• Provide comprehensive, school-based psychoeducational assessments for children (learning disorders, disruptive behavior disorders, and mood disorders) to determine special education eligibility under IDEA as well as inform educational interventions (e.g., IEP Goals). • Apply evidenced-based, cognitive-behavioral interventions in school-based settings for a range of neurodevelopmental, disruptive behavioral, and mood disorders, with the goal of assisting clients in accessing the curriculum. • Consult with educational professionals and other stakeholders (e.g., OTs, SLPs, special education coordinators) to provide socio-emotional and behavioral support, interventions, and advocacy for students across academic settings.• Provide comprehensive (psychoeducational, psychodiagnostics, neuropsychological) assessments in a private practice setting to individuals across the lifespan. Diagnostic categories include: neurodevelopmental, mood disorders, personality disorders. • Delivered individual psychotherapy in a private practice setting.• In total, 24 integrated psychological assessment reports with client feedback, expected by internship completion (August ’25).• Psychological Tests administered include:o WAIS-IV, WISC-V, WPPSI-IV, Woodcock-Johnson-IV Cognitiveo Integrated Audio and Visual CPT (IVA-2), NEPSY, Rey-Osterreith Complex Figure, Wisconsin Card Sorting, Delis-Kaplan Executive Function System (DKEFS), Children’s Memory Scaleso Feifer Assessment of Reading (FAR), Feifer Assessment of Math (FAM), Jordan Left/Right Reversal, Woodcock-Johnson IV Achievement, WIAT III, Youth Children’s Achievement Test (Y-CAT)o Beery VMI, Bender-Gestalt IIo Battelle Developmental Inventory, California Verbal Learning Test III, CELF-5, Peabody Picture Vocabulary 4, WRAMLo ABAS-3, BASC, Beck Inventories, BRIEF-2, CBCL, Conners 4, Gilliam Autism Rating Scale, SAED-2, Vinelando MMPI, MACI, MCMIo Roberts/Thematic/Children’s Apperception Tests, Sentence Completion

• Implement neuropsychological assessment and psychotherapy for adults and older adults with neurologic disorders (e.g., neurocognitive disorder, functional cognitive/neurologic/movement disorder, persistent post concussive syndrome, post-TBI, post-stroke, dysautonomia) and cooccurring mood disorders. Services are carried out in an outpatient medical setting with a focus on functional disorders. • Apply short-term, evidenced-based CBT interventions adapted to client’s identities neurocognitive diagnoses/symptoms, as well as specific medical-based needs (e.g., aphasia). • Conduct neuropsychological assessments to aforementioned clients, including: background review and history interview, battery selection, battery administration/scoring/interpretation, report writing, and feedback session. In addition, results are translated to interdisciplinary team (e.g., physical and occupational therapists) to guide treatment.(To date, 4 comprehensive neuropsychological reports written; 7 assessments completed)o WAIS-IV, RBANS, Test of Premorbid Functioning (TOPF)o California Verbal Learning Test III, Weschler (Older) Adult Memory Scale, Controlled Oral Word Association Test (COWAT)o DKEFS (Color-Word Interference, Design Fluency, Tower, Trail-Making Test), Rey-Osterreith Complex Figure Tasko Frontal Systems Behavior Scale (FrSBe—Self and Family Report), Parkinson’s Disease Questionnaire (PDQ-39), Cognitive Problems and Strategies Assessment, Neuropsychiatric Inventory (NPI), Geriatric Anxiety & Depression Scale, PHQ-9, BDS/BAI.o MMPI-3, PAIo Test of Memory and Malingering (TOMM), Rey-15• Proficient in Q-Interactive Assess App for administration of corresponding assessments.• Collaborate within interdisciplinary team—communicating neuro- and psychological functioning relevant to care to team members.• Provide psychoeducation and environmental/behavioral consultation to family members (and support staff) to facilitate treatment and care.

•Conduct 3 assessment services offered to 7-24y.o. inpatient clients: comprehensive (assess diagnostic clarity and intervention recommendations), medication support (measure effectiveness of medication on functioning), and review of prior assessments (consult with team and parents to synthesize previous assessment results in lieu of current symptoms to ensure client rights were served and guide future treatment). •Assessment includes: file review, background interview with client and collaterals (including parents/caregivers), care team collaboration and management, school observation (as needed), assessment administration and scoring, score interpretation, report writing, and feedback session.•Psychological tests administered, scored, and interpreted: oWAIS-IV, WISC-V, Woodcock-Johnson-IV Cognitive oContinuous Performance Test 3, Rey-Osterreith Complex Figure, Wisconsin Card Sorting, DKEFS Delis-Kaplan Executive Function System, Children’s Memory Scales oWoodcock-Johnson IV, WRAT5 Wide Range Achievement Test oCalifornia Verbal Learning Test II, Peabody Picture Vocabulary 4, Expressive One-Word Picture Vocabulary 4, Beery VMI, CELF-5 oConners 3 Self-Report, Brown Attention-Deficit Disorder Scales oBASC, CANS, SLC-90, Vineland oRorschach Performance Assessment System, Thematic Apperception, Kinetic house-tree-person, Roberts, Roberts Apperception Test 2• Welligent proficient• Training includes in-depth didactic seminars on theoretical basis of tests and comprehensive overviews (e.g., administration, scoring, case examples, results interpretations, synthesis with other assessments, diagnostic utility, IEP goals & legal considerations) of each assessment administered.

• Provide individual therapy for adults with cooccurring neurodevelopmental disability and mood disorders. Treatment modalities include CBT, DBT, humanistic, and trans-disability affirmative therapy. As clients hold a number of diverse identities relating to gender/transgender, race/ethnicity, sexuality, and religion, a multicultural approach is integrated into all treatment modalities.• Co-facilitate group therapy related to topics: stress management, social skills, money management, and healthy relationships. Assisting in the development and implementation of an adapted DBT Skills System for emotional regulation for people with ID.• Conduct initial intake assessments for new referrals, as well as client assessment reviews. Regularly collaborate with collaterals and other specialists (OT, ABA, MFT) for treatment coordination. • Co-creating Wellness Workshops for TASC clients and staff--psychoeducational workshops designed to improve mental wellbeing through mutual learning, discussion, and exercises. Topics include: mindfulness, burnout, and self-care, to name a few.• Developing and presenting a staff-wide training on gender and LGBTQIA2S+ identities, and their intersection with disabled/neurodiverse identities, as well as microaggressions and clinical recommendations.

·Supervise direct ABA therapy staff to ensure quality clinical practice, develop skillset, and manage clinical interventions at home, school, and center setting·Create written educational and behavioral protocols for staff to implement in the field based on child’s developmental status and goals, as well as written progress reports detailing student’s evolution·Conduct staff training for onboarding new behavioral therapists and provide ongoing training and development for experienced staff·Administer parent group training to give practical behavioral intervention strategies to best support their family and child on the spectrum

·Researched VR autism training: conducted comprehensive bibliographic reviews, led informational meetings, collaboration, and interviews with autism and VR specialists, and drafted project proposals·Contributed to research on well-being of educators and parents of children on the autism spectrum: statistically transformed patient data for processing and consequent analysis of results, translated scientific articles and collaborated with authors on scientifically rigorous writing and editing·Research concluded with my master's thesis, 'Changes in stress measures of parents with an autistic child following a 10-week group parent support program'

I completed 1 year studying the fundamentals of physical life science research to help better understand autism and improve therapeutic outcomes in the Interdisciplinary Approach to Life Sciences Master Year 1 Program. In the following year, I was part of the Learning Science Master Year 2 program where I studied qualitative and quantitative educational research methods to create educational tools for people on the autism spectrum as well as understand and improve the well-being of their families and educators. As a culmination of my work, I wrote my Master's thesis, entitled 'Changes in stress measures of individual parents with an autistic child following a 10-week group parent support program.'

·Led the fundamental basis and creation of an open-source, community project to create apps for families with a child on the autism spectrum·Researched the current market (including developer interviews), performed a bibliographic review on application use and autism as well as inclusive design, collected data on school autism app use, and constructed frameworks (in collaboration with developers) for 2 apps to start the project

•Performed behavioral therapy on several children with autism to decrease interfering, maladaptive behavior while increasing functional behaviors•Educated parents on how to best implement personalized behavioral techniques•Enacted protocols and programming focused on functional communication, daily living skills, and socialization•Utilized student’s learning data to revise clinical practice to enhance learner’s success and improve behavioral therapy efficacy

•Trained novice staff in behavior therapy to create independent, practicing clinicians•Presented theoretical explanations, practical training, and oral and written feedback on trainees’ progress•Spearheaded a revision of the training curriculum to make behavioral therapy concepts easier to understand and create competent teachers more quickly•Supervised staff to ensure correct behavioral and professional practice and proper data collection procedures•Matched each trainees’ learning style by adapting new teaching techniques and maintaining high flexibility•Conducted psychological, verbal, and developmental assessments on children

• After working in several different settings supporting people with disabilities, learned a role to improve the lives of people with autism in a more specific, researched way• Developed behavioral therapy skills on-the-job via observation, supervisory training, and theoretical studying• Cultivated an extensive and committed client network through customer centric therapy approaches