LARSEN MURPHY

Graded projects, papers, quizzes, and tests for 2 different professors.

• Delivering speech and language treatment and evaluations to approximately 80 pediatric students with a variety of speech sound disorders and language disorders.

Graded quizzes, tests, and papers for the Spring 2025 semester.

• Delivered approximately 100 hours of swallowing and cognitive assessments and therapy to adults in an acute care hospital setting.
• Provided treatment to ALS patients at the ALS clinic on the Crestwood site.
• Completed the following diagnostic assessments: Brisbane Evidence-Based Language Test, MS Aphasia Screening Test, Ross Information Processing Assessment-Geriatric (RIPA-G), VAMC SLUMS Examination, and the Brief Cognitive Rating Scale.

• Completed comprehensive diagnostic evaluations of feeding including administering and interpreting the following assessments: Sensory Profile (SP-2), Developmental Pre-Feeding Checklist, Parenting Stress Index 4th Edition (PSI-4), Behavioral Pediatric Feeding Assessment Scale (BPFAS), 3-Day Diet History, and Adapted Pre-Feeding Skills Checklist (APFSC).

• Ran and observed research in EEG Hyper-scanning with a team.

• Utilized the following treatment methods: Principles of Motor Learning, Dynamic-Tactile-Temporal-Cueing, naturalistic developmental-behavioral interventions, literacy-based language strategies, aided language stimulation using dynamic AAC devices, and TEACCH methodology to promote independence and task engagement/completion, as well as visual supports.
• Conducted evaluation and treatment of pediatric clients with the following diagnoses: Articulation/phonological disorders including motor speech disorders, mixed expressive/receptive language disorders, social communication disorders, autism, Down Syndrome, and other developmental delays.

• Acquired experience with utilizing Project ImPACT with children with autism.
• Conducted around 57 hours of treatment to bilingual pediatric clients with a variety of communication disorders including mixed receptive-expressive language disorders and phonological disorders.
• Administered a variety of diagnostic assessments to bilingual pediatrics to assess oral motor abilities, hearing, language delays, articulation delays, and phonological processes, such as Oral Peripheral Exam, Otoacoustic Emission (OAE), Tympanometry, Puretone Hearing Screening, Arizona Articulation Phonology Scale Fourth Revision (Arizona-4), Clinical Assessment of Articulation and Phonology (CAAP-2), Goldman-Fristoe Test of Articulation 3rd Edition (GFTA-3), Preschool Language Scale English and Spanish Edition (PLS-5), Receptive-Expressive Emergent Language Test-4 (REEL-4), Social Communications Checklist, and an Analysis of Spontaneous Language Sample.

• Conducted around 38 hours of language-literacy and language-based evaluation and treatment to pediatrics with a variety of communication disorders including mixed receptive-expressive language disorder, phonological disorder, Disorder of Written Expression, Dyslexia, Alexia, Autism Spectrum disorder, Developmental Disorder of Speech and Language, Specific Reading Disorder, Attention Deficit Hyperactivity Disorder, and hard of hearing clients.
• Completed comprehensive diagnostic evaluations of Language-based Reading Disorders including administering and interpreting the following assessments: Structured Photographic Articulation Test III (SPAT-D III), Clinical Evaluation of Language Fundamentals (CELF-5), Oral and Written Language Scales-II (OWLS), Test of Nonverbal Intelligence (TONI-4), Oral and Written Language Scales-II (OWLS II-W), Test of Written Spelling-5 (TWS-5), The Token Test for Children (TTFC-2), Comprehensive Test of Phonological Processing-2 (CTOPP-2), Gray Oral Reading Tests-5 (GORT-5), and the Test of Word Reading Efficiency-2 (TOWRE-2).
• Integrated structured programs into sessions including Readworks, Spell-Links, and Lively Letters.
• Observed and interpreted the Stuttering Severity Instrument-4th (SSI-4), and the Overall Assessment of the Speaker’s Experience of stuttering (OASES).

• Acquired experience with utilizing Naturalistic Developmental Behavior Intervention.
• Planned and executed whole group lessons with a focus on promoting social communication.
• Maintained a positive and engaging environment using the SCERTS (Social Communication, Emotional Regulation, Transactional Supports) curriculum as a framework.

• Provided 14 hours of articulation therapy to pediatric clients.
• Developed collaboration skills with parents to target carryover into the home/school environment.
• Acquired experience with Point and Click documentation system used for documenting evaluations, encounter notes, plan of cares, and discharge summaries.

• Served as a high school student intern with a Speech Language Pathologist.
• Observed treatment sessions and evaluations/screeners.

Lead cheer camps for over 500 athletes and coaches during the summer for 2020-present.