Katherine Kirtley

• Provided information on speech and language improvement techniques and non-verbal communication methods (Low Tech and High Tech AAC).
• Evaluated and assessed monolingual students using a variety of assessments (OWLS, TOLD, GFTA, Arizona, Functional Communication Matrix, PLS-4, CELF-5) for oral speech and language.
• Built solid understanding of individual patients issues through analysis of speech and hearing evaluations.
• Worked with education and medical personnel to develop strategies allowing better communication with individuals with speech and hearing impediments.
• Documented developments and regressions in patients' speech, making treatment adjustments based on latest information.
• Educated educational staff, students, and family members about various topics such as communication techniques or strategies to cope with and avoid personal misunderstandings.
• Created and implemented treatment plans intended to address speech and language issues in collaboration with other special education and auxiliary professionals.
• Adaptable and proficient in learning new concepts quickly and efficiently.
• Completed paperwork, recognizing discrepancies and promptly addressing for resolution (e.g., REEDS; IEP's, EDT).

• Completed bedside swallowing evaluations, provided dysphagia therapy for rehabilitating swallowing function and made recommendations for the most appropriate diet consistency for patients' specific needs
• Gained experience administering and analyzing cognitive-linguistic tests for geriatric clients
• Evaluated and treated patients with cognitive-communication and verbal expression deficits
• Treated disorders associated with dementia, strokes, and other medically complex diagnoses
• Collaborated with rehabilitation team members for directing patient care and discharge planning
• Documented evaluations and treatments using a computerized system: WellSky.

Facilitated social skills groups for young adults aged 13-18 , focusing on friendship

Provided individual support and guidance to adolescents and parents outside of group sessions, helping them apply learned skills in daily life.

Ensured the accurate and consistent delivery of PEERS' evidence-based social skills curriculum.

Collaborated with other mental health professionals and educators involved in the PEERS program.

• Provided information on speech improvement techniques and non-verbal communication methods.
• Documented developments and regressions in patients' speech, making treatment adjustments based on latest information.
• Created and implemented treatment plans intended to address speech and language issues in collaboration with other clinical professionals.
• Built solid understanding of individual patients issues through analysis of speech and hearing evaluations.
• Proven ability to learn quickly and adapt to new situations.
• Proved successful working within tight deadlines and a fast-paced environment.
• Evaluated students with the use of various speech and language assessments to identify and recommend school based therapy.
• Educated educational staff and family members about various topics such as communication techniques or strategies to cope with and avoid personal misunderstandings.

• Excellent communication skills, both verbal and written.
• Gained strong leadership skills by managing projects from start to finish.
• Used strong analytical and problem-solving skills to develop effective solutions for challenging situations.
• Used critical thinking to break down problems, evaluate solutions and make decisions.
• Demonstrated respect, friendliness and willingness to help wherever needed.
• Worked with children of varying age, interest, skill, and developmental levels.
• Organized and guided group activities by leading, coaching, and participating with campers.
• Implemented camp activities fostering physical, social, and emotional growth.
• Led groups of children safely through variety of camp activities.
• Communicated with families to keep parents informed on child's camp experience and address any concerns or issues.
• Assisted with meal preparations and clean-ups to maintain clean and organized camp environment and keep campers well-fed.
• Provided clear instruction to activity and program participants to deliver fun and maintain safety.
• Planned weekly activities schedule for assigned group and facilitated smooth transitions for on-time arrival.

• Facilitated conception and design of Best Practices for Speech-Language Pathologists Delivering Teletherapy Services to Culturally and Linguistically Diverse Children with Autism Spectrum Disorder
• Collaborated with leadership team to identify relevant questions and determine best methods of collection
• Planned, modified, and executed research techniques, procedures, and tests
• Aided in writing and editing data collection forms and questionnaires
• Summarized research results by preparing written reports, graphs, fact sheets, and tables
• Created and presented recruitment advertisements
• Trained research assistants for the collection of data
• Developed source materials and summarized reports
• Researched literature and compiled bibliographies
• Prepared, operated, and maintained research technologies and materials
• Assisted with grading papers and posted grades on Canvas
• Maintained office hours for students to clarify course material or course content.

• Cataloged data and research into targeted databases
• Analyzed acquired information and presented it to superiors
• Provided comprehensive research assistance and support when designing and providing evidenced-based treatments
• Supported department members with administrative, research, and academic assistance
• Organized various class presentations and new course materials as directed by the professor.

• Conducted individual language evaluations for children
• Provided therapy to those exhibiting disabilities and disorders, including articulation, phonological, and voice
• Wrote diagnostic and treatment reports
• Offered daily lesson plans to target treatment objectives while also developing home-programming activities.

• Executed duties of an SLP via telehealth
• Implemented therapy for students diagnosed with autism spectrum disorder, intellectual and developmental disabilities
• Evaluated, diagnosed, and implemented therapy for articulation and phonological processing disorders and receptive and expressive language delays
• Conducted regular Individualized Education Program meetings to address educational concerns related to speech-language therapy
• Conducted small group and individual therapy
• Interpreted results and proposed intervention plans incorporating short and long-range goals.

• Liaised with a multi-disciplinary team to incorporate treatment plan ideas, goals, and objectives
• Educated patient, family, and community about speech improvement to facilitate home-care therapy
• Maintained caseload of 30 treatment hours per week to effectively manage time
• Recorded patient progress and reported findings and results to supervising speech-language pathologist
• Performed support duties such as preparing materials, keeping records, and scheduling activities
• Implemented treatment plans or protocols as directed by supervising speech-language pathologists
• Used Applied Behavior Analysis, Picture Exchange Communication System, and sensory integration therapy techniques.

• Assisted patients in setting and attaining realistic goals by communicating progress to the supervisor to amend goals if needed
• Advocated for patients and followed individualized plans as stated in the plan of care
• Created thinking-based action plans, mapped social behaviors, and completed functional behavior plans for students with various disorders and delays that affected expressive and receptive language
• Completed SOAP notes for client records and progress notes
• Used play-based therapy, visual aids, and client-directed therapy techniques.

• Advocated for patients and followed individualized plans as stated in the plan of care
• Created thinking-based action plans, mapped social behaviors, and completed functional behavior plans for students with autism, traumatic brain injuries, and various learning disabilities
• Used client and clinician-directed therapy techniques
• Completed clinical documentation for client records and progress notes.

• Created thinking-based action plans, mapped social behaviors, and completed functional behavior plans for students with disabilities such as autism, global aphasia, and down syndrome
• Used Picture Exchange Communication System, Augmentative and Alternative Communication Devices, and American Exact Sign in therapy techniques
• Engaged and collaborated with other disciplines in developing holistic treatments for clients with autism
• Created Home Education Programs to contribute to long-term generalization of targeted goals
• Organized and participated in outreach community events
• Training with behavioral and sensory integration.