Gained experience with geriatric population; case load included treatment for dementia, Alzheimer’s disease, Parkinson’s disease, aphasia, stroke, cognitive-communication deficits and dysphagia; compensatory strategies, measures of orientation, cognitive therapy and voice therapy were implemented weekly; dysphagia treatment included oral mechanism exams, bedside evaluation, feeding trials and diet modification; specified treatment for Parkinson’s included implementation of “Speak Out!” program.; assessments administered include MMSE and ACER.

Gained experience with pre-school and elementary aged students; partook in hearing screenings; treatment included speech (articulation, phonological delays, fluency) and language (receptive, expressive, pragmatic) activities; provided individual and group clinical services; observed IEP meetings; discussed treatment plans and implementation with members of SPED team; population included individuals with autism, cystic fibrosis, stuttering and typical development; assessments given include CELF-Preschool, PPVT-4, CELF-5, PLS-5, GFTA-3, OWLS-2, TOCS, EOWPVT and ROWPVT.

Gained experience with adult population; case load included treatment for TBI, laryngectomy, dementia, ALS and voice disorders; compensatory strategies were created and adapted for cognitive-communication deficits; administered MBS and bedside evaluations; assessments given during semester were RBANS, CAPE-V and Motor Speech Protocol.

Gained experience with middle and high school youth with high functioning autism; treatment included receptive, expressive and pragmatic communication skill building through literacy intervention, role-play, and receptive and expressive foundational activities; actively participated in end of semester meetings with client’s parents to discuss goal ideas and therapy recommendations for following semester; assessment given during semester: CASL-2.

Gained experience with toddler and elementary aged children across the autism spectrum, verbal and nonverbal; provided intervention for receptive, expressive and pragmatic communication challenges; implementation of Enhanced Milieu Teaching in conjunction with visual strategies and AAC devices; provided semester treatment plan for parents that included client goals and activities; provided copy of goals and activities for client actively working with behavioral therapist; actively participated in end of semester meetings with client’s parents to discuss goal ideas and therapy recommendations for following semester.