chattingwithCHU is a private practice serving children ages 3-12 addressing language, literacy, speech and more!

•Provided speech and language services and SEIT services to children ages 3-5 in various preschools in Manhattan, including screenings, assessments, and treatment. Population consists of children with various communication disorders including, Childhood Apraxia of Speech (CAS), Auditory Processing Disorder, motor speech delays, phonological delays, and receptive/expressive language delays•Engaged in contact with caregivers to discuss ongoing progress and suggestions for implementation at home•Collaborated with other professionals (e.g., OT, PT, psychologists, SEIT, classroom teachers) to monitor progress•Responsibilities included creating individual schedule in coordination with caregivers, teachers, and other professionals. Paperwork responsibilities include contact logs and annual reports.

•Provided services to adult clients with intellectual disabilities who presented with a variety of primary diagnoses including Down’s syndrome, Autism, and Fragile X Syndrome. Communication impairments included severe cognitive-linguistic impairments, dysarthria, apraxia, fluency, voice, language, articulation, and social/pragmatic deficits •Provided support for use of augmentative and alternative communication devices including: DynaVox, Say-it! SAM, and iPad (specific programs including Proloquo2go)•Wrote session notes and assisted in writing progress reports •Aided in maintenance and creation of client’s long and short term therapeutic goals

•Provided auditory verbal therapy for early intervention and preschool children from birth to five years old with various hearing impairments•Engaged in maintenance and instruction of appropriate use of assistive devices including cochlear implants, hearing aids, and bone anchored hearing aids •Collaborated with other professionals (e.g., classroom teachers, audiologist) in order to establish and monitor clients’ progress•Other responsibilities included planning and creating materials for individual therapy sessions and push-in sessions, tracking progress of IEP goals, writing session notes and progress reports, and evaluating children using a battery of formal tests (e.g., PLS-5, GFTA-2)

•Selected as part of an elite group to progress through the in-house clinic at an advanced pace•Provided speech and language therapy to clients with a variety of communication disorders including articulation and phonological disorders, language-based delays and disorders, stuttering and cluttering, autism spectrum disorders, voice disorders, and pragmatics disorders•Administered speech and language evaluations for toddlers, school-aged children, adolescents, and adults using standardized tests and informal assessments•Responsibilities included writing reports, maintaining client files, and recording and analyzing data for client progress

•Provided language facilitation through participation in daily activities of a one-year-old classroom•Identified and assessed pre-school aged children with speech and language delays who may require further support•Push-in therapy was provided for one child in a three-year-old classroom through daily classroom activities•Tracked progress of therapeutic goals and wrote session notes to monitor progress

•Supported head English teacher and participated in the daily activities of both the kindergarten and first grade classrooms•Planned and executed several individual lessons in the kindergarten classroom and a weekly center in the first grade classroom, both focusing on literacy and narrative skills

•Served as an assistant teacher to head English teacher in the eleventh grade classroom, containing students from various language backgrounds•Engaged in small group instruction for seventh and eighth grade students who required additional support in learning English•Prepared and conducted lessons in line with school curriculum•Modified classroom instruction to meet students’ needs

•Supported clients working on intensive computerized program for children with language disorders•Analyzed progress data