At SEED, we passionately believe that everyone deserves a village. It is our mission to be the bridge that connects individuals, professionals, caregivers, and families to the supportive communities they deserve. We take immense pride in helping our clients find their people, particularly those navigating the complexities of social-cognitive communication, emotional / mental health, executive functioning, and specific learning difficulties.

Provide Social Communication and Executive Functioning development for clients of all ages and their families, with a practice focused on helping clients gain confidence in their communication, thinking, and doing skills in order to form meaningful relationships and achieve social, academic, and professional success. A practice based both in person and virtually, providing therapy, coaching, and consultation for folks of all neurotypes (ADHD, Autism, Anxiety, Depression, OCD, Tourettes).

Provide speech-language services with a focus on social cognitive communication and executive skills to boys ages 9-15 with psychological disorders, language-based learning disabilities, ADHD, Autism Spectrum Disorders, and developmental disorders at a therapeutic boarding school Present to staff and provide education, particularly in the areas of Social Thinking ® and Executive FunctionsMandt System trained and certified: a comprehensive, integrated approach to preventing, de-escalating, and intervening when an individual threatens of harm to themselves or othersAwarded Outstanding Leadership Achievement Award May 2018

Provide pediatric speech therapy services to children with varying diagnoses/disorders in a private clinic setting

Provide mobile Fiberoptic Endoscopic Evaluation of Swallow (FEES) services as Instrumentation Specialist

Primary SLP at 170 bed nursing and rehabilitation facility with locked dementia unitASHA NOMS trained and certified

UVA HealthSouth Rehabilitation Hospital September 2012-December 2012Evaluate patients with varying diagnoses (including CVA, SCI, TBI, BIN)Use Functional Independence Measure Score (FIMS)Assist with Neuromuscular electrical stimulation (VitalStim)Provide cognitive, speech/language, and dysphagia treatment

Augusta Medical Center (Acute, Rehab, SNF) May 2012-August 2012Report at weekly interdisciplinary SNF and Rehab meetings, develop and deliver an in-service presentationAttend monthly meetings with an accredited interdisciplinary Stroke TeamDysphagia assessment (including MBSS and assistance with FEES) and treatment Assessment and treatment of patients with Motor Speech Disorders, Aphasia, Cognitive and Neurological Disorders, TBI, Tracheostomy; Transgender Voice Therapy

Albemarle County Public Schools January 2012-May 2012Murray High School: Provide treatment at an alternative high school Ivy Creek School: Provide treatment to children of all ages and types of disability, including hearing impairment, at a school for children with emotional disturbanceHenley Middle School: Provide treatment, including Augmentative and Alternative Communication (AAC) and observe use of Wilson Reading Program

Rosewood Village August 2011-December 2011Provide services to patients in Assisted Living and Alzheimer’s UnitOakland School January 2011-May 2011Provide speech-language services to students at a small boarding and day school for children ages 6-14 with learning disabilities University of Virginia August 2010-December 2011Curry School of Education, Sheila C. Johnson Center Assess and treat clients with varying speech and language diagnoses, including:Pediatric dysphagia/tongue thrustingAccent modificationAutism: Speech-Language Intensive Summer Help (SPLISH): A six-week program three hours a day, four days a week serving 12 children with Autism Spectrum Disorder (ASD)Phonology, fluency, language, articulation: Speech-Language Summer Help (SPLASH): Provide services to children ages 2 to 7 who experienced articulation, phonological, fluency, language, and an array of other disabilities that impact their communication and pre-literacy skills Pragmatics: Provide services for a group of 7-10 year old boys with Autism Spectrum Disorder (ASD), work on building social (pragmatic) interaction skills using a Stop-Observe-Deliberate-Act (SODA) model

Manage contracts for English and translated versions of the Hypoglycemia Fear SurveyTrack data sharing agreements, keep research communication between collaborating international laboratories, maintain NIH and IRB compliance forms, organize electronic records into a database, supervise undergraduate research assistants, and coordinate daily operations of behavioral laboratory.Organization, research methods, communicate effectively, data analysis, plan and execute tasks or experiments, modify and develop laboratory procedures, accurately interpret and report findings, understanding of psychosocial and behavioral science as they apply to diabetes and other chronic diseasesParticipate in business courses to become a certified buyer for the hospital

Work with team to discover ways to help children with ADHD form more stable relationshipsLead playgroups and behavioral therapy for children with ADHD and their parentsObserve/Collect peer relationship data in elementary school classroomsPrimary Classroom Assessment Scoring System (CLASS) observationsWrite diagnostic reportsAdminister the Kiddie-Schedule for Affective Disorders and Schizophrenia (KSADS), a clinical interview, to parents of children in our studiesAdminister the Wechsler Intelligence Scale for Children (WISC), an IQ test, and conduct behavior and personality inventories on childrenCode videos for an ADHD driving study involving the effects of medication on driving habits of young adults with ADHD

Participate in semester-long training in communication and listening skills, as well as crisis management, suicide prevention, and domestic abuse aid Peer Counseling conferGay/Lesbian/Bisexual relationsConverse with callers dealing with depression, bipolar disorder, schizophrenia, and a variety of other mental disordersOffer referrals for a large variety of personal problems

Trained and reliable in the Classroom Assessment Scoring System (CLASS): an observational instrument developed to assess classroom quality in PK-12 classrooms. CLASS observes multiple dimensions of teaching that are linked to student achievement and developmentCode secondary classroom videos with the CLASS systemDiscuss classroom skills and procedures with a team

Investigate the psychosocial and diabetes specific outcomes of adolescents with type 1 diabetes wearing a continuous blood glucose monitoring device (Navigator)Discuss the Fear of Hypoglycemia Survey (the current gold-standard), an NIH funded study, created by Dr. Gonder-FredrickManuscript preparation, edit new literature for submission, literature reviews and searchesStatistically analyze qualitative and quantitative data using SPSS and other data management programsReview a diabetes driving study for future publicationCreate and manage databases, and develop coding systems for dataComplete IRB workshops for research certificationMeet biweekly with a team of pediatricians, psychologists, statisticians, and endocrinologists to discuss current diabetes/research issues

Conduct counting studies with preschoolers with concrete materials and abstract conceptsRecruit families to participate in current studiesData entry, coding, and analysisTrain with graduate students to examine the relationship between early counting and math skills and the use of manipulativesCollaborate with graduate students and professors to help revise the coding manual for a fairness study involving preschoolers