
Diana Felix, M.S., BCBA, Board Certified Behavior Analyst
Diana Felix is a Board-Certified Behavior Analyst with nearly a decade of experience designing and overseeing individualized behavioral programs for children and families across home, school, clinic, and community settings. Her work is grounded in evidence-based practice, thoughtful clinical decision-making, and a commitment to meaningful outcomes that extend beyond the therapy environment.
Recognized for her collaborative and relationship-centered approach, Diana works closely with families and interdisciplinary teams to develop practical, sustainable strategies that strengthen communication, independence, adaptive functioning, and overall quality of life. She believes exceptional care is built on trust, consistency, and interventions that respect the unique strengths and needs of every individual.
Beyond direct clinical services, Diana is passionate about advancing clinical excellence through mentorship, systems development, and continuous learning. She is dedicated to supporting high standards of care while helping clinicians and families feel confident, informed, and empowered throughout the therapeutic process.
Yael Moldovan, M.A.
Children reveal who they are when met with curiosity, attunement, and genuine recognitional philosophy that guides Yael’s work across education, clinical practice, and community settings. After earning a bachelor’s degree in Sociology at UC Santa Barbara, Yael taught Special Education in Williamsburg, New York, before returning to California to complete a master’s degree in clinical psychology at Pepperdine University.
Over more than two decades in the field, Yael’s roles have spanned special education teachers, supervisor, case manager, parent coach, social skills facilitator, mentor, and assessor. Alongside formal clinical work, decades of volunteering have further reinforced their commitment to understanding the individual within the context of relationships, sensory experiences, and lived history.
First introduced to the DIR®/Floortime™ model in 2004, Yael centers their practice on its developmental, relationship-based, and humanistic framework, enriched by interpersonal neurobiology and sensory integration. They view caregivers as essential partners, blending clinical science with play, imagination, and presence to help children, adolescents, and young adults build agency, confidence, and meaningful connection.
Victoria Ortega
Speech-Language Pathology Assistant
Victoria Ortega is a Speech-Language Pathology Assistant with a bachelor’s degree from Cal State Fullerton, an SLPA license from Loma Linda University, and a Level 2 Certification in DIR (Developmental, Individualized-Difference, Relationship-Based)/Floortime attained through the Profectum Foundation. Her background includes working across early intervention, school settings, and in-home environments. She has built diverse experience spanning speech therapy, substitute teaching, one-on-one tutoring, group music and food classes, team coaching, community integration, and DIR/Floortime intervention.
Each distinct role has deepened her understanding of how individuals’ function in different situations, providing her with valuable insights into facilitating progress according to an individual’s full potential.
Victoria believes that supporting personal growth begins with understanding a person's unique interests and connecting those interests to the world around them. Her approach centers on meeting each child at their level and scaffolding activities to build confidence, capability, and inspiration to achieve more.
Kelsey Wintringham
Behavior Analyst
Kelsey Wintringham has been working with neurodivergent individuals for over two decades, from Ohio to Georgia to California. She is now a Board-Certified Behavior Analyst and has substantial experience with Floortime and other play-based strategies.
Kelsey currently works as a disabilities consultant for Head Start programs, as well as with private clients and families navigating Self Determination Programs, specializing in executive functioning, adaptive skills, arts programming, and community integration. She also conducts assessments for kids and adults with Autism and other diagnoses across Los Angeles.
Kelsey has a strong background in arts instruction, adaptive communication, graphic design, technology supports, and group facilitation as well. She created a time-management app in 2020 called ClokLife and recently released a handmade, colorfully collaged kids book called The Moral of Coral.
Kelsey weaves creativity and fun into all aspects of her practice to provide presmium person-centered support, with a focus on process over product that truly integrates the philosophy learning can happen anywhere and should happen everywhere.
Vanessa Moris, Child Development
and DIR/Floortime Practitioner
Vanessa Moris is a bilingual Child Development and DIR/Floortime Practitioner with over ten years of experience supporting children, adults, and families across Early Intervention, Applied Behavior Analysis (ABA), Independent Living Services (ILS), and DIR/Floortime.
She holds a B.A. in Psychology with a minor in Child Development from California State University, Los Angeles, and is certified in DIR/Floortime through the International Council on Development and Learning (ICDL).
Vanessa utilizes an empathetic, relationship-based approach tailored to the individuals’ unique strengths and developmental needs. By fostering trust and following a child's natural interests through purposeful, playful interaction, she helps cultivate communication, emotional regulation, independence, and cognitive growth. She is committed to delivering culturally responsive care and partnering closely with families to align support with their values and daily lives.
Outside of her professional work, Vanessa enjoys painting, hiking, raising butterflies, exploring international cuisines, and spending time with her pet dove and three dogs.
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