1. JILL FELDMAN
345
East
93rd
Street,
New
York,
NY
10128
(917)
603-­‐2705
| jillyamanda7@gmail.com
SUMMARY
OF
QUALIFICATIONS
Responsive
and
insightful
EARLY
CHILDHOOD
SPEECH
THERAPIST
with
a
long
record
of
improving
the
lives
of
children
with
special
needs.
Resourceful
problem
solver
who
is
calm
with
clients.
Dedicated
team
player
who
possesses
refined
interpersonal
skills.
Easily
handles
multiple
cases
and
meets
administrative
deadlines
while
delivering
high-­‐quality,
effective,
and
impactful
services
to
children
and
families.
Areas
of
Expertise
Early
Intervention
Speech
Therapy:
initial
and
ongoing
assessment;
group
and
individual
developmental
intervention;
creating
objectives
and
implementing
therapeutic
programs
to
help
meet
desired
goals;
consulting
with
pediatricians,
nurses,
audiologists,
OT,
PT,
and
special
educators;
providing
ongoing
parental
education
on
strategies
and
modifications
to
meet
developmental
milestones.
Speech
Language
Pathology:
including
articulation,
phonology
and
motor
speech
disorders,
language
delays,
expression,
and
comprehension
in
oral
and
non-­‐verbal
contexts;
fluency
disorders,
including
stuttering
and
voice
and
resonance
disorders;
hearing
impairments,
traumatic
brain
injury,
and
dementia;
developmental,
intellectual,
or
genetic
disorders
and
neurological
impairments;
cognitive-­‐communicative
disorders.
Therapeutic
Intervention:
developmentally
appropriate
learning
objectives
within
natural
communication
contexts;
verbal
and
physical
cue
turn
talking;
practicing
joint
attention
skills;
creating
environments
to
promote
communication,
play,
engagement,
independence,
and
membership
within
the
context
of
the
family;
employing
assistive
technologies
and
AAC
systems
for
infants
and
toddlers
as
necessary.
Evaluations:
employing
evidence-­‐based
practices
and
strategies
for
identifying
and
evaluating
clients;
observing,
playing,
and
interacting
with
clients
to
assess
areas
that
are
impacting
the
client
(language,
hearing,
or
vision);
screening
for
developmental
disabilities
and
the
impact
on
communication,
hearing,
speech,
language,
emergent
literacy,
and
swallowing
and
feeding
development;
assessing
placement
on
developmental
timelines;
determining
eligibility
for
early
intervention
services.
Relationship
Management:
communicating
complex
and
sensitive
information
to
families
and
other
professionals;
creating
productive
positive
relationship
with
clients;
compassionately
handling
difficult
and
anxious
parents
and
clients;
communicating
formal
and
informal
daily
updates;
easily
handling
anxious
children
and
children
with
special
needs;
providing
resources
and
education
to
families
to
expand
their
capacity
to
enhance
their
child’s
potential.
THERAPEUTIC
and
CLINICAL
EXPERIENCE
’13
–
‘16
Tutoring
children
in
reading
and
writing,
reading
comprehension,
grammar
and
phonics.
’03
-­‐
‘13 Speech
Therapist,
MARTA
VALLE
HIGH
SCHOOL
(M509),
a
school
in
which
individuals
representing
diverse
cultures
and
experiences
are
supported
in
education
and
development.
Responsibilities:
provided
speech
and
language
support,
evaluations,
and
consultations;
collaborated
with
teachers
and
support
staff;
delivered
speech
and
language
therapy
services
for
linguistically
diverse
backgrounds.
• To
help
child
achieve
developmental
milestones,
used
various
approaches
focusing
on
unique
needs,
individual
differences,
and
present
developmental
abilities.
Result:
whole
child
approach
provided
child
with
meaningful
experiences
with
adults
and
environment
to
facilitate
growth
and
learning.

2. • To
best
serve
a
diverse
school
population,
maintained
up-­‐to-­‐date
knowledge
of
how
to
provide
therapy
to
diverse
needs,
including
speech
and
language
support
for
students
with
articulation/phonological
disorders,
apraxia,
language
impairments,
autism,
hearing
loss,
ADHD,
seizure
disorders,
fluency
disorders,
and
brain
injuries.
Result:
every
case
was
handled
easily,
no
matter
what
disorder
presented
or
therapy
was
required.
• To
effectively
diagnose
multiple
delays
across
multiple
domains,
distinguished
speech
and
language
impairment
from
language
delay
and
language
differences;
placed
children
in
the
clinical
setting
to
observe
speech
and
language
skills;
conducted
accurate
parent
interview
using
tools
that
identified
clear
concerns
in
speech
and
language
development;
utilized
effective
screening
tools;
identified
children
with
and
without
speech
and
language
impairment;
Result:
client
accurately
diagnosed
and
appropriate
therapy
provided.
• To
maintain
regulatory
compliance,
prepared
evaluation
and
progress
reports
in
a
thorough
and
timely
manner
for
use
by
other
caregivers,
teachers,
parents
and
school
administrators.
Result:
maintained
full
program
reporting
compliance.
Parents
and
administrators
were
consistently
pleased
with
thoroughness
and
articulation
of
progress.
’11
-­‐
‘13
Speech
Therapist,
HIGH
SCHOOL
FOR
HEALTH
PROFESSIONS
AND
HUMAN
SERVICES
(M420),
East
Village:
specialized
high
school
for
students
preparing
for
careers
in
the
health
science
and
human
services
fields.
Responsibilities:
provided
assessments;
developed
IEPs;
conducted
regular
testing
and
assessments;
implemented
speech-­‐language
therapy
using
a
pull-­‐out
model
of
service
delivery;
tracked
progress
against
milestones.
• To
help
client
increase
pragmatic
communication
skills,
conducted
individual
therapy
sessions
and
small
group
sessions.
Result:
clients
increased
socially
desirable
and
appropriate
behaviors,
language
skills,
maintain
topic,
fluency,
speed,
and
articulation.
• To
support
children
meet
obtainable
goals,
wrote
annual
IEP
goals
to
ensure
students
were
on
track
to
reaching
their
most
rigorous
post-­‐secondary
outcome.
Result:
improved
client
language
abilities
through
detailed
planning
and
progress
planning.
• To
increase
language
and
communication
skill
levels,
developed
treatment
plans,
interventions,
and/or
educational
materials;
translated
this
information
into
parent
and
teacher
friendly
language.
Result:
minimized
the
adverse
impact
of
speech
language
disorders
on
student
success
and
social
integration.
’02
-­‐
‘04
Early
Intervention
Speech
Therapist,
MARATHON
INFANTS
AND
TODDLERS,
New
York,
NY:
family-­‐focused
approach
in
delivering
early
intervention
speech
therapy
services
Responsibilities:
developmental
assessments
and
evaluations
and
creating
individual
family
service
plans
for
home-­‐based
programming.
• To
help
the
client
(child)
fully
engage
in
speech
therapy,
included
parents
in
a
segment
of
the
therapy
session,
from
planning
to
discussion
of
results;
explained
the
stages
of
the
therapy
session,
so
the
parent
understood
why
certain
activities
were
introduced
and
what
I
learned
about
the
child’s
behavior;
explained
the
five
developmental
domains
of
development
in
the
first
three
years
of
a
child’s
life.
Result:
parents
aligned
with
the
help
needed
to
motivate
child
to
be
present
and
fully
engaged
in
therapy
sessions.

3. • To
help
parents
understand
the
nature
of
child’s
disorder,
sat
and
took
the
time
with
parents,
being
very
patient
with
their
concerns
and
anxiety;
provided
reference
and
source
material
for
parents
to
do
further
research;
made
myself
available
by
phone
for
ongoing
concerns.
Result:
parents
were
educated,
comforted,
and
felt
secure
with
the
therapist
and
the
ongoing
services
that
were
provided.
’99
-­‐
‘01
Speech
Therapist,
MURRY
BERGTRAUM
HIGH
SCHOOL,
Civic
Center:
public
secondary
school
for
business
careers.
Responsibilities:
conducted
formal
evaluations
and
speech
language
therapy
to
high
school
level
students;
planned
and
delivered
lessons
targeting
articulation,
language,
and
fluency
disorders.
• To
best
serve
clients,
provided
periodic
assessments
using
standardized
instruments,
checklists
and
informed
clinical
opinion
to
identify
strengths
and
weaknesses,
target
therapy
goals
and
measure
progress
Result:
clients
and
families
received
a
comprehensive
account
of
client’s
mastery
of
goals
and
a
greater
understanding
of
continued
areas
of
needs
and
how
it
may
impact
on
client’s
educational
success.
• To
provide
best
care
to
client
base,
updated
service
coordinators;
coordinated
with
therapists
over
treatment
plans
and
progress;
relayed
information
to
parents
and
caregivers.
Result:
consistent,
best-­‐in-­‐class
care
and
services
delivered
seamlessly
to
client
base.
’97
-­‐
‘99
’95
-­‐
’97
Speech
Therapist,
CHELSEA
CAREER
AND
TECHNICAL
SCHOOL
Speech
Therapist,
NATHAN
STRAUS
ELEMENTARY
SCHOOL
(M140)
EDUCATION
M.S.,
Speech
Pathology,
NEW
YORK
UNIVERSITY,
New
York,
NY.
1995.
B.A.,
English,
STATE
UNIVERSITY
OF
NEW
YORK
at
ALBANY,
Albany,
NY.
1991.
LICENSES
and
CERTIFICATIONS
Licensed
NYS:
Speech-­‐Language
Pathologist.
Certified/CCC-­‐SLP:
American
Speech-­‐Language
Hearing
Association.
VOLUNTEER
AND
COMMUNITY
WORK
Speech
Therapist,
READING
PARTNERS,
New
York,
NY.
2014-­‐2016.
Provided
individualized
instruction
to
help
students
master
the
reading
fundamentals.
PERSONAL
INFORMATION
and
INTERESTS
Enjoys
reading
non-­‐fiction
and
fiction.
Visiting
Atlantic
City,
taking
my
daughter
to
visit
colleges
(she
is
accepted
to
Cornell.)
Karaoke,
Billy
Joel,
museum
gift
shops,
learning
Spanish,
mah-­‐jongg
and
canasta.