Anushki Jayasekera Email & Phone Number

Sydney, New South Wales, Australia

- Providing assessment and intervention to clients aged 1.5 to 18 years in areas of language, speech, literacy, fluency, multimodal (AAC) communication.- Completing documentation, progress reports and assessment reports for external organisations (NDIA, FACS, Dept of Communities and Justice, CDU Westmead Hospital)- Liaising with MDT and referring clients to allied health services (OT, Physiotherapy, Social services, Paediatricians, Psychology & Behaviour support).- Providing assessment screening services to pre-schools in the local community - Supporting Entry Level clinicians in the workplace- Developing group therapy services with the support of the clinical director- Developing relationships with referral sources and the community- Training: Sounds-Write (SPELD), Hanen (ITTTT)- First Aid Safety Officer

New South Wales, Australia

- Providing assessment and intervention to clients aged 1.5 to 18 years in areas of language, speech, literacy, fluency, multimodal (AAC) communication.- Completing documentation, progress reports and assessment reports- Providing intervention in multiple settings: in-clinic, day-care centre, school, home

Brisbane, Australia

• Evaluation of adult patient referral information from MDT reports and prioritization of each patient for SP services. • Assessed, interpreted and monitored oro-motor function and clinical bedside swallow function to inform diet consistency and management of dysphagia. • Administered assessments and outlined intervention plans for clients with language and voice disorders. • Provided verbal and written education and prognosis information to patient and their family/careers.• Developed AAC tools to assist communication between patients and nursing staff.• Liaised and collaborated with other medical, nursing and allied health staff concerning overall patient management.• Observed VFSS & FEES assessments and collaborated with senior speech pathologists in differential diagnosis and case management. • Observed assessment, differential diagnosis and management of patients with tracheostomy. • Assisted in the process of discharge planning and post-hospital placement. • Familiarised use of workplace electronic management and administrative systems (e.g. Patient Flow Manager, EDS, ieMR, HBCIS). • Collaborated with student peer on Qualitative Investigation projects and presented the findings to clinic team.• Participated in bi-monthly Meal Quality Audit:(1) To review the texture modification standards of meals served to ensure compliance with the Australian standardized labels and definitions for texture-modified foods and fluids.(2) To ensure continual quality improvement of food service delivery according to the Statewide Foodservice Network Key Performance Indicators.(3) To maintain best practice nutritional care by working with a multidisciplinary committee (including Foodservice Manager, Foodservice Dietitian, CNC ward manager, Nutrition Assistant, Quality and Safety Unit, Infection Control).• Adhered to the Policy and Procedures of QLD Health, The Princess Alexandra Hospital and the Speech Pathology Department.

Brisbane, Australia

Provided speech pathology services to school-aged children (in their school setting) in remote Queensland areas, where there are limited local services. • Adapted clinical practical skills/learning to the complexities of the TRC environment, while showing mastery of the technical skills required to perform therapy tasks (e.g. use of the cameras to share therapy and assessment stimulus, integration of tele practice therapy software, flexibility in adapting to changes due to technical disruptions). • Developed and adapted intervention with consideration of resources, constraints and opportunities present in the client’s family, culture and community.• Demonstrated consistent repertoire of effective communication skills (negotiating, consulting, collaborating) with clients/caregivers, therapy aide, teachers, other agencies (private SLP) etc. • Integrated information from all sources of data to ensure a holistic, accurate and appropriate interpretation, diagnosis and plan for further assessment or intervention.• Outlined therapy plan and activities to therapy aide prior to start of each session with client, to ensure smooth transition of sessions and effective service delivery.• Developed guidelines/tools to assist the therapy aide to maintain strict adherence to standardised assessment protocols, during the assessment administration process via tele-rehab.• Collaborated with allied health student peers (Occupational Therapists) and their clinical educator to maximize client’s learning engagement, interaction and communication.• Provided feedback to Lead Teacher at the end of therapy sessions and requested class teacher feedback/observation on client speech/language changes, as to co-ordinate intervention and prioritize goals, to maximize learning for the client. • Managed time competently across the working week and placement, and demonstrated a longer-term perspective on caseload and workload management.

Brisbane, Australia

• Provided assessment, diagnosis and evidence-based intervention to school-aged children from 4 to 15 years.• Provided family-centered intervention intensively (multiple times a week) • Caseload experience included language delays, articulation/phonological errors, mild dysarthria, and mild to moderate fluency disorders. • Prepared client specific resources using Boardmaker software• Experience using PEC, Verbalizing & Visualizing, Cued articulation • Consulting with Occupational Therapist and Child Psychologist for clients with co-morbidities (e.g. DCD, ASD, ADHD, anxiety) and adapting equipment/environment to maximize learning/attention to tasks.• Interprofessional experience with a Special Education Teacher at The Glenleighden School:(1) To assist in delivering modified lesson plans containing content of the Australian school curriculum.(2) To develop strategies to facilitate learning of the students in a classroom setting• Administered language, literacy and speech assessment screenings to vulnerable children (identified by PEDS screening) at Early Childhood Education Centers, as part of the Brisbane South PHN initiative.• Liaised with MDT to prepare client reports for various stakeholders (Pediatrician, GP, parent, school teacher and special education teacher).

Brisbane, Australia

• Administered a range of language assessments (e.g. FDA-2, MCLA, TASIT) to diagnose client communication impairments, while also adapting to clients’ physical co-morbidities. • Prioritized communication goals by investigating client’s concerns (e.g. Communication Hx Questionnaire), as well as consulting with family member for feedback re client communication.• Referral of client and significant other to psychologist, to address concerns regarding role of caregiver, thus maintaining a family-centered approach to case management.• Holistic approach to case management by reviewing weekly notes from MDT prior to session commencement.• Assessment, diagnosis and management of client swallowing impairments (under CE supervision), including referral to dietician. • Collaborated with student peers to conduct group therapy to improve conversational skills through interaction/discussion on set topics/activities.• Case discussion of each client during handover to Lead Speech Pathologist at the end of the day. • Completed progress notes, discharge plans and session plans in a timely manner, with CE feedback.

Brisbane, Australia

• Provided assessment, diagnosis and evidence-based intervention for two clients (2 years and 12 years) once a week.• Provided family-centered intervention for moderate language/literacy delays and moderate speech-sound errors. • Documented comprehensive case-history and observations for 2 year-old client and prepared referral report to specialist speech pathologist. • Collaborated effectively with student peer when planning therapy activities and resources.• Delivered case presentations to CE and student peers to discuss and obtain feedback on assessment, therapy approach and onward referral for clients. • Applied CE and student-peer feedback, in addition to using a structured reflection tool to improve self-performance and improve service delivery. • Administrative duties and client reports completed in an efficient and timely manner.

Master Of Speech Pathology, Speech-Language Pathology/Pathologist

Bachelor Of Biomedical Science, Biochemistry & Physiology