Speech-Language Pathologist
Resume:
Leanne E. Lucia
*** ***** ***** ****** *********, NY 10591
**********@*****.***
Education
Masters of Arts in Communication Disorders and Sciences
SUNY Plattsburgh, Plattsburgh, NY - May 2001 GPA: 3.90
Bachelors of Arts in Communication Disorders and Sciences, Minor in Spanish,
Magna Cum Laude
SUNY Plattsburgh, Plattsburgh, NY - December 1998
ASHA Certificate of Clinical Competence
New York and Connecticut State Licensures
Permanent Certification-Teacher of the Speech and Hearing Handicapped
Work History
Greenwich Education Group (GEG) Nov. 2013 - Present
The Collaborative Center for Learning and Development - TCC- Stamford, CT
Director, Speech and Language Services
Perform screenings and evaluations
Deliver 1:1 individual and small group/dyad direct therapy in articulation, oral motor, social skills/pragmatics, receptive and expressive language
Oversee and supervise all TCC speech-language pathologists
Collaborate with cross-disciplinary team members
Create IEP goals and objectives, attend PPTs
Trained in Executive Function Coaching and Behavior Modification
Paxxon Healthcare Services - White Plains, NY Apr. 2011 - Nov. 2013
Speech-Language Pathologist (Early Intervention and Preschool Special Education Children: Individual Home-, School- and Day Care-Based)
Schedule clients according to weekly therapy session frequency and duration, i.e., 2 x 30 minutes
Review evaluation reports, IFSPs and IEPs in order to develop appropriate goals
Modify and tailor structured activities to address clients’ long- and short-term objectives
Create and enact behavior modification and visual reinforcement models, according to individual clients’ needs
Perform 1-on-1 speech-language evaluations, including formal test procedures, informal language samples and oral motor observations with written report(s) containing findings, recommendations and goals
Complete progress reports, quarterly assessments and annual review evaluations
Collaborate with fellow service providers and parents to discuss clients’ progress-to-date and aid in family training and home-based carryover tasks
Recommend change in services and complete referrals for additional evaluations, i.e., neurological
All previous work experiences involved similar tasks and responsibilities, as well
Valhalla Union Free School District - Valhalla, NY Feb. 2011 - Apr. 2011
Speech-Language Pathologist
(Middle and High School Maternity Leave Replacement - 6 week period)
Plan and implement individual and group activities for sixth through 12th grade students, according to goals listed on their Individualized Educational Plans (IEPs)
Administer age-level standardized tests, interpret findings, write up formal reports and attend annual review meetings
Bilinguals Inc. Child & Parent Services - White Plains, NY Jul. 2006 - Jan. 2011
Speech-Language Pathologist (Early Intervention and Preschool Special Education Children: Individual Facility-, Home-, School- and Day Care-Based)
Perform modified arena 1-on-1 speech-language evaluations, including formal test procedures, informal language samples and oral motor observations with written report(s) containing findings, recommendations and goals (with interpreter(s) as necessary)
Assist evaluation team as warranted, i.e., write-up summaries, proofread and edit evaluation reports, provide colleagues with suggestions for improving written English report form and delivery
Assist in creation and implementation of novel techniques and ideas about overall growth and development of Bilinguals Inc., i.e., Early Intervention and CPSE speech-language evaluation written report template, travel reimbursement form, transition-to-CPSE, CPSE and transition-to-CSE meeting outcome form, suggestions for formal test purchases and therapy materials
Clinical Supervisor May 2007 - Jan. 2011
Supervise up to seven Clinical Fellow speech-language pathologists, domestic and international, throughout their daily scheduled therapy sessions and evaluations
Review, revise and assist in their Early Intervention clients’ assessment and treatment plans, including hands-on services, as well as, parent/caregiver support and training
Observe weekly 45-minute sessions and provide feedback, including strengths and weaknesses, suggestions for therapy/toy materials, goals and objectives
Proofread and assist therapists in writing quarterly progress reports, evaluation reports and daily log notes, following already developed, Westchester County approved formats
Conduct weekly supervision content meetings, assist in preparation for the PRAXIS exam, provide information and participate in discussions about speech-related topics, i.e., case conferencing, etc.
Isa Marrs, Speech-Language Pathology, P.C. - Briarcliff Manor, NY Sep. 2007 - Feb. 2009
“Where I Can Be Me” Social Skills’ Group Teacher
Provide fun, art-based activities during a one-hour group period for up to five similarly developing children
Assist children in improving their own individual self-confidence and self-expression throughout group-based creative play
Implement routines, provide models of appropriate behaviors, and elicit social interaction among children’s peers, teacher and assistant teacher
Encourage working together and taking pride in one’s own accomplishments
HTA of New York - Ardsley, NY Mar. 2005 - Present
Speech-Language Pathologist - Independent Contractor (Early Intervention and Preschool Special Education Children: Individual Facility-, Home-, School- and Day Care-Based)
Attend all IFSP, IEP and CPSE meetings for therapy and evaluation clients, as warranted
The Alcott School - Dobbs Ferry, NY Mar. 2005 - Jun. 2006
Speech-Language Pathologist (Early Intervention and Preschool Special Education Children: Individual Facility-, Home- and School-Based, ‘Push-In/Pull-Out’ Classroom Models)
Adhere to TEACCH and Montessori teaching methods within classroom setting
Participate in case conferences and staff development meetings/workshops
Central Speech-Language Pathology, P.C. - Hartsdale, NY May 2001 - Feb. 2005
Clinical Fellow, Speech-Language Pathologist (Early Intervention and Preschool Special Education Children: Individual Facility-, Home-, School and Day Care-Based, ‘Push-In/Pull-Out’ Classroom Models)
Assist in supervision of student clinicians, arrange for student observations and aid in orientation of new staff
Collect information and materials to include in writing monthly parent newsletter to be distributed to all parents of Early Intervention group children
Proofread and correct twice monthly parent/teacher progress reports and act as parent liaison among special instructors, speech-language pathologists, occupational therapists and parents of Early Intervention children
Develop quality assurance group and individual therapy type questionnaires to be mailed home to parents of children upon discharge of services: review, summarize and relay to colleagues each parent’s written feedback about previous and current program experiences
TEACCH Group Classroom Teacher (TSHH) July 2001 - Aug. 2003
Provide group special instruction for approximately 10-12 special needs children, i.e., Autism, Asperger’s Syndrome and Pervasive Developmental Disorder
Utilize pictorial system (Mayer-Johnson Co. PECS) for visual reinforcement
Designate responsibilities to teacher assistants and 1-on-1 aide(s) if applicable
REFERENCES AND CONTINUING EDUCATION CREDIT CERTIFICATES AVAILABLE UPON REQUEST
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