Converse weekly with mentee to support growth in problem solving, acquisition of new skills, expanding social skills, gaining confidence, and manage classroom activities and homework.

• Conduct weekly and bi-weekly therapy sessions with children ages 18 months to 16 years of age in a clinic setting. o Goal areas include: expressive, receptive, and pragmatic language, articulation/phonology, use of augmentative communication (AAC), fluency, word finding, grammar, voice, and feeding/saliva management.• Conduct initial and re-evaluation assessments to address client’s communication and feeding/swallowing skills. • Write reports and create goals for clients based on assessment findings.• Consult and collaborate with client’s school and additional therapists.• Conduct parent meetings to discuss client’s progress and continued goals. • Versed in Central Reach and Office 365

• Conduct Early Intervention therapy with children under the age of 3, with occasional older children, in their homes and daycares. • Educate families and caregivers to support their child’s development of speech, language, communication, and feeding skills.• Co-treat and consult with child’s other therapists and service coordinator. • Participate in 6-month reviews, 1-year reviews, and transition meetings.• Attend weekly team meetings with CPTG’s speech-language pathologists and occupational therapists. • Versed in TherapyBoss

• Maternity leave substitute in Elementary School and Early Childhood setting.• Conducted therapy with students between 3-11 years old.o Goal areas included: expressive, receptive, and pragmatic language, articulation/phonology, fluency, semantic knowledge, word finding, and sentence formulation.• Evaluated students ages 3-11 using a variety of evaluation measures.• Collaborated with a student’s teacher, family, and other therapists. • Co-treated with student’s other service providers. • Documented student’s progress and wrote progress reports.• Conducted and participated in Domain and Eligibility meetings, Annual Reviews, and “check-in” meetings.• Versed in Easy IEP

Liaison between graduate students of the Communication Sciences Department and the Department’s academic and clinical leadership.

Supported new students in transition to NU through informational meetings.

Philanthropic Chair for Northwestern's chapter of the National Student Speech Language Hearing Association. As part of this group, I planned and implemented community and volunteer activities related to areas of speech-language pathology. I also participated in weekly board meetings, event planning, and website design.

Northwestern University Center for Audiology, Speech, Language, and Learning (NUCASLL), Evanston, IL, 2014-2016 • Individual and group therapy sessions with clients ages 2-16 and 40-71. Goal areas included: expressive, receptive, and pragmatic language, articulation, and expressive aphasia. • Diagnostic assessments administered to client’s ages 2-3 and 40-71. o Pediatric: Developmental Diagnostic Program: Medical diagnostic program through NUCASLL and Lurie Children’s Hospital Developmental Program. Evaluated children under 3 years of age for autism spectrum disorder, apraxia of speech, and language delays. Rehabilitation Institute of Chicago, Summer 2016• Individual therapy sessions in both pediatric and adult inpatient and outpatient settings.o Inpatient therapy addressed: aphasia, dysphagia, cognition (memory, orientation, planning, organization), language disorders, speech intelligibility, narrative formulation, reading comprehension, and supported conversations. o Technology (AAC) therapy addressed:• High-tech devices (Tobii Dynavox, Saltillo, PRC/Accent, and tablet apps)• Low-tech devices (AEIOU boards, E-tran, and picture cards [BoardMaker])• Multiple access methods (touch, eye gaze, auditory scanning, and head mouse)o Diagnostic evaluations addressed dysphagia, expressive and receptive language, cognition, motor speech, and use/trial of AAC devices. Central Elementary School, Winter 2016• Individual and group therapy sessions with students in Kindergarten-4th gradeo Therapy goals included: articulation, fluency, grammar, and expressive, receptive, and pragmatic language. o Administered a variety of diagnostic assessments related to language development, articulation, narrative formulation, and pragmatics.

Planned and implemented curriculum of educational activities, worked with parents to better meet each child’s needs, led parent-teacher conferences.

Interned at school for students with learning disabilities, observed speech-language and occupational therapy sessions, assisted in classroom lessons and worked one-on-one with students.