Sarah Levinsky Email & Phone Number

- Supported creation of a DNA Culture Code under the guidance of Galen Emanuel of Shift Yes, which provides guidance for how team members show up in their roles, build relationships, and navigate challenges - Organize and lead weekly team meetings focused on professional development, mindfulness, collaboration, and team building- Manage team recognition (e.g., birthdays, work anniversaries, shout-outs, etc.) and team connection (e.g., sharing recipes, entertainment, etc.) - Maintain communication between our organization and contract school leadership teams- Supervise licensed speech language pathologists and clinical fellows, including orientation, scheduling, biweekly meetings, on-site visits, and participation in mid-year and yearly performance reviews and/or clinical fellowship segment reviews - Updating the Language to Literacy Program to reflect recent research, make adaptable for both in-person and teletherapy, and increase functionality and fun of targets/activities

- Support a caseload of preschool to young adult aged individuals within the outpatient clinic and across multiple schools, including response to intervention (RTI) students - Use a variety of service delivery models including collaboration/consultation, push-in, pull-out, individual, small group, and teletherapy to best meet each student’s individualized needs - Conduct screenings, progress monitoring, observations, and evaluations to determine initial/continued eligibility, develop IEP/treatment plans, and select/adapt evidence-based therapy approaches - Completed clinical fellowship during the 2014-2015 school year

Greater Chicago Area

Madison, Wisconsin Area

- Develop and address curriculum-based IEP goals targeting pragmatics, fluency, articulation, augmentative and alternative communication modalities, receptive and expressive language, executive functioning, aural habilitation, transition to adulthood services, and literacy development- Educate and counsel caregivers and staff regarding strategies for receptive and expressive language growth, speech development, fluency enhancement, and augmentative and alternative communication modalities - Provide individual and group therapy to students with linguistically and culturally diverse backgrounds, learning disabilities, cognitive disabilities, emotional disturbance, apraxia, and hearing and vision impairments- Support students within classroom-based, pullout sessions, work-based, and alternative school programs

Fitchburg, Wi

Graduate Student Clinician:- Plan and implement individual therapy and co-treatment sessions with PT and OT using positive behavioral supports for children and adolescents with autism spectrum disorders, Down syndrome, pervasive developmental disorder not otherwise specified, apraxia, sensory processing disorder, and severe mobility impairments - Lead a Social Skills Group for adolescents with autism using concepts and vocabulary from the Social Thinking® curriculum- Co-lead a Picky Eaters Group using food chaining and the Sequential Oral Sensory® approach to feeding therapy - Co-lead a community outreach program, Preschool Storytime, at local libraries to increase literacy development and provide parent/caregiver education to those in attendance - Experience using the Kaufman Method for Childhood Apraxia - Administered informal and standardized assessments including: Clinical Evaluation of Language Fundamentals-Fifth Edition (CELF-5) My fall 2013 practicum placement evolved into a part-time Daily Living Skills Support Services Position in the Spring of 2014.Daily Living Skills Support Services: - Plan and implement therapy targeting functional goals that focus on strengthening areas as they relate to home, school, and the community- Develop therapy targets focused on social skills, organizational skills, learning strategies, behavioral modifications,and personal safety, as well as the transference of these skills across multiple environments

Waisman Center

- Use Sound Forge audio editing software to analyze and prepare speech samples of typically developing children and children with cerebral palsy for listening experiments - Support collection of speech intelligibility and language development data during evaluations via audiovisual recordings and clinical notes - Conduct hearing screenings and run listener experiments - Analyze and enter standardized test scores into a comprehensive research database

Madison, Wisconsin Area

- Assessed communication and oral motor skills in infants and children in pediatric specialty clinics: The Newborn Follow-up Clinic, The Autism and Other Developmental Disabilities Clinic, The Down Syndrome Clinic, and The Neuromotor Development Clinic - Administered and completed standardized assessments, parent interviews, and comprehensive reports daily - Collaborated daily with a multidisciplinary team of health care professionals and caregivers to provide support, recommendations, and resources for patients and families - Provided aural habilitation therapy to children who are deaf or hard of hearing with cochlear implants and hearing aids - Gained experience assessing medically fragile and developmentally disabled pediatric populations, leading to increased confidence in the areas of counseling and providing family support - Administered informal and standardized assessments including: Receptive Expressive Emergent Language Test-Third Edition (REEL -3), Goldman-Fristoe Test of Articulation (GFTA), Preschool Language Scales- Fifth Edition (PLS-5), Clinical Evaluation of Language Fundamentals-Fourth Edition (CELF-4), Clinical Evaluation of Language Fundamentals- Preschool Second Edition (CELF-P2)

Madison, Wisconsin Area

Augmentative and Alternative Communication (AAC) Practicum: - Co-lead a Social Skills Group for adults benefiting from the use of AAC modalities- Provided individual evaluation and therapy to an adult with a neurocognitive disorder to enhance functional communication and participation in life using AAC modalities- Co-lead an AAC Story Time Preschool Program targeting receptive and expressive language growth and literacy development using AAC modalities and positive behavioral supports - Social skill development was targeted through joint attention, parallel play, and early cooperative play with basic turn-taking embedded into learning activities - Supported the use of high-tech AAC devices, including the GoTalk application on the iPad and switches; modeled and supported the use of low-tech AAC strategies including visual schedules, static symbol boards, and sign languagePhonology/Articulation Practicum: - Conducted evaluation and therapy to clients ranging in age from 3-21, targeting expressive and receptive language, articulation, phonology, and reading fluency Administration of informal and standardized assessments including: Preschool Language Scales-Fifth Edition (PLS-5), Clinical Assessment of Articulation and Phonology (CAAP), Test of Aided Communication Symbol Performance (TASP), Comprehensive Assessment of Spoken Language (CASL)

Madison, Wisconsin Area

- Implemented individual and group therapy targeting pragmatic development, speech and language development, and emotional and physical regulation to children and adolescents on the autism spectrum

Master'S Degree, Communication Sciences And Disorders

Activities and Societies: National Student Speech Language Hearing Association (NSSLHA-UW)

Bachelor Of Arts (Ba), Communicative Disorders

Activities and Societies: Health Professions Society, Badger Volunteer