In my role at HardyStrong Foundation, I oversee an up-and-coming not-for-profit organization aimed at increasing awareness for genetic stomach cancer & advocating for access to genetic testing for more individuals to understand their cancer risk. I lead a Board of Directors consisting of seven individuals, curate and delegate event planning roles, and develop partnerships with medical and genetic testing organizations. In August 2023, HardyStrong Foundation held its augural event - "Amazing Race: Stomach the Challenge" - raising over $160,000. Additionally, I manage HardyStrong's media platforms and leverage social outlets to increase the foundation's reach.

I provided skilled occupational therapy services to children and young adults ages 3-24 with Autism, ADHD, ODD, Pediatric Feeding Disorder, sensory processing concerns, and regulation challenges. My role included assessment, ongoing goal development, treatment planning, family education, and interprofessional collaboration. I participated in continuing education in feeding therapy and am a Trained SOS Approach to Feeding Therapist.

I completed my Level IIB Fieldwork in an interdisciplinary, outpatient pediatrics clinic. During my time there, I evaluated and treated children ages 2-26 with variety of diagnoses including ASD, ADHD, CP, sensory processing concerns, and mental health under the supervision of licensed occupational therapist. I developed and administered treatment activities targeting ADLs, IADLs, sensory and emotional regulation, feeding, executive functioning, and fine & gross motor skills. Additionally, I educated families on community resources to support their child's social and school participation. In this interdisciplinary setting, I gained experience collaborating with teachers, PT, SLP, ABA, and families to develop holistic occupational profile and facilitate carryover of OT interventions.

I completed my Level IIA Fieldwork experience in an adult, outpatient neuro setting. I evaluated and treated clients ages 15-80 with diagnoses including CVA, Long COVID, TBI, Parkinson's Disease, and Multiple Sclerosis. After consulting with adult clients on their occupational limitations and generating treatment goal, I designed and administered intervention sessions targeting IADLs, pre-driving skills, cognition, executive function, range of motion, and mental health. I gained skills in adapting and modifying education on sleep hygiene, work simplification, adaptive equipment, and body mechanics based on client needs. Furthermore, I developed an interdisciplinary employee training on implementing body inclusive principles in a physical rehabilitation clinic.

Working within the Next Division of the St. Louis Arc, I facilitated virtual programming designed to promote independence in daily living skills for young adults with disabilities. I collaborated with St. Louis Arc staff to execute innovative and engaging virtual activities. Additionally, I conducted a needs assessment in order to develop new programs that promote health romantic relationships for young adults with disabilities.

In the Neuroscience and Rehabilitation Laboratory directed by Dr. Benjamin Philip, I contributed to research and data analysis regarding hand function and the brain's control of hand movement.

Within a summer day camp setting, I supported campers (from ages 4 to 13) with disabilities. I modified and adapted camp activities while encouraging peer interactions to facilitate the participation of all campers. Additionally, I implemented behavior and communication support with the goal of maximizing the inclusion of campers with disabilities. Collaborating with summer camp staff was instrumental towards the successful participation for the campers that I assisted.

The Elmhurst Learning and Success Academy (ELSA) is a four-year, post-secondary certificate program for adult students with disabilities focusing on career exploration, independent living, and social skills. As a Community Advisor, I assisted 20 college students with disabilities with their transition to living independently. Throughout the transition, I collaborated with students individually on personal hygiene, social skills, leisure, shopping, and time management. I also encouraged community amongst students by implementing social programs on healthy relationships and appropriate communication.

Working as a life coach provided one-on-one support for college students with disabilities. I engaged in discussions, campus activities, and community outings with the purpose of increasing independent living skills. Individuals' goals surrounding money management, campus recreation, and academic organization guided coaching sessions, yet I adapted to the needs of students on that specific day.

While interning at My Recess Therapy Inc., I generated suggestions and engaged in problem-solving activities to support occupational therapists and speech-language pathologists in their therapy sessions. In addition to maintaining a clean and safe clinical environment, I enhanced the clinic's organization of client information and files and crafted activities to be utilized during therapy sessions. The ever-changing needs of the children, families, and therapists with whom I worked were met with positivity and eagerness.