School Early Childhood

MAKYLA JABOUR

Email: ************@*******.***

*** ********* ******, *******, **. M6E 3C4.

Phone: 416-***-****

KEY QUALIFICATIONS

An Advanced Diploma in Behavioural Science Technology with a 3.8 GPA in my final year.

A three-year program that included internships in a wide range of fields. These internships were seven weeks long and geared towards independently developing successful Behavioural programming for individuals in need.

Work with children and youths with Autism and other developmental disabilities and adults with extreme behaviours who also have disabilities such as Acquired Brain Injuries, Dual Diagnosis and developmental disabilities. These individuals varied between low and high functioning making each Behavioural Intervention uniquely tailored to that individual.

EXPERIENCE

2008 – 2011

BEHAVIOURAL SCIENCE TECHNOLOGY, GEORGE BROWN COLLEGE, TORONTO

George Brown College offers five placement opportunities within their three year advanced diploma program. The placements are based at various locations in and around Toronto including adult living community centers, day programs for adults with disabilities, long term residential homes, autism centers, Toronto schools and daycare programs.

MARCH –APRIL 2011

VITA COMMUNITY LIVING, VAUGHN DAY PROGRAM

Vita Community Living, Vaughn Day Program provides care for Adults with a number of disabilities while teaching life skills to encourage independence. Some skills include cooking, cleaning, personal hygiene, finances and health and wellness.

My key responsibilities include:

• Developing a highly successful letter recognition and social skills program using Applied Behaviour Analysis techniques, a card game and error correction specifically developed for a developmentally disabled individual

• Worked with a number of adults with developmental disabilities, acquired brain injuries, and dual diagnosis.

• Taught various life skills throughout the week such as sewing, finances, personal hygiene, health and cooking.

• Accompanied program members and staff on community outings such as grocery shopping, community walks and bowling.

NOVEMBER-DECEMBER 2010

SURREY PLACE CENTRE

Surrey Place Centre is one of the leading agencies in Toronto Partnership for Autism Services (TPAS). TPAS services help children with Autism through direct one on one Intensive Behavioural Interventions. Some programs include colour recognition, verbal communication, dressing, and social skills.

My key responsibilities include:

• Developing a successful behavioural intervention that encourages functional and independent play with toys within the child’s environment.

• Worked one on one with a low functioning child with autism developing a successful behavioural intervention to encourage functional and independent play with close ended and open ended activities such as block building and puzzles

• Worked one on one with each child in the program using their pre-assigned daily behavioural intervention programming which included colour recognition, object recognition, daily routines and puzzles using a number of procedures including Error Correction, Task Analysis and Backwards Chaining

MARCH-APRIL 2010

WILLIAM J. MCCORDIC SCHOOL –TORONTO DISTRICT SCHOOL BOARD

William J. McCordic School is a Special Education School that is a member of the Toronto District School Board designed specifically for students between the ages of four and twenty-one with varying developmental disabilities. communication skills, independence and responsibilities are key components taught within the school to prepare students for integration into the community.

My key responsibilities include:

• Developing a successful aggressive behaviour reduction intervention with a non-verbal youth with severe disabilities

• Working within a classroom setting with seven children ages 9-13 with a wide range of disabilities such as cerebral palsy and autism

• Participated in daily routines within the classroom including outdoor play, music class, art class an gym class

• Created age-appropriate and specific communication binders for each student

NOVEMBER-DECEMBER 2009

GEORGE BROWN EARLY CHILDHOOD LAB SCHOOLS

George Brown Early Childhood Development Lab Schools are specifically designed to teach students within the Early Childhood Education field the realities of working within Early Childhood Education. The Lab Schools are run by trained early childhood professionals.

My key responsibilities include:

• Developing a successful behavioural intervention that increases communication and socialization skills. This included games and activities which deliberately involved peers with a 3 year old high functioning female with autism who avoided any activities that included others.

• Worked within a day care with 25+ children ages 2-3

• Participated in daily routines and activities including a snack program, outdoor and indoor play, creativity activities ( such as finger painting, play do and dress up games), story telling, and nap time routine.

JANUARY-APRIL 2009

GEORGE WEBSTER PUBLIC SCHOOL – TORONTO DISTRICT SCHOOL BOARD

George Webster Public School is a school within the Toronto District School Board. Within George Webster Public School there is a behavioural class specifically dedicated to teaching students with a range of developmental disabilities

My key responsibilities include:

• Conducting a Functional Assessment and creating a data collection system as well as suggesting potential Behavioural interventions to reduce inappropriate behaviours in a seven year old male with autism.

• Participated in daily classroom routines and activities including gym class and daily lesson plans.

REFERENCES

REFERENCES AND LETTERS OF RECOMMENDATION AVAILABLE UPON REQUEST

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