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Speech-Language Pathology Graduate Student

South Windsor, CT
March 22, 2020

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Callie Marsalisi

*** ****** ***** ***** *******, CT 06074 860-***-****


University of Connecticut (Storrs CT) May 2020

Candidate for M.A. in Speech-Language Pathology

• GPA: 3.91

• Passed the Praxis exam on 01/06/2020 with a score of 190

• Conducted graduate thesis research examining the efficacy of Schuell’s intensive stimulation with a client with chronic Wernicke’s aphasia.

o Replicated a previous thesis done with a client with chronic nonfluent aphasia for comparison purposes o Coordinated with client and family to schedule testing and treatment, as well as obtain relevant client history and feedback on treatment

o Conducted and scored initial and follow-up assessment (WAB-R, BNT, TEA, CLQT, Raven’s Progressive Matrices, ACTS, CETI)

o Independently ran 10 three-hour treatment sessions with the client over the course of two weeks, including daily probing o Transcribed discourse samples for analysis and comparison o Analyzed data, wrote a thesis paper, and presented the paper to my cohort and faculty.

• Collaborated with a professor and another student on a poster for ASHA 2019 (Pre- and Post-Operative Feeding Management for Infants with Cleft Lip and Palate: A Review of the Evidence)

• Completed the MBSImp standardized clinical training course with a 77% score prior to being placed in a medical setting.

• Elective Coursework: Independent Study in Cognitive Communication (Spring 2020), Advanced Medical Speech Language Pathology (Spring 2020)

Northeastern University (Boston MA) May 2018

B.S. in Linguistics

• Psychology Minor

• 3.90 GPA, graduated summa cum laude, Dean’s List every semester, honor’s thesis (The Effects of Age on Internet Search Engine Use), leadership roles in NUStage Musical Theatre Company Clinical Experience

Windham Hospital January 2020 – May 2020

• Currently working with adults in both inpatient and outpatient settings.

• Patients have a variety of diagnoses such as Parkinson’s, dementia, dysarthria, dysphagia, cognitive communication disorders, aphasia, dysphonia, and head/neck cancer.

• Assisting with assessment (such as standardized testing, clinical swallowing evaluations, and MBS’s), treatment, and patient/family education and counseling.

• Received formal training in EPIC and use the system on a day-to-day basis for documentation. UConn Speech and Hearing Clinic August 2018 – December 2019

• Reviewed files, developed and carried out treatment plans, and completed documentation for both adult and pediatric clients.

o Adult: three voice clients (one with nodules, one related to environmental/diet factors, one with an unknown—likely neurological—etiology), one client with global aphasia o Pediatric: two elementary-aged children with speech sound difficulties, one elementary-aged child with CAS

• Developed and executed group therapy plans for an aphasia group (Fall 2018, Spring 2019), a school age social skills group (Fall 2019), and a transgender voice group (Fall 2019)

• Adult diagnostics (Fall 2019): developing assessment plans and schedules, conducting interviews and assessments, making treatment recommendations, and completing reports/plans of care for eligible clients o Two voice clients, two transgender voice clients, one pediatric articulation client, one adult cog-comm client Page 2

Ashford School August 2019 – December 2019

• Worked primarily with students ages 10-14 with diagnoses of executive function disorder, fluency disorders, social communication disorders, Angelman’s syndrome, and cortical blindness, among others.

• Ran 30-minute individual and small group speech therapy sessions which incorporated both students’ predetermined IEP goals and classwork that students brought to their sessions.

• Assisted with use of an AAC tablet; attended an evaluation for an eye gaze device for the same student.

• Performed speech and language, cognitive, and hearing screenings of all preschool students.

• Attended and contributed to Student Intervention Team and 504 meetings.

• Collaborated with PT, OT, paraprofessionals, and school administrators to develop plans and help students meet their goals.

Building Bridges May 2019 – August 2019

• Birth-to-three work including children with Down’s syndrome, cerebral palsy, ASD, and suspected CAS.

• Delivered and scored communication and cognition portions of the BDI-2, as well as the entire PLS-5.

• Summarized assessment results for parents/caregivers immediately after completing the assessments and provided written summaries of assessment results and recommendations in a timely manner.

• Assisted in conducting family interviews for and writing initial and annual IFSPs.

• Wrote narrative visit notes during each visit that matched the desire of the family to understand their child’s progress and why they are benefiting from services, while also providing adequate and detailed information as required by Building Bridges and insurance.

• Introduced low- and high-tech AAC (iPad with Sounding Board, picture aids) to children and families. Other Full-Time Work Experience

Cengage Learning, Inc./National Geographic Learning July 2017 - December 2017

• Prepared and proofread ESL materials, including textbooks, video scripts, and other works.

• Assisted in the development of an ESL smartphone app in collaboration with TED Talks. Northeastern University Undergraduate Admissions Department July 2016 - December 2016

• Developed content for and interacted with prospective students/families on various social media channels.

• Project managed small-scale marketing campaigns. Bridge International Academies July 2015 - May 2016

• Wrote and edited lessons, textbooks, and exams for students in Pre-K through 8th grade.

• Managed my team while my supervisor was abroad for several weeks and was invited back part-time after completion of my internship.

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