Nickie Delva

• Developed individual and group activities in school setting to deal with behavior, speech and language
• Wrote reports and maintained proper documentation on the initial evaluation, treatment, progress
  and discharge of clients
• Utilized evidence-based practice guidelines when selecting assessment tools and intervention methods.
• Specific assessments utilized included: The Goldman- Fristoe Test of Articulation (GFTA-3), Receptive & Expressive One-Word Picture Vocabulary Tests Fourth Edition (EOWPVT-4, ROWPVT-4), Oral and Written Language Scales (OWLS-II), The Test of Language Development-Primary: Fourth Edition (TOLD-P:4)

• Assess and treat cognitive- communication and swallowing disorders in an acute inpatient setting

• Complete routine paperwork related to case management, including assessment reports, weekly session plans, daily SOAP notes, and progress notes

• Establish measurable goals and modify treatment plans as warranted

• Evaluate speech, voice, language, and cognitive communication skills using standardized and non- standardized assessment tools such as patient interview, oral mechanism exam, and speech and language sample analysis

• Counsel and make recommendations to patients and their families about strategies to manage deficits

• Specific assessments utilized included: The Western Aphasia Battery- Revised (WAB-R), Burns Brief Inventory and Communication and Cognition, and a modified version of the Ross Information Processing Assessment (RIPA)

• Provided speech and language therapy to school age students with Autism Spectrum Disorder, intellectual disability, deaf, and emotional disturbance

• Generated and utilized argumentative alternative communication (AAC) including Picture Exchange Communication System (PECS), speech generating device (SGD), and iPad applications

• Completed routine paperwork related to case management, including assessment reports, weekly session plans, daily SOAP notes, and progress notes

• Prepared material specifically designed for the benefit of individual students

• Developed and applied intervention plan for a client with Broca’s aphasia and motor apraxia of speech via telepractice

• Administered treatment approaches such as: Rhythmic Speech Cueing, Multiple Oral Re-Reading (MOR), Attentive Reading with Constrained Summarizations (ARCS-W)

• Assessed speech, voice, language, and cognitive communication skills using standardized and non- standardized assessment tools such as patient interview, record review, oral mechanism exam, and speech and language sample analysis

• Specific assessments utilized included: The Assessment for Living with Aphasia (ALA) and a modified version of Communication Activities of Daily Living- Third Edition (CADL-3)

• Led group therapy sessions for clients with autism spectrum disorders to increase expressive, receptive, and pragmatic language skills

• Developed and executed intervention plans for group therapy sessions for clients utilizing PEERS for Young Adults, an evidence- based social skills intervention for motivated adults who are interested in making and keeping friends and/ or developing romantic relationships

• Evaluated speech, voice, language, and cognitive communication skills using standardized and non- standardized assessment tools such as patient interview, record review, oral mechanism exam, hearing screenings, and speech and language sample analysis