❖ Facilitate three weekly playgroups for early intervention-eligible children with developmental delays, including those with suspected or diagnosed autism and motor challenges.❖ Implement developmentally appropriate activities tailored to each child’s needs, targeting social pragmatics, motor, as well as communication development goals aligned with their IFSP objectives.❖ Collaborate with lead teachers (e.g., PTs) to plan targeted interventions and foster engagement, ensuring a supportive and inclusive environment for children with diverse developmental needs.

❖ Conducted in person hearing screenings of potential listeners for the Speech Intelligibility in Children study❖ Administered the TOCS+ computer based assessment❖ Organized and analyzed research data derived from participants involved in the studies

❖ Participated in toddler play groups in addition to IFSP meetings, Transition Planning Conferences), gaining familiarity with intake, eligibility assessments, and reassessment protocols to ensure continuity of care through 0-3.❖ Collaborated with specialties involved in the child’s care (e.g., DS, OT, PT, RN, Music Therapist), ensuring a holistic approach to care, effectively coordinating and communicating to develop and review treatment plans and service delivery.❖ Delivered early intervention services across home and daycare settings using EBP strategies to support clients aged 0-3 and their families to meet developmental milestones. Provided family education on effective techniques to use at home.❖ Administered and scored diagnostic tools (e.g., BDI-2, SKI-HI-2, PCD 0-3 Developmental Checklist), drafted detailed reports, and contributed to Quarterly Notes and 6-month updates, to evaluate progress and documented findings for ongoing client assessments.

❖ Provided speech therapy 1-on-1 to students via push in and push out services. Measured progress with data collection. ❖ Participated in IEP meetings and annual evaluations to determine the student’s progress of IEP goals. ❖ Administered diagnostic assessments (i.e., CELF-5, PPVT-5, OASES-S, EVT-3) ❖ Engaged in social groups and facilitated treatment sessions with students with speech, language, pragmatic challenges

❖ Conducted an in person diagnostic fluency evaluation❖ Co-administered and analyzed diagnostic assessments (i.e., SSI-4, hearing screening, OASES-A, TAWF-2)❖ Shadowed an Oral Mechanism Exam❖ Prepared weekly in person treatment sessions ❖ Refined pragmatic, receptive, and expressive language using an explicit-implicit approach❖ Prepared weekly treatment plans and created materials that tailored to particular objectives

❖ Administered the “A Couple of Ducks” (ACD) test to screen Pre-K & K students for risk of language or literacy delays❖ Implemented reinforced age expected oral language and early literacy skills across storybook reading tasks and activities

❖ Former Urgent Care Team Member devoted to aiding healthcare providers in multidisciplinary cases. ❖ Experience with patient triage, documentation on EMR systems (i.e., Athena, ECW), medical procedures (i.e., phlebotomy/venipunctures, EKGs, vitals, diagnostic laboratory testing), specialty referrals, and medication prescription.

❖ Former Certified Trainer in F.O.H. operations who oversaw the efficiency of team centric crew member training while upholding customer service and Chipotle’s Food Safety Seven protocols. ❖ Experience with food preparations, sales, and restaurant maintenance.

❖ Former Specialty Jewelry Sales Associate committed to the promotion of jewelry sales and expansion of customer loyalty. ❖ Experience with customer service, security procedures, sales, department maintenance. ❖ Awarded Highest Care Plan Percentage employee award.