• Planned, implemented, and documented weekly treatment sessions for children (ages 3-12) in the clinic and students (ages 3-10) in the Poway Unified School District with diagnoses including autism spectrum disorder, sensory processing disorder, and pediatric stroke under the supervision of a licensed occupational therapist• Improved children’s performance skills addressing ADLs (feeding, dressing, and hygiene), IADLs (meal preparation and communication), and play using sensory and play-based strategies• Planned and led weekly pull-out and bi-weekly push-in individual sessions addressing IEP goals for increasing access to education (self-regulation; and visual-motor, fine motor, and gross motor development)• Entered and updated student goals and reassessments within IEP in the Special Education Information System with supervision• Observed and assisted with early intervention with infants with diagnoses of Prader Willi Syndrome and Fragile X Syndrome• Co-treated with speech language pathologists• Conducted reassessment, scored, and analyzed BOT-2; scored and analyzed Sensory Profile, Sensory Processing Measure, and VMI-6; and assisted with the administration of the PDMS-2 with supervision• Created a TEACCH Task with visual supports addressing attention, sequencing, and task completion with three increasingly difficult tasks for a student with severe autism spectrum disorder• Attended various in-services to further my professional development in areas of using sensory strategies, the Zones of Regulation program, and TEACCH Autism Program principles in occupational therapy practice

• Managed full caseload of patients (ages 25-75) with spinal cord injuries in the inpatient rehabilitation setting under the supervision of a licensed occupational therapist• Assessed patients using formal assessments (e.g. International Standards for Neurological Classification of Spinal Cord Injury; the Graded Redefined Assessment of Strength, Sensibility and Prehension; COPM; MMT; and ROM)• Developed daily treatment plans to address ADLs, IADLs, and other meaningful activities• Collaborated with multidisciplinary team of physical therapists, physical therapy student, psychologists, speech and language pathologists, social workers, medical and rehabilitation doctors, and nurses to ensure quality of care and progress in therapy for patients• Trained to give the C1-T1 portion of the ISNCSCI assessment• Managed and collaborated with COTA and COTA student to progress patients toward discharge

• Developed and implemented an intervention plan with occupational therapy students for adults (ages 25-61) with developmental delays, intellectual disability, Down syndrome, cerebral palsy, and Cri du Chat syndrome• Planned and led a group treatment session addressing emotional regulation using deep breathing techniques in conjunction with a sensory room • Assisted facilitating group treatment addressing sensory modulation, yoga for health management, and light meal preparation

• Evaluated client with encephalitis using formal and informal assessments and screening (e.g. COPM, Caregiver Questionnaire, MMT, FROM, Functional Sensation Test, and Interest Checklist)• Supported client to achieve increased independence in ADLs and IADLs (e.g. dressing, meal preparation, and functional mobility)• Developed creative activities to strengthen client’s fine motor coordination • Taught adaptive techniques for client with low vision and perceptual-motor difficulties • Conducted a home evaluation and provided resources to facilitate a safe environment for client to engage in daily occupations and functional mobility• Co-treated with other student occupational therapists to help client increase social participation, social communication, and leisure exploration• Co-led a 30-minute food preparation group therapy session with one student occupational therapist

• Led group activities to develop fine motor skills in children (ages 3-5) under supervision of a licensed occupational therapist• Helped facilitate group pull-out and push-in school-based therapy sessions with children (ages 3–5) who have speech and language impairments and developmental delays in early intervention • Aided occupational therapist during group pull-out school-based therapy sessions with children (ages 6-12) with autism spectrum disorder, attention-deficit/hyperactive disorder, and developmental delays• Supported occupational therapist in creating obstacle courses and other activities to develop visual attending, gross motor, bilateral coordination, and motor planning skills for children (ages 3-5; 6-12)

• Assisted occupational therapist in providing therapy to children (ages 2-12) with developmental delays, autism, cerebral palsy, and other disabilities in a clinic setting• Observed oral motor and feeding therapy for infants and toddlers• Observed occupational therapist using sensory integrative techniques in therapy sessions (Astronaut Training Program and Therapeutic Listening Program)• Assisted occupational therapist with a casting for a child with brachial plexus Erb’s palsy to facilitate forearm supination, elbow extension, and shoulder flexion strength

• Assisted occupational therapist in providing individual pull-out school-based therapy to children (ages 3-12) with developmental delays, cerebral palsy, Duchenne muscular dystrophy, and various disabilities • Observed therapy that addressed self-feeding using adapted equipment• Prepared therapeutic objects used during therapy sessions under direction of a licensed occupational therapist