Continued responsibilities of OT I (please see previous experience)-Conduct comprehensive assessment of patient sensory-motor profile as a foundation for identifying multiple control sites and related low, mid, and high-tech solutions to support functional participation in daily occupations related to use of augmentative communication and computer control tools-Evaluate, recommend, and install mounting solutions for speech generating devices, tablets, access supports, for use across all varied patient seating systems. Collaborate with Adaptive Equipment Clinic staff and local vendors to configure seating modifications for necessary access supports, and obtain funding for recommended mounting equipment-Dissemination of information related to research and new advances in AT/AAC though lecture, conference presentation, publication, and student engagement, with focus on iOS accessibility for alternative access-Continued education and familiarity with current developments and new equipment in the AAC/AT world, including: alternative access strategies for direct and indirect access to technology using eye gaze, switches, voice control, alternative mice and keyboards, joysticks, and modifications to device accessibility settings-Representative of the ACP/ALP for AOTA fellowship rotations, with duties including mentorship of yearly fellows and collaborating with a panel of BCH OTs for yearly schedule and program modifications, fellow interviews, and remediation plans

Outpatient pediatric occupational therapist at Boston Children's Hospital, providing assistive technology solutions within the Augmentative Communication Program. Services provided include:-Mounting solutions for speech generating devices(SGDs), tablets, phones, and switches-Environmental control through commercial and noncommercial AT to increase user independence -Assess and recommend alternative access strategies for direct and indirect access (ex. eyegaze, switches, headmice, voice control, modifications to device accessibility settings)-School system curriculum supports including software, applications, and extensions across Windows, Mac, Chromebook, iPad, and Android devicesResearch focus on application of new, innovative technologies for occupational therapy intervention and alternative access. -Augmented reality-3D printing-Effect of AT on client Quality of Life

Co-Teacher for the Fall Semester interprofessional assistive technology course OTS 105.This course is an examination of designing and providing assistive devices for individuals with disabilities to assist in mobility, communication, positioning, environmental control, sport, recreation and daily living. Processes discussed include needs assessment, search for available devices and resources available, and creative problem solving. Students on interprofessional teams work collaboratively with people with disabilities in the community, with materials commonly used, to design individualized assistive devices. Assistive technology legislation, funding and delivery of assistive technology, implementation services, evidence based practice and outcomes are also explored.

As the first in a series of three courses, this course develops the student’s understanding of the concepts of health, health conditions and illness, and the impact of these on human performance. This course will expand on the student’s basic knowledge of incidence, prevalence, and etiology of health conditions that contribute to disruption in occupational performance, focusing on conditions common through the lifespan (childhood to older adult). The course will also introduce the healthcare practitioner’s role in the treatment and management of such conditions, as well as introduce the practitioner’s role in risk-factor identification and prevention. The person-environment-occupation (PEO) model and statistical significance of health conditions in relation to selected populations and the occupational impact will be addressed.

Lab instructor for the summer semesters of Occupational Therapy in Mental Health (OT 770). Weekly responsibilities included running, facilitating, and grading two mental health groups each week (faculty and student-led), providing written and verbal feedback to students after completion of their peer mental health session, grading student SOAP notes, and leading discussion into the role OT plays in providing mental health services across virtual and in-person clinical contexts.

Adjunct Professor of the practice for OT 538 Assistive Technology. Classes run as a mix of hybrid lectures and discussions with weekly in-person, hands-on labs with three sections of students. Students are exposed to various levels of technology, learn to ideate and prototype, and work interprofessionally with engineering students to switch-adapt toys for community donation. Topic areas include AAC, EADLs, Adaptive Gaming, Sports & Leisure, Prosthetics, Wheelchair skills and mobility, and mainstream technologies. Infused throughout the semester, students learn about reducing technology abandonment and funding to support patients, while creating and modifying technology to meet specific needs.

Advanced doctoral experience completing research into the effect of using assistive technology on an individual’s quality of life within the ALS Augmentative Communication Program. A systematic review of the literature was conducted to determine the supporting evidence of the importance of AT use within the ALS population, how AT affects QOL, and standardized assessments that address and measure QOL in both the general population and in individuals with ALS. Ten general population and ALS specific assessments were reviewed using clinical utility rating forms including the WHOQOL-BREF, SF-36, PIADS, MQOL-R, SCS-R, SF-12, ALSAQ-40, ALSAQ-5, ALSSQOL-R, and SIP/ALS-19. Integration of a standardized QOL assessment allows clinicians to make informed, patient-centered recommendations, and measure the distinct value of provided services.

Fieldwork experience working with clients on the brain injury floor. Caseload responsibilities included daily intervention for 6 clients, administering and interpreting weekly assessments, and presenting at biweekly interdisciplinary team meetings. Interventions addressed common neurological deficits such as impulsivity, memory, attention, aphasia, and visual spatial skills. Documentation systems used daily were Epic, Medilinks, and Meditech. Final project included the creation of a grocery store for the Brain Injury Floor, including six handouts addressing different areas of cognition.

Fieldwork experience working throughout the hospital units with patients admitted to cardiology, pulmonary, oncology, spinal cord injury, and emergency care. Over the course of 12 weeks, daily caseload responsibilities were increased to that of an entry level therapist, primarily treating patients receiving services for neurologic and orthopedic conditions. Presentations and literature reviews completed addressed: (1)OT evaluation, symptom management, and treatment of binocular diplopia for patients with cranial nerve palsy after a neurological episode in an acute care setting. (2) The role of OT in recognizing and providing effective compensatory strategies to neurology patients with prosopagnosia.

Occupational therapy fellow paired with designers and engineers to identify limitations in client daily performance and create adaptive clothing solutions. Collaborated to create three prototypes in which the final product will allow for the client's independence and increased ability in daily occupations. Two solutions created included retractable belt loops for dressing assistance after toileting and EverTuck, an elastic belt to used maintain the appearance of a tucked shirt.

The Student Association at the University at Buffalo represents the undergraduate body and hosts events with a budget of over $3 million, while offering over 100+ clubs to join. I work with the executive board and chief of staff to put on events and give the students the best experience possible for the years ahead.