Bilingual Speech-Language Pathologist

• Oct 2021 - Present

Bilingual Speech-Language Pathologist

• Oct 2021 - Present

Speech Language Pathologist

• Jul 2020 - Jul 2021

• Evaluated, diagnosed, and treated children ages 3-18 with, but not limited to, augmentative/alternative communication (AAC) needs, auditory processing disorder, feeding/oral motor needs, social communication deficits (Autism Spectrum Disorder), phonological disorder, motor-based speech needs (Childhood Apraxia of Speech), as well as speech and language disorders/delays with special considerations for bilingual children through center-based and telepractice services.• Composed comprehensive treatment plans, session notes, AAC sponsorship letters, referral letters for other related services, and resource letters • Conveyed diagnostic results and coached parents/guardians to provide effective home practice

Speech Language Pathologist

• Jul 2020 - Jun 2021

• Executed evidenced-based practices (EBP) for teenage males ages 13-18 with, but not limited to, Emotional Behavioral Disorder (EBD) and/or Intelligence Disorder (ID) to treat speech and language disorders such as articulation, pragmatic, expressive language, receptive language, and fluency skills via pull out and push in methods• Documented daily progress notes via paper-based and electronic charts, and corresponded with treatment team providers with monthly progress reports• Authored speech and language annual goals and present level of functioning for the Individualized Education Plan (IEP) • Collaborated with related service providers to holistically and efficiently achieve IEP goals across settings

Graduate Student Clinician for Diagnostics Clinic

• Jan 2020 - May 2020

• Administered and co-authored comprehensive, culturally appropriate speech and language evaluations to determine diagnoses of patient and develop appropriate treatment plans • Specific assessments utilized, but not limited to language sample analysis elicited through School-age Language Assessment Measures (SLAM) cards, Montreal Cognitive Assessment (MoCA) as well as subtests of the Clinical Evaluations of Language Evaluations- 5th Edition (CELF-5), Test of Language Development-Preschool (TOLD-P4), Test of Language and Literacy Skills (TILLS), Phonological Awareness Test-2nd Edition (PAT-2), Test for Auditory Comprehension of Language -3rd Edition (TACL-3), and Test of Auditory Processing Skills-3rd Edition (TAPS-3)

Graduate Student Clinician

• Feb 2019 - May 2020

Graduate Student Clinician for Pediatric Feeding Evaluation Clinic

• May 2019 - Aug 2019

• Conducted comprehensive speech, language, swallowing, and feeding evaluations of children to determine diagnoses and develop appropriate treatment plans • Co-authored evaluation of communication and feeding reports • Specific experience with oral motor examination, augmentative and alternative communication (AAC) stimulability testing, clinical swallow assessments such as, but not limited to The Test of Mastication and Swallowing Solids (TOMASS), Timed Water Swallow Test (TWST)

Graduate Student Clinician for CP Camp

• Jul 2019 - Jul 2019

• Provided Speech Intelligibility Training (SIT) to children, ages 7-12, with cerebral palsy to achieve increase overall speech intelligibility• Planned and executed both individual and group therapy sessions to target phonological awareness, conversational speech and generalization of intelligibility speech skills.

Graduate Student Clinician for Aphasia Group and Clinic

• Feb 2019 - Apr 2019

• Conducted comprehensive language assessments for adults with language disorders through analyzing macro- (e.g., cohesion, main concepts) and microstructure (i.e., complete information unit, complete utterance) of collected language sample as well as utilizing the Cognitive Linguistic Quick Test (CLQT)• Provided clinical dysphagia screen for patients with aphasia to determine risk and need for further instrumental assessments through the use of coughing tasks (reflexive and voluntary), IOPI instrument, test of mastication and swallowing solids (TOMASS), timed water swallow test (TWST), and general swallow observations• Planned and facilitated individual and group therapy session for adults with aphasia (anomic, Wernicke’s, Broca’s), cognitive impairments, and motor speech disorders (apraxia of speech)• Prepared session plans, treatment goals, and progress reports to assess individual client improvements• Specific treatments utilized include Face Name Mnemonic Strategy, Verb Network Strengthening Treatment (VNeST), Semantic Feature Analysis (SFA) specifically atypical naming, Constraint-Induced Language Therapy (CILT), Attentive Reading and Constraint Summarization (ARCS), and low-technology external aids for memory and communication

Graduate Student Clinician

• Jan 2020 - May 2020

• Planned and provided articulation, prosody, social communication, and language therapy for preschool and school-aged children via push in, pull out, and tele-therapy services• Evaluated preschool aged children through language sampling and standardized assessments• Documented daily progress notes in Special Education Student Information System (SESIS) • Prepared quarterly reports for children with Individualized Education Services Program (IESP)• Collaborated across disciplines to optimize functional and individualized treatment for students

Graduate Student Clinician

• Jan 2020 - Mar 2020

• Conducted clinical dysphagia evaluation and dinner observations to determine appropriate diet and adaptive equipment recommendations for adults with intellectual disabilities (ID)• Provided speech, language, and cognitive evaluations for adults with ID to develop appropriate treatment plans and complete initial/annual review assessment• Educate staff and caregivers regarding speech and language development, feeding observations, therapy prognosis, and carryover recommendations to improve efficacy and generalization of treatment

Graduate Student Clinician

• Jan 2020 - Jan 2020

• Delivered culturally-competent cleft palate assessment to inform craniofacial surgical team and to develop home treatment programs for adult and pediatric populations at Korle Bu Cleft Palate Clinic and Effiduase Hospital • Assisted in leading professional development workshop for special education teachers; topics include literacy skills (e.g., phonological awareness) and use of low-tech augmentative and alternative communication (AAC).• Provided patient, family, and teacher education regarding implementing use of high-tech AAC device for school-aged children with ID at Special Education Division of Ghana Headquarters• Programmed AAC devices according to user needs

Graduate Student Clinician

• Sep 2019 - Dec 2019

• Conducted comprehensive speech and language, feeding, and AAC evaluations for children to determine diagnoses, develop appropriate treatment plans, and provide appropriate referrals• Planned and executed evidence-based intervention targeting motor speech, fluency, social cognition, language, and feeding skills for individual and group sessions.• Participated in weekly professional development highlighting new research, evidence-based treatment models, and social justice for patient population• Proficient with modified sequential oral sensory (SOS) approach, Social Thinking curriculum, Get Ready-Do-Done planning for executive functioning, Braidy’s Story Grammar, Communication Matrix, Picture Exchange Communication System (PECS), and Words for Life Application

Research Assistant

• Oct 2018 - Dec 2019

• Transcribed and coded target grammatical features from recorded language samples through SALT to analyze the effectiveness of Parent Plus application, a program to aid language development for children with language disorders• Administered language assessments including Clinical Evaluation of Language Fundamentals (CLEF) – Preschool, Rice Wexler Test of Early Grammatical Impairment (TEGI), and obtained language samples through play for data collection process • Transcribed and coded target grammatical features from recorded language samples through SALT to analyze the effectiveness of Parent Plus application, a program to aid language development for children with language disorders• Administered language assessments including Clinical Evaluation of Language Fundamentals (CLEF) – Preschool, Rice Wexler Test of Early Grammatical Impairment (TEGI), and obtained language samples through play for data collection process

Graduate Student Clinician

• May 2019 - Aug 2019

Independent Student Researcher and Research Assistant

• Jan 2016 - Dec 2018

• Examined activation patterns in the perisylvian region of the brain during non-native phoneme perception in adults using fNIRS (functional near infrared spectroscopy) as an independent student researcher and assisted in the investigation of learning effects of voice therapy training on voice quality and cortical activation patterns using fNIRS • Conducted literature review on Analysis by Synthesis Theory of Speech Perception• Developed experimental protocol for independent research project using fNIRS technology (IRB approval granted)• Recruited participants through flyers and in-person appeals; Coordinated with third-parties to create experimental stimulus; Ran experiment and analyzed data following planned protocol • Presented independent research in a Flash Session at the ASHA Convention November 2017• Accepted for poster presentation at fNIRS 2018 biennial meeting in Tokyo, Japan

Speech Language Pathologist Shadow

• Jun 2017 - Jun 2017

SLP Shadow, PT Shadow, ABA Shadow and Administrative Research

• Jan 2017 - Jan 2017

Research Intern

• Jul 2016 - Aug 2016

• Gathered literature and input data for on-going research regarding Quality of Life and Self-Determination for People with Disabilities• Conducted comparative, literature review on policies for persons with disabilities in Belgium, United States, and Thailand• Visited specialized schools and institutions for the disabled and examined psychotherapeutic practices • Gathered literature and input data for on-going research regarding Quality of Life and Self-Determination for People with Disabilities• Conducted comparative, literature review on policies for persons with disabilities in Belgium, United States, and Thailand• Visited specialized schools and institutions for the disabled and examined psychotherapeutic practices

Research Assistant

• Jan 2016 - Jul 2016

• Worked alongside principle investigator through online collaboration to study Neurobiological and Neurodevelopmental Facets of Autism Spectrum Disorder: Assessment of Perceptions in the Thai & American Community• Edited consent forms, questionnaires, and debriefing synopsis in both Thai and English versions• Recruited 100+ US and Thai participants and distributed questionnaires• Instructed participants about standard protocols of study in both Thailand and the United States • Worked alongside principle investigator through online collaboration to study Neurobiological and Neurodevelopmental Facets of Autism Spectrum Disorder: Assessment of Perceptions in the Thai & American Community• Edited consent forms, questionnaires, and debriefing synopsis in both Thai and English versions• Recruited 100+ US and Thai participants and distributed questionnaires• Instructed participants about standard protocols of study in both Thailand and the United States

Elementary & Middle School Teacher Assistant

• Jun 2015 - Jun 2015

• Assisted teacher with elementary and middle school classroom activities by providing individualized assistance to students • Assisted teacher with elementary and middle school classroom activities by providing individualized assistance to students

SLP Shadow and ABA Assistant

• Jun 2015 - Jun 2015

• Observed SLP and ABA during push-in and pull-out sessions for children ages 3-10 • Gained knowledge on Picture Exchange Communicative System (PECS)• Aided ABA and teacher with general classroom activities (i.e. singing routine songs, redirecting students, and creating communicative temptations) • Observed SLP and ABA during push-in and pull-out sessions for children ages 3-10 • Gained knowledge on Picture Exchange Communicative System (PECS)• Aided ABA and teacher with general classroom activities (i.e. singing routine songs, redirecting students, and creating communicative temptations)