KATHLEEN BENNETT M. CCC-SLP

• Conducted comprehensive speech assessments to identify communication disorders.
• Developed and implemented individualized treatment plans for students with diverse communication needs.
• Collaborated with educators and parents to enhance student learning outcomes.
• Monitored progress and adjusted therapy techniques based on student responses.
• Implemented group therapy sessions for individuals with similar communication challenges, promoting peer support and increased motivation.
• Enhanced speech and language development in children by designing engaging activities and exercises targeting various skill levels.
• Promoted early detection of speech and language disorders through school community screening programs.
• Enhanced children's communication skills by developing and implementing individualized education goals and objectives.
• Implemented case management duties by communicating and collaborating with students’ educational teams and caregivers, facilitating meetings, and completing individualized education plans and progress notes.

• Developed and implemented individualized treatment plans for students with diverse communication needs.
• Collaborated with other specialists, educators and parents to enhance student learning outcomes.
• Monitored progress and adjusted therapy techniques based on student responses.
• Established rapport and tailored 1:1 therapy sessions to enhance functional communication for preschool students with diverse developmental disorders.
• Enhanced speech and language development in children by designing engaging activities and exercises targeting various skill levels.
• Strengthened children's communication skills through development and implementation of individualized education goals and objectives.

Contributed to students’ IEP meetings by detailing progress on IEP goals and objectives to team members and student caregivers.

• Planned and provided therapy to clients individually and within groups across multiple settings between the ages of 4 years to 19 years old diagnosed with ASD, ADHD/ADD, hearing-loss, genetic disorders, developmentally delays, intellectual disabilities, expressive and receptive language disorders, phonological disorders, articulation disorders, and social communication disorders
• Collected data and wrote session notes for therapy goals including articulation, social communication, receptive and expressive language, phonology, fluency, and literacy
• Incorporated evidence-based treatments by Michelle Garcia Winner’s Social Thinking, Linda Mood Bell’s LIPS and Visualizing and Verbalizing and Sara L
• Smith’s Expressive Expansion Tool into individualized therapy sessions
• Administered evaluations for preschool through high-school aged clients including: GORT- 5, CTOPP-2, CASL-2, OPUS, PLS-5, GFTA -3 (via teletherapy and in person), TOPS-2, Play – based Language Sample (analyzed with SALT), Rossetti Infant-Toddler Language Scale, Oral Mechanism Exams (modified due to COVID-19)
• Scored, analyzed, wrote, and reviewed evaluation reports with client’s caregivers within a private practice setting
• Provided bedside swallowing screenings and swallowing therapy trials to adults within inpatient hospital settings
• Participated in supervised Modified Barium Swallowing Studies, Oral Mechanism Exams, CAPE-V voice evaluation with adult clients within inpatient and outpatient hospital settings.

• Plan and provide individualized, evidence based speech and language treatment for students with Autism and other developmental disabilities
• Monitor student’s progress through session data collection, progress notes and assessments
• Develop and implement individualized speech and language ITP and IEP goals
• Present and report student’s annual progress and areas of continued need during IEP meetings
• Collaborate and consult with teachers, fellow therapists and parents to best meet student’s communication needs., Designed and implemented tele-health materials and activities for use in individualized and group treatment sessions to address articulation, phonology, expressive language, and social communication needs across multiple settings.

• Reviewed client file, interviewed client, wrote goals and treatment plan
• Prepared and lead sessions for adult with aphasia (severe Broca’s Aphasia)
• Taught strategies for word-finding, producing high-frequency words paired with visuals
• Implemented strategies to support word-finding within a multimodal approach
• Planned activities to encourage the use of AAC (Lingraphica) for successful communication
• Implemented the intervention program Sentence Production Program for Aphasia
• Collected data, wrote session notes and progress report with recommendations for future therapy
• Administered Evaluations including: BNT, Aphasia Bank Protocol and Oral Mechanism Exam.

• Developed treatment plans, prepared and lead sessions for student with speech sound disorder
• Taught initial, final and blend speech sounds through verbal, visual and placement cues
• Paired auditory input with visuals and supported strategy practice with fading cueing hierarchy
• Collected data, wrote session notes and progress report with recommendations
• Collected a play-based language sample, analyzed using SALT software, included results and recommendations in Evaluation Report.

• Responsible for implementing IEP and IFSP goals within a school and home environment
• Embedded and designing individualized IEP and IFSP goal activities throughout a full preschool day and two-hour home-based sessions
• Organizing groups activities and engaging six 1:1 students in expanding social skills and communication
• Collaborating with SLPs, OTs, PTs and BCBAs to embed educational, social, communication, motor and self-help goals across all parts of 6-hour school days
• Preparing, presenting and attending IFSP, IEP, and transitional meetings
• Supervising, training and advising six Ed
• Tech III to ensure integrity of intervention
• Building professional relationships with students and their families using interpersonal skills.

• Responsible for: Implementing IEP and IFSP goals within a school and home environment
• Support 1:1, 2:1 and 3:1 ratio within a team-teaching approach
• Developing a professional relationship with students and their families in order to create a learning rich environment
• Using the principles of Applied Behavior Analysis to collect and systematically analyze data daily
• Educate and support families to achieve educational, behavioral and family based goals with their child
• Implement individualized goals from the Lead Teacher, BCBA, SLP, OT, and PT
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