*Primary care-giver, educator and disciplinarian of my child who is currently 3 years old-First-hand observation of the natural development of a neurotypical child from birth to 3 years old-Teaching academic and socio-emotional skill sets to my child utilizing the principles of ABA-Implementing strategies for reduction of undesirable behavior as well as teaching and reinforcing desirable behavior to my child utilizing the principles of ABA

o Residence Mentor (RM), Aug. 2019 – July 2022• Implemented the UWCM principles as a role model and mentor to residential students participating in the international baccalaureate (IB) diploma program• Helped to build a positive sense of community by living on campus, in a building with residential students • Ensured the overall wellbeing of those students living on the same floor through upholding the UWC Common Code of Conduct and by teaching students healthy living… Show more o Residence Mentor (RM), Aug. 2019 – July 2022• Implemented the UWCM principles as a role model and mentor to residential students participating in the international baccalaureate (IB) diploma program• Helped to build a positive sense of community by living on campus, in a building with residential students • Ensured the overall wellbeing of those students living on the same floor through upholding the UWC Common Code of Conduct and by teaching students healthy living habits• Guided the students in embracing intercultural understanding and concern for others and empowered them to overcome the tensions that arise from living in a close knit community with a diverse background• Provided opportunities to the students to organize their own activities within a safe environment• Was responsible for semi-weekly nighttime check-ins which confirmed students were present and accounted for• Provided on-duty and on-call response services over the weekends and holidays on a rotational basis• Liaised with different staff responsible for the education and care of the students such as the school nurseo Peer Support Lead, Dec. 2019 – June 2020• Mental Health First Aid Trained and Certified• Developed and implemented training to interested students on how to utilize active listening skills, identify common mental health concerns and either educate on or refer those concerns• Supervised peer listeners weekly in either individual or group settings Show less

Contract BCBA services including direct service, parent consultation and supervision.

• Conducted preliminary and on-going assessments of clients to identify current strengths and needs including but not limited to functional behavioral assessments, VB-MAPP, Vineland-3, ABLLS-R, BRIEF, PDDBI and SRS2 assessments• Authored individualized client treatment plans detailing assessment interpretations, data analysis, behavior modification protocols and goals.• Provided direct services to clients including one on one adaptive behavior treatment by protocol and family adaptive… Show more • Conducted preliminary and on-going assessments of clients to identify current strengths and needs including but not limited to functional behavioral assessments, VB-MAPP, Vineland-3, ABLLS-R, BRIEF, PDDBI and SRS2 assessments• Authored individualized client treatment plans detailing assessment interpretations, data analysis, behavior modification protocols and goals.• Provided direct services to clients including one on one adaptive behavior treatment by protocol and family adaptive behavior treatment and guidance either in the client’s home or at the office.• Co-lead social skills training group. • Provided supervision to registered behavior technicians (RBT) and individuals pursuing BCBA certification.• Consulted with other professionals working with individuals on my caseload such as OTs, speech language pathologists and teachers to ensure behavior modification protocols were consistently implemented.• Was CPI certified and American Red Cross First Aid and CRP certified. Show less

• Collaboratives with academic staff and clinicians to develop, update and revise Behavioral Intervention Plans for all children in the program requiring such plans (about 60 individuals). Plans are aimed at reducing problem behaviors and increasing appropriate replacement behaviors using positive and least restrictive behavioral techniques.• Provides routine training and feedback to about 25 therapeutic behavior aid (TBA) staff on the implementation of behavior plans and data collection… Show more • Collaboratives with academic staff and clinicians to develop, update and revise Behavioral Intervention Plans for all children in the program requiring such plans (about 60 individuals). Plans are aimed at reducing problem behaviors and increasing appropriate replacement behaviors using positive and least restrictive behavioral techniques.• Provides routine training and feedback to about 25 therapeutic behavior aid (TBA) staff on the implementation of behavior plans and data collection procedures using individualized procedural fidelity checklists and by collecting and assessing inter-observer data. • Continuously monitors and evaluates student progress through direct observation, assessment of behavioral referrals, team feedback and visual analysis of data collected. • Conducts functional behavioral assessments for all enrolled children as needed.• Completes all written documentation (assessments, progress notes, service justifications, etc.) • Advises teachers, clinicians, educational assistants and other involved staff on the management of behavioral concerns as they arise.• Responds to crisis situations and provides direction to crisis response staff as needed.• Attends IEP meetings, case conferences, and team meetings as needed.• Is actively involved in the school-wide positive behavior interventions and supports (PBIS) program including assessing school-wide behavioral data, developing school-wide incentives, and teaching staff how to immerse positive and proactive supports into every day school culture.• Provides professional development training to all school staff on general behavioral modification techniques, data collection, documentation and other relevant topics. • Monitors TBA staff members’ compliance with requirements for medical assistance (MA) billing. • Assists with administrative duties such as facilitating parent meetings, participating in student and staff meditations, and consulting on policy development. Show less

• Conducts functional behavioral assessments (FBA) and produces individualized behavior intervention plans (BIP) intended to reduce and prevent high risk behaviors of children diagnosed with Autism• Develops Intensive Individual Support Services (IISS) and TI treatment plans based on individual needs, circumstance, strengths and skills• Creates materials to be used with clients such as PECs, visual schedules, and social stories • Provides training to staff regarding implementation… Show more • Conducts functional behavioral assessments (FBA) and produces individualized behavior intervention plans (BIP) intended to reduce and prevent high risk behaviors of children diagnosed with Autism• Develops Intensive Individual Support Services (IISS) and TI treatment plans based on individual needs, circumstance, strengths and skills• Creates materials to be used with clients such as PECs, visual schedules, and social stories • Provides training to staff regarding implementation of a client’s treatment plan• Supervises staff working directly with clients and provides feedback to staff on a regular basis• Collaborates with family /guardians and other professionals working with the child• Evaluates client progress and analyzes data collected by technicians• Provides documentation to the state for any reportable event Show less

• Supervises TI staff as they provide services to participants on the Autism waiver program• Coaches and trains staff regarding the implementation of client treatment and behavioral plans• Provides initial and on-going training to staff regarding behavioral interventions, therapeutic procedures, applied behavior analysis (ABA) techniques, functional behavioral analysis and behavioral management• Programs daily therapeutic group activities for children attending the aftercare… Show more • Supervises TI staff as they provide services to participants on the Autism waiver program• Coaches and trains staff regarding the implementation of client treatment and behavioral plans• Provides initial and on-going training to staff regarding behavioral interventions, therapeutic procedures, applied behavior analysis (ABA) techniques, functional behavioral analysis and behavioral management• Programs daily therapeutic group activities for children attending the aftercare program• Coordinates annual holiday presentation and quarterly progress showcase programs• Produces bimonthly newsletter• Collaborates with county service coordinators regarding participant progress and on-site visits• Generates reports regarding incidents that occur on location • Directs staff response to behavioral crises on site• Interviews potential staff members and assigns staff with clients based on client individual needs• Manages grievances and corrective action plans to ensure the delivery of high quality services Show less

• The purpose of the IM4Q program is to collect information to improve the quality of life of individuals with intellectual disabilities receiving services from the state. IM4Q is part of the intellectual disabilities system’s quality management process. This process is guided by the values and principles of everyday lives such as choice, control, quality, stability, individuality and freedom• Coordinates all interviews with individuals selected to be surveyed and their staff and/or family… Show more • The purpose of the IM4Q program is to collect information to improve the quality of life of individuals with intellectual disabilities receiving services from the state. IM4Q is part of the intellectual disabilities system’s quality management process. This process is guided by the values and principles of everyday lives such as choice, control, quality, stability, individuality and freedom• Coordinates all interviews with individuals selected to be surveyed and their staff and/or family • Prepares and organizes all paperwork beginning before surveying all the way through follow up• Conducts quality of life interviews with monitors• Enters all data collected into secure statewide database• Interviews potential monitors and trains and supervises monitors • Consults with supports coordinators to facilitate and improve implementation of services • Compiles annual and monthly reports regarding completion of IM4Q procedures• Participates in quarterly staff meetings with members of the office of developmental programs (ODP) Show less

All Positions, Pittsburgh, PA• Works with clients under the age of 21 who require behavioral health rehabilitation services (BHRS) due to diagnoses on the autism spectrum or behavioral diagnoses such as ODD• Fulfills multiple different positions that vary from case to case (see below)• Continually assesses the child and family’s response to treatment interventions and client’s behavioral needs across various settings• Documents all interactions in accordance with the DAP… Show more All Positions, Pittsburgh, PA• Works with clients under the age of 21 who require behavioral health rehabilitation services (BHRS) due to diagnoses on the autism spectrum or behavioral diagnoses such as ODD• Fulfills multiple different positions that vary from case to case (see below)• Continually assesses the child and family’s response to treatment interventions and client’s behavioral needs across various settings• Documents all interactions in accordance with the DAP systemBehavioral Specialist Consultant (BSC), Oct. 2012 - Aug. 2013• Develops behavioral management plans based on the individual needs of each client• Consults with family and other service providers regarding implementation of the behavior management plan and teaches interventions to family and other service providers • Conducts psychological assessments such as a functional behavior assessment or VB-MAPP assessment • Collects and analyzes data to assess the effectiveness of behavioral interventions• Provides supervision of the TSS personnel on a weekly basisMobile Therapist (MT), Oct. 2012 - Aug. 2013• Provides individual and/or family therapy to ameliorate presenting psychiatric symptomatology• Provides emotional support to the child and family• Teaches and models anger management techniques, relaxation techniques, coping skills and other relevant emotional management skills to clientsTherapeutic Support Staff (TSS) , Sept. 2012 – May 2013• Implements clients’ treatment plan by working one on one with the client to improve behavior management and determine successful interventions• Models, teaches, and coaches caregivers in how to use approved interventions that will help the child maintain behavioral stability Show less

• Worked on literature review regarding internet use and communication skills, relationship quality, school performance, and overall satisfaction with life • Aided in development of research hypotheses, method, materials and implementation of research• Assisted in the creation of database and contributed to data entry into statistical software (SPSS)• Contributing to the writing of the research’s official results in an article to be submitted to a peer reviewed psychological journal… Show more • Worked on literature review regarding internet use and communication skills, relationship quality, school performance, and overall satisfaction with life • Aided in development of research hypotheses, method, materials and implementation of research• Assisted in the creation of database and contributed to data entry into statistical software (SPSS)• Contributing to the writing of the research’s official results in an article to be submitted to a peer reviewed psychological journal with intention for publication Show less

• Interviewed Allegheny and Greene county residents receiving services from the county or state for developmental disabilities such as MR or autism about the services they receive and their overall quality of life

• Acquired 720 hours of experience, 280 hours of that are direct contact hours• Received 40 hours of sexual assault counseling training to become Sexual Assault Counseling Certified• Conducted individual counseling sessions with adult survivors of recent sexual assault and/or of childhood sexual abuse using clinical skills and theoretical concepts to aid in treatment• Conducted intake interview assessments • Co-directed a closed 16 week process group for adult women survivors of… Show more • Acquired 720 hours of experience, 280 hours of that are direct contact hours• Received 40 hours of sexual assault counseling training to become Sexual Assault Counseling Certified• Conducted individual counseling sessions with adult survivors of recent sexual assault and/or of childhood sexual abuse using clinical skills and theoretical concepts to aid in treatment• Conducted intake interview assessments • Co-directed a closed 16 week process group for adult women survivors of childhood sexual abuse• Worked with clients struggling with an array of diagnoses such as PTSD, depression, bipolar I, schizophrenia, anxiety, panic disorder, addiction and borderline personality disorder• Gave oral and written case presentations of pertinent clinical information and theoretical case conceptualizations during group supervision meetings• Documented clinical information such as daily client interactions and progress notes in a timely, legal and ethical manner Show less

• Part-time professional Residence Life staff member responsible for the supervision and community development of four residence halls and six resident assistants (RAs) in coordination with the mission and core values of the Office of Student Affairs• Acted as a role model and leader to students and RA staff• Addressed residential judicial concerns with offending students via drafting official letters and conducting face to face meetings• Organized and maintained confidential… Show more • Part-time professional Residence Life staff member responsible for the supervision and community development of four residence halls and six resident assistants (RAs) in coordination with the mission and core values of the Office of Student Affairs• Acted as a role model and leader to students and RA staff• Addressed residential judicial concerns with offending students via drafting official letters and conducting face to face meetings• Organized and maintained confidential student records regarding residential concerns, complaints and judicial offenses• Drafted new policies regarding student conduct and responsibilities as well as office procedures• Helped develop mission statement and values for the Office of Residence Life• Aided in the development and implementation of RA training • Mediated student conflicts including roommate and friend conflicts and domestic disputes • Participated in an on-call rotation responding across campus to a multitude of emergency situations, policy violations and other concerns • Organized and provided programming that incorporated academic themes and the values and mission of the university• Answered phones and emails addressing questions or concerns and directing callers to appropriate people and resources• Assisted walk-in inquires with questions and problems in a friendly and efficient manner• Assisted in the organization and execution of RA and professional staff selection by means of reading resumes, conducting interviews and writing acceptance letters• Completed office related projects including but not limited to completing room changes, assisting with storage procedures, developing RA morale initiatives, conducting building maintenance communication, and scheduling RA rounds • Maintained detailed records of building-related issues, submitted work requests to facilities department and followed up with students regarding their work requests status• Created and published monthly residence life newsletter Show less

• Managed and supervised building staff of five RAs• Developed leadership skills in ongoing training• Participated in an on-call rotation that responded to emergencies within the residence hall• Mediated student conflicts and assisted students with issues ranging from adjustment difficulties, roommate conflicts, alcohol and substance abuse, motivational issues and academic concerns• Developed and executed programming

• Refined evaluation tool used to track progress of therapeutic horseback riding students with a range of illness such as ADD, spina bifida, autism, down syndrome, and cerebral palsy• Observed participants and scored students on multidimensional evaluation over several sessions• Converted raw data into scores and entered figures into SPSS for evaluation

• Assisted students and parents with housing concerns as needed• Completed general office tasks and oversaw special projects such as early arriving students and air conditioning requests• Helped with RA move-in and training preparations

• Assisted students and parents with residential concerns over the phone, by email or walk-in• Worked with office staff on projects such as student housing selection and room changes • Aided in preparation of RA materials for programming and staff meetings• Completed general office tasks as needed