Conduct assessments and implement treatment in acute and inpatient rehabilitiation settings for speech, language, cognition, swallowing, and voice. Administer standardized tests and/or clinical bedside swallow studies to patient admitted with concern for dysphagia, dysarthria, expressive/receptive aphasia CVA, TBI, cancer, as well as syndromic etiologies to determine presence of characteristics of possible disorder, severity and course of intervention. Educate and train patients, families, and caregivers regarding deficits, treatment and compensatory strategies, and implications to support patient's safe discharge at highest level of independence.

Evauluate, treat, educate and train patients for dysphagia, dysarthria, aphasia, voice disorders, and cognitive-linguistic impairments in skilled nursing subacute and longterm care setting. Collaborate with medical and therapy teams regarding treatment plan and progress. As PRN staff, able to follow current plan of treatment, and make recommendations per observations, or initiate treatment plan as indicated.

Completed speech, voice, cognition, swallow, and communication screenings, assessments, plans of care, intervention, and family/patient education for adult patients in subacute rehabilitation setting and in long term care. Collaborated with medical professionals (MD, RN, CNA)and rehabilitation therapists to establish care plan to promote greatest patient independence. *Worked as FTE for my Clinical Fellowship Year and continued as CCC-SLP through March, 2016. Resigned as FTE and continue to work PRN.

Provided assessment and treatment of adult and pediatric patients for communication disorders related to speech, dysphagia, cognition, voice, aphasia, tracheotomy management, AAC, and language in inpatient subacute and acute, and outpatient hospital settings. Conducted Modified barium swallows and bedside swallow evaluations. Used standardized tests including Rivermead, WAB, BASA, RBANS, and MoCA. Conducted non-standardized testing of voice, cognition, AAC navigation, and language. Assistant in treatments using VitalStim, LSVT, Myofacial release, and PROMPT techniques. Work with a medical team (e.g. PT, OT, RN) to support patients to maximize their independence in activities of daily living. Participated in chart review, assessment, diagnosis, treatment, referral, recommendations, and patient education.

Designed and implemented a capstone research project which explored the perceived impact of sharing oral histories on recovery in survivors of acquired brain injuries. Conducted, recorded and analyzed 13 interviews each lasting 45 minutes to an hour. Qualitative design utilized phenomenological and narrative approach. Implemented and analyzed results from Likert-Scaled questionnaire. Presented finding to a review committee of professors, as well as to forum of students and faculty.

Clinical Processes, T.A., Fall 2012 Conducted labs, graded assignments and exams.Audiology, R.A., Winter 2012 Provided research support, collecting data regarding audiology programs. Phonetics, Communication & the Brain, T.A., Spring 2013 Assisted with grading and entering transcriptions, essays, and exams.AAC, Support, Winter 2013 – Spring 2014 Assisted with updating and maintenance of AAC devices, iPads and applications for clinical use.

Provided speech-language therapy and aural rehabilitation services in outpatient clinic and school settings under the supervision of clinical educators. Assessed, diagnosed, and treated for communication impairments. Patients ranged in ages from 3 to 70 with: Aphasia, Apraxia, Articulation and Phonological Disorders, Autism Spectrum Disorder, Childhood Dysphonia, Cognitive Deficits, Dysarthria, Executive Function Disorders, Fluency, Moderate - Severe Dysphonia, Neurogenic Disorders, Pragmatic Deficits, Receptive and Expressive Language Disorders, School-age Language Disorder. Including those secondary to: Attention Deficit Disorders, Autism Spectrum Disorder, Bilateral Sensorineural Hearing Loss, Brain Tumor, Cerebrovascular Accident, Neurological Insult, Oppositional Defiant Disorder, English Language Learning, Traumatic Brain Injury, Vocal Fold Nodules (children & adults), Vocal Fold Webbing, and Vocal Fold Paralysis. Standardized and informal testing conducted (e.g. WAB, Boston, ADOS, PLS-5, Goldman-Fristoe-2, Khan-Lewis, RBANS, Test of Pragmatics, CELF, OASIS, Language Samples/Analysis, Vocal Health Index, SSI, TOPP).

Conducted speech and language therapy with adults and children with hearing loss. Provided treatment, patient education, parent education, and assessment for appropriate assistive devices. Therapy activities included speech discrimination, auditory comprehension, effective listening strategies, reminiscence, and vocabulary building [in both native (L1) language and English]. Offered group therapy with other clinicians working with the elderly population in a retirement home. Information was provided to clients about the use of hearing aids, pocket talkers, and effective strategies for communicating with individuals with hearing loss.

Facilitated youth and adult groups through low and high challenge course initiatives designed to develop skills in problem solving, leadership, communication, and teamwork. 4-H Certified Facilitator Trainer (2-10 day training courses). 4-H Certified on both high and low courses, and as a facilitator trainer.

Worked with a network of providers and businesses to create local employment placements for refugee, immigrant and low-income clients. Assisted clients with job seeking and employability skills for placement. Assisted with program and curriculum development. Other duties as assigned.

Managed non-profit, providing free outdoor recreation and environmental education to at-risk children and youth with disabilities, cultural, or financial barriers. Developed partnerships with educational, medical and non-profit agencies to serve special needs children and disadvantaged youth. Recruited and trained volunteers. The Wild and Scenic Institute (WSI) is a volunteer non-profit organization whose mission is to provide free outdoor recreation and environmental education programs to disadvantaged youth from Greater Seattle. WSI develops physical and emotional confidence in youth who due to their physical, cultural, or financial barriers would not otherwise have this opportunity.

Match qualified candidates who have recently completed employment training, with employers. Work with employers to identify prioritized needs in candidates, and refer desirable employee candidates with appropriate skill set. Provide ongoing support for both employer and employee. (This was a temporary position.)

Taught Intensive English Program, and incorporated activity based English as a Second Language in the classroom. Combined adventure programming with English Language Learning.

Helped match young people with socio-economic disadvantages or disabilities with interesting summer jobs where they could acquire employment skills that would give them an advantage when applying for jobs. Worked with employers to set up work-training experiences for youth. Worked with youth to develop skills and succeed.

Taught ESL specifically designed for the workplace and people working in trades. Companies contracted with Hopelink to offer English classes to their employees. Taught a 10-week program to employees of a landscaping company.

Developed and Coordinated experiential, adventure based therapy programming for at-risk, street-involved youth. Programming was designed to create a positive sense of community, environment, and self; to develop leadership skills; and to improve life skills. Activities included sailing, climbing, hiking, camping, local events, and service projects.

Camp Counselor at a the best marine educational program ever, every summer through high school and into college.