Speech-language pathologist

KATERINA DAVIDOFF

**-** ***** ****** ***** Meadows, NY 11366

718-***-**** ***********@*****.***

OBJECTIVE: To obtain a position as a Speech-Language Pathologist, working with pediatrics presenting with an array of speech, language, and communication impairments.

EDUCATION & CERTIFICATIONS

Adelphi University, Manhattan Campus, NY August 2014

Masters of Science, Speech-Language Pathology

Major GPA: 3.85

Queens College of the City University of New York, Flushing, NY May 2012

Bachelors of Arts, Communication Sciences and Disorders, Minor: Psychology

Dean’s List Spring 2009- Spring 2012

Major GPA: 3.82 Magna Cum Laude

Initial Certification for Teacher of Students with Speech and Language Disabilities (TSSLD)

Trained in PROMPT

Trained in Fiberoptic Endoscopic Evaluation of Swallow with Sensory Testing (FEESST)

LANGUAGE

Fluent in Russian and beginner’s- intermediate level in Spanish

WORK EXPERIENCE

City Sounds of New York September 2014- Present

Position: CF-SLP

Servicing preschool children with speech, language, and feeding disorders presenting with Autism, Down

Syndrome, Selective Mutism, and mixed receptive/expressive language disorders.

Advocating for services at annual review meetings.

Conducting session and progress notes to document and monitor child’s performance.

Educating parents on typical language development as well as language facilitating strategies to utilize in

the home for carry-over of skills.

Ear, Nose, and Throat Associates of New York September 2014- Present

Position: CF-SLP

Performing Fiberoptic Endoscopic Evaluation of Swallow with Sensory Testing (FEESST) on adults and geriatrics presenting with symptoms of dysphagia and laryngopharyngeal reflux (LPR).

Setting up equipment prior to performing (FEESST) as well as Videostroboscopy on adults and geriatrics presenting with dysphagia and voice disorders.

Cleaning and disinfecting endoscopic equipment.

Educating patients on laryngopharyngeal reflux precautions and vocal hygiene.

Taking thorough case histories, interpreting diagnostic results, writing comprehensive diagnostic reports, and making appropriate referrals.

EXTERNSHIP EXPERIENCE

Winthrop University Hospital, Mineola, NY Summer 2014 Supervised by Louisa Ferrara

Interpreting results and writing assessment reports for videofluoroscopic studies and feeding evaluations.

Setting up for Videofluoroscopic studies by impregnating food with barium and facilitating

appropriate seating arrangements prior to patient’s arrival that are specific to their needs.

Assessing infant feeding and oral motor skills utilizing the Neonatal Oral Motor Assessment Scale (NOMAS)

Utilizing the Sequential Oral Sensory approach (SOS) for sensory and experience based feeding disorders.

Implementing oral motor stimulation to facilitate sucking and reduce oral aversions in premature infants.

Making appropriate referrals and recommendations.

New York Neurogenic SLP P.C., Aspire Center, NY Spring 2014 Supervised by Marissa A. Barrera

Assessing language skills in children using formal (i.e. Preschool Language Scale, 5th Ed.; Clinical Evaluation of Language Fundamentals, 5th Ed.) and informal testing (i.e. language sample).

Facilitating language using multiple sensory modalities and low-tech augmented and alternative means of communication.

Treating preschool and school-age children with delays in speech as well as expressive and receptive language skills.

Evaluating vocal pathologies using s/z ratio, maximal phonation time (MPT), vital capacity measure, and Voice Handicap Index (VHI).

Assessing integrity of the oral mechanism using an oral- peripheral examination.

Performing clinical swallow evaluations administering food and liquid trials using clinical judgment and pulse oximetry in detecting signs/symptoms of aspiration and penetration.

Incorporating laryngeal massage, relaxation techniques, easy onset phonation, as well as pushing and pulling techniques for patients presenting with laryngeal tension and vocal fold paralysis.

Employing space retrieval tasks to improve memory skills in patients with stroke and traumatic brain injury.

Incorporating Neuromuscular Electric-stimulation for patients with dysphagia, for the purpose of muscle re-education.

Implementing treatment plans that are measurable, achievable, and realistic with patient’s level of function.

Conducting session and progress notes to document and monitor patient performance.

Garden City Park Elementary School, Garden City Park, NY Fall 2013 Supervised by Ann Johnson

Administering, scoring, and analyzing diagnostic tests: Goldman Fristoe Test of Articulation, 2nd Ed., Test of Language Development: Primary 4th Ed., and Clinical Evaluation of Language Fundamentals, 4th Ed.

Employing multi-modal teaching methods for school- age children with speech and language impairments and learning disabilities in both individual and group settings.

Employing speech and language intervention to school-age children with a range of expressive and receptive language delays.

Collaborating with other related service providers (i.e. physical and occupational therapists, classroom teachers/aids, and school psychologist) to facilitate an optimal educational environment for students.

Attending Committee on Special Education (CSE) annual review meetings to discuss student progress as well as need for further intervention or dismissal.

Educating parents and caregivers on results of diagnostic tests.

CONTINUING EDUCATION

The Guardian Way: Neuromuscular Electro-stimulation for the purpose of muscle re-education in

dysphagia therapy January 2014 1.25 ASHA CEUs

Introduction to PROMPT: Technique March 2015 1.8 ASHA CEUs

Treatment of Pediatric Feeding & Swallowing April 2015 0.6 ASHA CEUs

AFFILIATIONS

Member of American Speech, Language & Hearing Association (ASHA)

Dysphagia Research Society (DRS)

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