Graduate Student in Communication Sciences and Disorders

• Implemented auditory processing disorder (APD) therapy by teaching children to listen to speech sounds in isolation, speech sounds in noise, words in noise, and through working on memory tasks, and phonemic decoding• Executed auditory verbal therapy (AVT) appropriate for the goals and needs of children and their families after cochlear implant activation• Evaluated and documented the severity of language deficits in children with hearing loss • Evaluated and documented ability to hear speech sounds that differ in place, manner, or voicing in children with hearing loss• Worked closely with audiologist to determine needs of children for diagnostic testing and therapy

• Assessed and diagnosed severity of dysphagia through clinical bedside evaluation and video swallow evaluation• Assessed and diagnosed severity of dysarthria using assessment measure• Assessed and diagnosed severity of cognitive function including executive functions, memory, and attention• Determined appropriate long term and short term goals for patients with dysphagia, dysarthria, and cognitive deficits• Determined patients functional independence measure (FIM) score based on patient’s level of assistance needed to perform daily tasks• Structured appropriate therapy for patients with dysphagia, dysarthria, and cognitive deficits• Administered newborn infant hearing screenings• Evaluated and developed functional maintenance plan (FMP) for individuals with a progressive degenerative disease • Evaluated cognition and swallowing of geriatric psychiatric patients• Oriented to a diverse setting through evaluation and/or diagnostic experience in various setting throughout the hospital including: Medical Rehabilitation, Medical Surgery, Intensive Care Unit, Long Term Care, Family Birthplace (newborn nursery), Geriatric Psychiatric Unit, Radiology (video swallow studies)

• Coordinated communication group using supportive communication approach• Planned appropriate therapy for diverse group of individuals post stroke without formal diagnostic and past medical history• Stimulated 10+ participants to engage in communication group to achieve maximum verbal output at patient’s level

• Implemented ABA (Applied Behavior Analysis) instructional methods of discrete trial training, pivotal response training and teaching functional routines for children with autism using Strategies for Teaching based on Autism Research (S.T.A.R) • Organized articulation therapy appropriate for the goals and needs of each child• Organized receptive & expressive language therapy appropriate for the goals and needs of each child• Implemented each child’s language goals in a group setting using books and social stories• Evaluated and documented formal articulation and language evaluations

• Assessing students referred for speech/language services• Determining severity of speech/language remediation needs• Designing an appropriate program for students speech/language needs• Developing appropriate schedule for therapy in each assigned school to make maximum use of time