Amanda Samperi Email and Phone Number

• Maintained caseload of 65+ students for students ranging from ages 3-22 • Coordinated 30+ high-tech communication device trials with caregivers (parents, foster families, group homes, etc.)• Collaborated with AT SLP to provide consistent, effective, ethical AT evaluations across students• Obtained and managed care of trial AT and AAC devices from multiple lending libraries and state programs• Implemented language skills and strategies across a variety of settings, including community-based instruction, meal time, and specials classes (art, music, library) to encourage generalization across environments and communication partners• Facilitated school-wide core vocabulary implementation with teachers and staff • Created and provided parent training of core vocabulary tools with specific strategies and examples for use at home and in the community• Designed individualized professional development for teachers and staff based on individualized student need• Integrated language therapy and sensory strategies at Snoezelen® sensory complex• Created and implemented school-wide organizational structure for management of durable medical equipment and therapeutic recommendations• Collaborated amongst therapists and professionals (PT, OT, SLPs, social worker, LEA, administration, BCBA, behavior coaches, teachers, aides) to utilize consistent expectations and prompting hierarchies for each student on caseload• Conducted annual IEPs, 3-year re-evaluations

• Worked within the inclusive, substantially separate, and language-based classrooms• Designed preschool language groups utilizing evidence-based language expansion techniques• Established early elementary lessons in expressive and receptive language to establish and build upon students’ schema• Implemented early social communication routines and visual support strategies for elementary students with limited language and/or social interactions• Used programs for vocabulary learning including the Expanding Expression Tool® and Word Forging©• Utilized curriculum to preview and review important vocabulary concepts for students in the classroom• Incorporated pediatric therapy techniques for expanding expressive and receptive language, including numerous recommendations from the Teach Me to Talk© materials from Laura Mize• Designing therapy for preschool and elementary students with articulation difficulties, phonology disorders and apraxia of speech• Created specialized instruction for social skills training through various methodologies including the Social Thinking© and Model Me Kids®• Participated in parent- and team-consultations to collaborate across disciplines, include parent ideas and concerns, and establish home routines to generalize skills• Reestablished school’s assistive technology (AT) department and coordinated team meetings• Founded and cultivated AAC division within speech department• Discussed “red flags” seen in therapy with parents in hopes of pursuing additional testing and identification of potential diagnoses like autism, anxiety, or childhood dysarthria

• Conducted monthly meetings with SLP, AAC Consultant, and parent(s) to discuss progress, brainstormed new techniques, and proposed appropriate programmatic/device construction changes for home and school • Coordinated sessions between device manufacturers and team members to ensure success of AAC device trials• Developed and maintained Assistive Technology (AT) plan for incorporation of AT materials/devices throughout student’s day• Contributed to weekly meeting with team to collaborate with classroom and encourage carryover• Implemented of specially-designed literacy curriculums for AAC users • Worked in intensive ABA classroom, intensive (integrated) preschool program, substantially separate middle school, and home-based therapy • Noted training included clients with: cerebral palsy, cochlear implants, cortical visual impairment, autism spectrum disorder, developmental dyspraxia, epilepsy, down syndrome, microcephaly, and multiple disabilities

• Aided students in academic development through intervention and assessments concerning: - Fluency, language, pragmatics, articulation, AAC, and voice. • Collaborated with teachers, staff, parents, and students in addition to attending meetings for IEPs• Worked with students at a variety of skill levels and environments, including the Autistic support classroom

• Design and implement appropriate and effective assessment and intervention in a school setting• Students experiencing an assortment of speech and language difficulties, including: - Speech sound disorders, dysarthria secondary to cerebral palsy, use of AAC, language disorders, and fluency disorders.• Attended student IEP meetings, having completed the necessary paperwork

• Cultivate client communicative abilities including use of high-tech, low-tech, and no-tech AAC systems and communication breakdown strategies over a variety of contexts. • Noted training with clients with aphasia, anomia, epilepsy, severe apraxia of speech, oral apraxia speech-sound disorders, and voice disorders.

Department of Audiology and Communication Disorders• Conduct independent and supervised assessment and interventions with a variety of patients ages 2-16 years old, including individuals with Autism Spectrum Disorder, Down syndrome, cleft lip/palate, submucous cleft, hearing impairments, cochlear implants, and attention deficits.• Noted training: Auditory Verbal Therapy, pragmatic language groups, and use of social stories