Katrina Gilman

• Performed individual and group therapy services with a variety of focuses, including receptive and expressive language, social pragmatic skills, executive skills, speech production, speech intelligibility, and augmentative/alternative communication (AAC).
• Provided co-sessions with special education, occupational therapy, physical therapy, or psychology, as appropriate.
• Worked in collaboration with the Intensive Learning Supports team to create a program that effectively supports students with the most significant educational, social, and functional needs.
• Administered standardized assessments, such as the CELF-5 or GFTA-3, in conjunction with informal assessments, for diagnosis of speech-language disorders in school-aged children, and wrote associated assessment reports.
• Developed individualized education plans, in collaboration with other team members, in order to meet each student's unique needs.
• Created and used electronic systems for maintaining clinical documentation, including associated data collection for progress monitoring.
• Supervised certified Speech Assistants, in the provision of direct and indirect clinical services.
• Provided counseling and education to other student team members, including parents, teachers, administrators, and related service providers.
• Created a speech services eligibility matrix, in conjunction with the speech team, to promote consistency in caseload, service delivery, and discharge from services.
• Assisted in identifying caseload and service delivery trends to inform staffing needs.

• Acted as an expert reviewer and contributor for the 'Augmentative and Alternative Communication' webinar.
• Provided peer review for the 'ADHD and Learning Disabilities: Non-Pharmacological Treatments' webinar.
• Acted as a pilot tester for the 'Pediatric Habilitation' webinar.

• Performed therapeutic interventions to support medically complex patients from infancy through teens, with a variety of focuses, including receptive and expressive language, speech production/intelligibility, AAC, (high and low tech), eating and swallowing, and voice (use of Passy Muir Valve for children with tracheostomies).
• Performed speech-language, augmentative/alternative communication, and clinical swallowing evaluations, and wrote associated reports.
• Developed and implemented individualized education and/or treatment plans.
• Maintained accurate and timely clinical documentation and billing records.
• Trained direct support staff in the implementation of student-specific communication and feeding programs.
• Established a consistent training protocol, in conjunction with the occupational therapist, to ensure competency and consistency in the implementation of safe feeding and eating protocols.
• Collaborated with the director of respiratory therapy in order to create policies and operating procedures to support the clinically appropriate introduction and use of speaking valves for residential patients, including those who were vent-dependent (ages ranging from infancy through their teens).
• Established working relationships with AAC company representatives in order to facilitate access to, and trials of, a wide variety of AAC systems and equipment.

• Spearheaded a variety of projects for the school-based clinical teams, with a focus on quality improvement, clinical growth, and expansion initiatives.
• Provided administrative support for all school-based therapy departments, including speech therapy, occupational therapy, physical therapy, therapeutic recreation, psychology, and assistive technology.
• Collaborated with IT staff and computer programming contractors to improve efficiency and ease of access for clinical documentation and billing systems, while also maintaining compliance with Medicaid standards.
• Worked closely with billing staff in order to ensure timely and accurate billing and compliance, as well as to response to school district questions, as well as to provide additional documentation as required for reimbursement of services.
• Supported the annual budget development, capital budget needs, special projects, staffing, and quality/cost containment initiatives for other clinical department heads, including occupational therapy, physical therapy, and psychology.
• Worked with the administrative team to achieve Det Norske Veritas (DNV) accreditation for its specialty hospital. This included collaboration for, and independent development of, standard operating procedures (SOPs), as well as ongoing monitoring of benefit/need through the plan, do, check, act (PDCA) model.

• Supervised and mentored 10-15 speech and language FTEs (SLPs, SLAs, and technicians), including the development of initiatives for recruitment and retention.
• Fostered a dynamic and supportive workplace culture, where each clinician was valued, and able to thrive within their profession. This included the completion of performance reviews, establishing and maintaining a system of clear communication, and prioritizing professional development opportunities, including facilitating small internal training opportunities, bringing in outside trainers, and sending staff to outside training, conferences, and conventions.
• Updated the process and format for the annual performance reviews to target a more precise focus on clinical skill development, in conjunction with related skills such as documentation, collaboration, and communication.
• Reviewed and provided feedback for written clinical work in order to promote quality, consistency, thoroughness, compliance, and growth.
• Developed systems for tracking clinician workload and productivity in order to inform staffing needs and balance caseload demands across both school and specialty hospital settings.
• Served as a clinical representative on the school admissions team in order to provide insight into prospective students’ clinical needs and the team’s capacity to provide appropriate interventions.
• Oversaw development of the annual department budget, capital budget needs, special projects, staffing, and revenue growth with a focus on quality improvement and cost containment.

• Performed therapies with a variety of focuses, including receptive and expressive language, speech intelligibility, and AAC (high and low tech).
• Performed speech-language and AAC evaluations using a variety of norm-referenced and informal assessment tools. Generated associated evaluation reports.
• Developed and carried out goal-driven treatment plans.
• Maintained clinical documentation and associated billing records.

• Performed a variety of speech, language, clinical swallowing, and AAC assessments for students with complex communication needs, and generated associated written reports.
• Developed and carried out individualized education plans in collaboration with other clinical and educational team members.
• Provided clinical intervention services in a variety of spaces and manners to promote functional growth and development of communication skills for students aged 6 through 22 years. This included traditional "pull-out" services, "push-in" services provided within the special needs classroom, therapeutic support during vocational and leisure tasks, co-sessions with physical, occupational, or therapeutic recreation therapists, and services within the supported (i.e., group home) residential settings.
• Maintained accurate and timely clinical documentation and billing records.
• Trained direct support staff in the implementation of student-specific communication and safe eating programs.
• Co-taught an 'Experiencing Disabilities' class to new hires, as well as outside service providers. This class was aimed at increasing awareness of a variety of physical impairments and needs, in order to foster empathy in direct support professionals who may have had limited experience with special needs.

• Taught a variety of undergraduate courses for the speech-language assistant program, including Introduction to Speech and Language, Phonetics, Disorders of Articulation and Phonology, and Clinical Methods.
• Developed syllabi, course requirements, and supportive materials for use with the required academic texts.
• Facilitated active learning through class discussions, group activities, and individual projects.
• Assessed student performance through examinations and assignments.

Pre-licensure clinical experiences include:

• on-campus student clinics: Elmira College, Elmira NY and University of New Hampshire, Durham NH
• short-term speech substitute: Schuyler Chemung Tioga Board of Cooperative Educational Services (SCT B.O.C.E.S.) Elmira, NY
• outpatient pediatric clinic: Portsmouth Regional Hospital CATCh Program Newington, NH
• in-home early intervention: Portsmouth Regional Hospital CATCh Program Newington NH
• acute care hospital: supporting inpatients and outpatients: Wentworth Douglass Hospital, Dover NH

All work performed under the direction of a licensed SLP.