Loyola University Maryland

Towson University

Speech Language Pathologist

Howard County Public Schools

• Working with students exhibiting a full range of communication disorders, including language, articulation, and fluency
• Providing individual, group, and classroom based intervention appropriate to the needs of each individual
• Collaborating with school professionals, including teachers, principals, and paraeducators
•Completing formal assessments within timeline in collaboration with team members to identify students with communication disorders
•	Provide intervention consistent with Evidence Based Practice while tracking session data

Baltimore City Public Schools

Graduate Student Clinician

• Provided speech and language services to students presenting with a variety of disabilities
• Implemented aided/unaided systems to improve verbal and nonverbal communication
• Implemented AAC devices (eye gaze, LAMP, TouchChat, and Speak For Yourself)
• Conducted services in push-in, individual, dyad, and group sessions 
• Provided intervention consistent with Evidence Based Practice while tracking session data

St. Elizabeth School

• Developed thorough lesson plans aligned to patient’s speech and language goals
• Implemented treatment for rehabilitation or improvement of speech, language, and communication abilities for adult and pediatric clients in an outpatient setting
• Assessed language and cognitive-linguistic abilities and provided communication therapy for adults presenting with aphasia and cognitive communication disorders 
• Collaborated with other professionals in order to provide the best quality of service

Anne Arundel Medical Center

• Assessed individual’s expressive, receptive, and social communication using the Preschool Language Scales, Fifth Edition (PLS-5) and the Theory of Mind Task Battery
• Used assessment data to complete patient written formal reports

THE SHAFER CENTER FOR CRISIS INTERVENTION

Spring 2018: Pediatric Clinical Practicum			                     
• Provided therapy for pediatric clients, presenting with Down syndrome, autism, mixed expressive and receptive language disorder, and articulation disorder
• Utilized Lindamood Phoneme Sequencing® (LiPS®) Program and Visualizing and Verbalizing® program in treatment sessions
Holy Angels Catholic School
• Developed and implemented group lessons focused on pre-literacy skills, phonemic awareness, and basic concepts for a pre-K classroom
• Provided individual language services for pediatric clients

Fall 2018: Adult Neurogenic Clinical Practicum				                    		          
• Developed and implemented individual therapy for two post-CVA clients with non-fluent aphasia and one client with fluent aphasia
• Lead group sessions to increase communication amongst individuals with various types and severity levels of aphasia
• Utilized technology to improve language skills of clients with aphasia in the clinic’s Cognitive Enrichment Language Lab

Fall 2018: Brain Injury Rehabilitation/Prevention Program		 		                                       
• Evaluated clients with brain injury using speech-language assessments (e.g., BNT, ADP), cognitive screenings (e.g., RBANS, CLQT), and diagnostic interviews
• Collaborated with interdisciplinary team, including neuropsychology and audiology to determine recommendations
• Wrote diagnostic reports and provided feedback to clients and families

Jamie Snyder