Cathy L. Waldman Email & Phone Number

Therapy and evaluation of school students in Pennsylvania via Google Meet

Pawtucket, Rhode Island, United States

Teletherapy for elementary school in Rhode Island via the Emergency COVID Licensing.

Billerica Public Schools – Extended School Year Program• Engaged students from preschool to high school skills program in interventions to maintain skills, four with AAC.• Completed end-of-summer progress reports.

Framingham, Ma

Woodrow Wilson Elementary School/Miriam McCarthy Elementary School - Long-Term Substitute• Completed screenings and interventions for bilingual students, taking into account cultural background.• Created and completed effective and engaging in-class lessons for Language-Based Classrooms.• Administered effective therapy and visual supports for word-retrieval, language processing, language memory and other areas of speech, language, and pragmatics.

Framingham, Massachusetts, United States

Woodrow Wilson Elementary School/Miriam McCarthy Elementary School - Long-Term SubstituteFramingham, MA Mar 2019-Jun 2019• Completed screenings and interventions for bilingual students, taking into account cultural background.• Created and completed effective and engaging in-class lessons for Language-Based Classrooms.• Administered effective therapy and visual supports for word-retrieval, language processing, language memory and other areas of speech, language, and pragmatics.

Weston, Massachusetts, United States

• Collaborated with team members to engage behaviorally-challenged students in their interventions.• Carried out effective interventions for students with complex diagnoses including autism, intellectual impairment, cortical visual impairment, and mood disorder

Needham, Ma

Needham Public Schools – Extended School Year Program • Worked on maintenance goals with students from Kindergarten to 8th grade.• Completed progress notes to support intervention in the next school year

Newton, Massachusetts, United States

Newton Early Childhood Program• Worked on communication goals with students ages 3 to 5• Utilized pivotal response and play therapy.

Boston, Ma

- Implemented and created therapy materials and interventions to address communication goals for children in 2nd grade and high school with various disabilities in two schools.- Effectively collaborated with general education teachers, special education teachers, and service providers using push-in and pull-out service delivery models.

Winchester, Ma

- Implemented and created therapy materials and interventions to address: expressive and receptive language, vocabulary development, written language, higher order language skills, pragmatics, fluency, functional communication, cochlear implants/hearing aids, and effective use of AAC devices for children in 6th through 8th grade, including students in substantially separate classrooms.- Administered thorough and disability-specific evaluations, scored and prepared corresponding reports, and presented findings clearly at team meetings. - Chaired annual review meetings and shared my expertise on what would best support the child.

Wilmington, Ma

- Developed interventions for children ages 6 to 19 with varying disabilities and disability levels.- Implemented interventions to address: expressive and receptive language, vocabulary development, higher order language skills, pragmatics, articulation, functional communication, total communication, and effective use of AAC devices.

Belmont, Ma

- Developed and implemented interventions for IEP and RTI students in Kindergarten to 4th grade in individual and small group pull-out and push-in sessions with speech, language, and social pragmatic disorders.- Administered thorough and disability-specific evaluations and considered each child’s unique ethnic background in their analysis- Clearly explained how disability affects academics and communication in IEPs.

Woburn, Ma

-Reviewed records, older reports, and IEP and planned appropriate initial and re-evaluations for high school students at City on a Hill Charter School in Roxbury.-Administered appropriate formal and informal assessments-Created thorough and clear evaluation reports for each student while considering dialectical and ethnic differences

Lexington, Ma

- Organized, developed and provided a student orientation for students entering Minuteman who were identified as needing social-pragmatic, emotional, and/or communication support resulting in a 20% reduction in reported disruptive behavior problems compared to the year before.- Effectively supervised two graduate interns.- Developed and implemented interventions for students in individual and small group pull-out sessions with the following disorders: language-based learning disability, fluency disorder, word retrieval problems, reduced intelligibility, social-pragmatic disorder, NVLD, Asperger’s Syndrome, PDD-NOS, Autism.- Administered various evaluations, prepared corresponding reports, and presented findings at team meetings.- Utilized Dynamic Social Thinking Assessment based on the work of Michelle Garcia Winner, CCC-SLP.- Developed program for students to utilize video cameras as method of self-analysis of spoken and social communication. Video cameras were also utilized by students in the creation of social story videos with social-pragmatic disorders.- Designated department point person for the expansion of the training of staff and use of Kurzweill program for functional non-readers.

Tucson, Arizona Area

- Developed and implemented interventions for students in individual and small group pull-out sessions with language with the following disorders: language-based learning disability, fluency disorder, word retrieval problems, reduced intelligibility, social-pragmatic disorder, Asperger’s Syndrome.- Administered various evaluations, prepared corresponding reports and presented findings at team meetings.- Designed individualized phonemic awareness intervention for 7th grade non-reader

Waltham, Ma

• Assisted with diagnostic assessments and consultations of children ages 3 to 19 with voice and resonance difficulties related to vocal nodules, vocal cord dysfunction, and velopharyngeal incompetence, laryngeal papillomas and vocal cord paresis/paralysis.• Prepared comprehensive weekly reports detailing evaluation results and recommendations for future treatment. • Assisted in treatment of young woman with history of vocal nodules utilizing resonance therapy.• Developed training program for interns in perceptual evaluation of voice samples using the CAPE-V

Boston, Ma

• Worked one-on-one with a 73-year-old woman with mild-moderate fluent aphasia from a right CVA for 80-minute sessions with a focus on discourse-level verbal expression and auditory comprehension.• Created and implemented independent use of compensatory strategies to improve language organization during verbal expression and increase recall of typically hard-to-retrieve words.

Greater Boston Area

• Implemented group and individual treatment for teenagers and adults in two intensive four-week fluency programs which integrated stuttering modification and fluency shaping• Counseled, supported and encouraged individual clients during the desensitization process.• Provided guidance and feedback specific to client’s emotional needs and personality.

Brookline, Ma

• Planned, designed and implemented language interventions for elementary and middle school students with the following disorders: language-based learning disability, social-pragmatic disorder, NVLD, Asperger’s Syndrome, PDD-NOS, traumatic brain injury.• Utilized Dr. Teresa A. Ukrainetz’ evidence-based narrative recall strategy called “stick-drawing” to improve narrative comprehension and retell ability of a student diagnosed with pre-natal brain trauma.• Administered hearing screenings to all students who required them.

Brookline, Ma

• One-on-one aid to a medically fragile, intellectually disabled 14-year-old girl with a GI feeding tube and mobility limitations.• Developed procedures that led to a decrease in negative behaviors and anxiety while increasing student’s sense of empowerment by teaching student functional communication skills and providing an easily accessible schedule• Facilitated social communication skills with peers within mainstreamed elective classes.

M.S. Sp., Communication Disorders

H.S. Diploma

B.A, Honors Program Psychology With Concentration In Experimental Psychology