Dr. Rachel Galant is the founder of Los Angeles–based Developmental Bridges, which provides individualized developmental services, educational support, and parent consultation for children with autism and other neurodevelopmental differences. She holds a Ph.D. with an emphasis on mental health and neurodivergence and a master’s degree in infant and early childhood development from Fielding Graduate University, a Doctor of Pharmacy from the University of California, San Francisco, and a bachelor’s degree in psychology from the University of California, Berkeley.

Dr. Galant’s professional background combines developmental intervention, psychology, psychopharmacology, and clinical research. She previously held early intervention and research coordination positions at the University of California, Irvine Child Development Center and UCLA’s Neuropsychiatric Institute, where she worked directly with children with developmental disabilities, coordinated research projects, and trained and supervised staff and students. Her research experience includes National Institute of Mental Health–funded projects and participation in the Multimodal Treatment Study of Children with Attention Deficit Disorder.

Through her DIR/Floortime practice, Dr. Galant supports children’s emotional regulation, communication, social engagement, and readiness for learning. Her approach considers each child’s developmental capacities, sensory needs, interests, and relationships to identify what helps that child feel secure, connect with others, and participate more fully in daily life. She works closely with caregivers to develop individualized strategies that extend beyond therapy sessions into family routines and everyday interactions.

In collaboration with Franklin Educational Services, Dr. Galant integrates developmental and relationship-based support into individualized educational programming, connecting academic learning with social-emotional development, communication, and flexible problem-solving. Her work includes curriculum collaboration, parent coaching, and ongoing developmental progress monitoring. Her doctoral research examined joint engagement between preschool children and their caregivers during indoor and outdoor play, reflecting her interest in how relationships and environments support children’s development.