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Top 50 Graduate Clinician Skills

Below we've compiled a list of the most important skills for a Graduate Clinician. We ranked the top skills based on the percentage of Graduate Clinician resumes they appeared on. For example, 21.7% of Graduate Clinician resumes contained Receptive Language Disorders as a skill. Let's find out what skills a Graduate Clinician actually needs in order to be successful in the workplace.

These are the most important skills for a Graduate Clinician:

1. Receptive Language Disorders

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high Demand
Here's how Receptive Language Disorders is used in Graduate Clinician jobs:
  • Performed assessments for adult and pediatric articulation, phonology, voice/resonance, cognitive, expressive/receptive language disorders.
  • Provided evaluation and treatment of adults with cognitive delays and expressive and receptive language disorders.
  • Provided formal and informal assessment and treatment for articulation disorders and expressive and receptive language disorders
  • Provided assessment and treatment for preschool and school-aged clients with articulation and expressive/receptive language disorders.
  • Developed and applied therapy for adults exhibiting expressive and/or receptive language disorders in the areas of aphasia, apraxia and cognition.
  • Provided assessment and remediation in the areas of expressive and receptive language disorders, and articulation Collaborated with other professionals
  • Provided evaluation of articulation, expressive language, and receptive language disorders of children from low socio-economic backgrounds.
  • Assisted with treatment of mixed expressive/receptive language disorders, dyslexia, phonological disorders, Down syndrome, and autism spectrum disorder.

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2. Occupational Therapy Services

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3. Aphasia

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Here's how Aphasia is used in Graduate Clinician jobs:
  • Learned different therapeutic techniques by working with individuals with communication disorders including: receptive and expressive language disorders and aphasia.
  • Provided opportunities for socialization through verbal and non-verbal means by minimizing the communication barrier of aphasia through supported communication.
  • Selected appropriate diagnostic tools and administered cognition and language assessments for adults with aphasia
  • Co-led and created weekly activities for Wednesday Aphasia Group to foster a supportive community of people who face similar challenges.
  • Administered the Western Aphasia Battery (WAB) as well as the Quality of Life Scale (QOLS).
  • Treated clients with speech and language disorders within a recreational setting for adults with various aphasia and communication disorders.
  • Directed group of adults with aphasia and created activities to meet the communication needs of each member.
  • Conducted group and individual cognitive therapy for individuals with aphasia, TBI, and dementia
  • Counseled adults with aphasia to provide emotional support and improve quality of life.
  • Administered the Western Aphasia Battery, Goldman Fristoe Test of Articulation and CELF-4 to adults post Traumatic Brain Injury.
  • Delivered contextually relevant therapy to individuals with Aphasia, Traumatic Brain Injury, and acquired Apraxia of Speech.
  • Implemented speech and language therapy to an 11-year-old child and adult with Aphasia and Verbal Apraxia.
  • Participated in lectures regarding dyslexia, apraxia of speech and primary progressive aphasia, etc.
  • Treated a 68 year-old male diagnosed with Broca's aphasia.
  • Implemented functional-based activities during Saturday Aphasia group for clients with non-fluent aphasia to improve activities of daily living (ADLs).
  • Performed bedside swallow evaluations, aphasia screeners, and video fluoroscopy studies and also assisted and observed FEES.
  • Incorporated and applied evidence-based practice techniques to adults with aphasia, apraxia, dysphagia, and cognitive impairments.
  • Developed treatment goals and provided therapy for adults with dysphagia, aphasia, apraxia, dysarthria, and cognitive disorders.
  • Performed bedside swallow evaluations, aphasia screeners, video fluoroscopy studies, and implementing language and dysphagia therapy.
  • Administered comprehensive speech and language assessments for clients with aphasia, alexia, agraphia, and apraxia of speech.

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4. Group Therapy Sessions

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Here's how Group Therapy Sessions is used in Graduate Clinician jobs:
  • Provided direct clinical services, identified appropriate diagnoses, administered group therapy sessions, and provided parent and patient education.
  • Gained proficiency conducting group therapy sessions for adults with primary progressive aphasia.
  • Planned and facilitated weekly group therapy sessions for patients recovering from aphasia.
  • Conducted group therapy sessions for children with articulation and language disorders.
  • Conducted individual and group therapy sessions.
  • Developed and implemented goals for preschool children presenting with a variety of speech and language delays in individual and group therapy sessions
  • Planned and conducted appropriate PIE (Peer Interactive Experiences) group therapy sessions with other speech therapists and occupational therapists.
  • Plan and hold 50 minute stuttering based group therapy sessions for two adults with fluency disorders while collecting data.
  • Directed group therapy sessions for adults with aphasia and created activities to meet the needs of all members.
  • Organized and led group therapy sessions for adults with impaired communication due to strokes.
  • Worked with a team when providing group therapy sessions for adult patients with aphasia.
  • Directed language enrichment group therapy sessions for infants and toddlers with language delays.
  • Directed structured group therapy sessions with an all-adult stroke group.
  • Implemented group therapy sessions ranging from 3 to 15 children.
  • Planned and executed individual and small group therapy sessions.
  • Conducted individual and group therapy sessions for grades K-5.
  • Planned and led individual as well group therapy sessions.
  • Directed group therapy sessions for adults who used augmentative and alternative communication devices and tailored activities to meet their needs.
  • Managed weekly adult group therapy sessions through language activities, supported discourse, and multimodal communication.
  • Conducted individual and group therapy sessions in pullout and push in intervention model.

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5. Dysphagia

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Here's how Dysphagia is used in Graduate Clinician jobs:
  • Performed clinical bedside examinations and administered Video Fluoroscopic Swallowing Studies (VFSS) to evaluate patients with Dysphagia.
  • Provided dysphagia therapy targeting compensatory strategies for swallowing and lingual strengthening, endurance, and coordination exercises.
  • Provided assessment and treatment of language, social-pragmatic, articulation/phonology, dysphagia, and fluency disorders.
  • Provided in-services about supported communication for aphasia and dysphagia therapy.
  • Prepared appropriate diets for patients exhibiting dysphagia.
  • Developed plan of care and provided direct individual therapy for articulation, Autism Spectrum Disorders, and Dysphagia.
  • Implement therapy for adults and adolescents with cognitive language, dysphagia, vocal and overall language deficits.
  • Evaluated and treated inpatient acute care patients for disorders including dysphagia, cognition, and motor speech.
  • Evaluated and treated patients with dysphagia, aphasia, cognitive impairments, and motor speech disorders.
  • Assessed and treated adults with oral and pharyngeal weakness resulting from dysphagia.
  • Supervised feeding and swallowing in meal groups for individuals with dysphagia.
  • Prepared appropriate diets for adults with dysphagia to ensure safety.
  • Assisted in Vital Stimulation Therapy for patients with dysphagia.
  • Provided evaluation and treatment services for adults with dysphagia.
  • Evaluated and treated patients with dysphagia.
  • Worked with infants in the clinical treatment of pediatric dysphagia and implemented buccofacial exercises.
  • Observed and help administer Fiberoptic Endoscopic Evaluation of Swallowing (FEES) studies for evaluation and treatment of dysphagia patients.
  • Gained experience with treating patients with tracheostomy tubes with dysphagia, voicing disorders, and difficulties with management of airway.
  • Provided dysarthria, language, cognition, as well as dysphagia treatment to outpatient and inpatient adults.
  • Provided adult speech, language and dysphagia therapy Assisted with Fiberoptic Endoscopic Evaluation of Swallowing

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6. Childhood Apraxia

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Here's how Childhood Apraxia is used in Graduate Clinician jobs:
  • Conducted outpatient therapy sessions with children with articulation/phonological disorders, language disorders, autism, and childhood apraxia of speech.
  • Assessed, evaluated, and provided treatments for client with suspected Childhood Apraxia of Speech, language delayed, and Aphasia.
  • Planned and implemented individualized treatment goals for a child with Childhood Apraxia of Speech (CAS) and expressive language delays.
  • Provided assessment and intervention for elementary-aged children in the areas of articulation, childhood apraxia of speech, fluency, and language
  • Gained experience working with patients diagnosed with childhood apraxia of speech, autism spectrum disorder, and Down syndrome.
  • Implement speech therapy to students in the areas of articulation, language, childhood apraxia, and fluency.
  • Utilized drill and practice techniques to increase intelligibility in school-aged client with suspected childhood apraxia of speech.
  • Implemented and lead plan of care for a child with childhood apraxia of speech.
  • Provided supervised treatment for Childhood Apraxia of Speech over two semesters.
  • Provided individualized speech and language treatment for children with Down syndrome, Cerebral Palsy, and Childhood Apraxia of Speech.
  • Direct individual therapy: child fluency, childhood apraxia of speech Voice group focus on voice assessment and intervention.
  • Treated children with Autism Spectrum Disorders, childhood apraxia of speech, chromosomal abnormalities, and dysfluencies.
  • Managed diverse caseload: such as Angelman Syndrome, Childhood Apraxia of Speech, Noonan Syndrome, and mental retardation.

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7. Treatment Plans

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Here's how Treatment Plans is used in Graduate Clinician jobs:
  • Constructed treatment plans rooted in evidence-based practice for language and literacy intervention.
  • Developed specific treatment plans and designed therapy sessions for each individual client.
  • Adhered to evidence-based practice procedures to develop client specific treatment plans.
  • Collaborated with occupational therapist to plan and implement treatment plans.
  • Implemented treatment plans or protocols directed by speech-language pathologists.
  • Developed and implemented daily treatment plans.
  • Evaluated, diagnosed and created treatment plans for adults with cognitive, voice, swallowing, articulation, and language disorders.
  • Composed long-term goals, short-term objectives, weekly lesson plans and treatment plans with collaboration of several licensed speech language pathologists.
  • Conducted assessments and developed then implemented treatment plans to children of varying ages with speech, language, and hearing impairments.
  • Maintained documents for clients including treatment plans with long and short term goals, progress notes and semester progress reports.
  • Developed fluency treatment plans and provided stuttering modification and fluency shaping therapy for two adults and one child.
  • Develop treatment plans, including short and long-term goals along with techniques of attaining each goal.
  • Create and carry out treatment plans that incorporate various cognitive and/or effective swallowing goals.
  • Formulated and executed treatment plans founded on the guidelines of Evidence Based Practice.
  • Conducted parent meetings to educate parents on children's progress and treatment plans.
  • Completed weekly documentation, semester treatment plans, and performance summaries.
  • Completed detailed lesson plans, treatment plans, and treatment outcomes
  • Completed detailed treatment plans and progress reports.
  • Produced comprehensive treatment plans and progress reports.
  • Administered hearing screenings Gained experience in writing progress notes and treatment plans.

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8. Language Disorders

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Here's how Language Disorders is used in Graduate Clinician jobs:
  • Provided treatment for developmental speech and language disorders, including fluency disorders and Autism Spectrum Disorders.
  • Provided oral reporting and counseling to clients and their caregivers regarding various language disorders.
  • Conducted standardized assessments for fluency, articulation, phonological processing and language disorders.
  • Performed and interpreted diagnostic evaluations for children with speech and language disorders.
  • Provided evaluation and treatment for child articulation and language disorders.
  • Screened, evaluated and treated elementary students with speech-language disorders
  • Utilize evidence-based practice to develop/prepare individualized session plans for children with Autism, PDD-NOS, TBI, and other speech-language disorders.
  • Worked with children with a variety of disorders including: autism, articulation disorders, language disorders, and fluency disorders.
  • Treated children from 2 years to school-aged years with speech and language disorders within a private setting in a home.
  • Worked with students with autism, pervasive developmental disorders, stuttering, hearing impairments, and articulation and language disorders.
  • Implement plan of care for preschoolers in a school setting with articulation and receptive/expressive language disorders.
  • Research, plan, and execute diagnostic evaluations for possible speech sound and language disorders.
  • Evaluated and treated adults and children presenting with a variety of speech and language disorders.
  • Evaluated and treated children with speech and language disorders in a clinic based setting.
  • Provided diagnosis and treatment of child speech disorders and child language disorders.
  • Provided therapy to children and adults with speech and language disorders.
  • Assessed children diagnosed with motor speech and language disorders.
  • Served K-5 students with speech and/or language disorders
  • Experience with pediatric populations with diagnoses of apraxia, cluttering, developmental language disorders, and articulation disorders.
  • Developed Individualized Educational Plans (IEPs) and treated children diagnosed with speech and language disorders.

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9. Developmental Disabilities

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Here's how Developmental Disabilities is used in Graduate Clinician jobs:
  • Developed and conducted group therapy tasks for adults with developmental disabilities with the use of Augmentative Alternative Communication devices.
  • Developed and executed functional individual and group therapy sessions for verbal and non- verbal adults with developmental disabilities.
  • Implemented speech and language therapy for children and adolescents with autism spectrum disorders and other developmental disabilities
  • Evaluated the receptive and expressive communication skills of adults with intellectual and developmental disabilities.
  • Provided behavioral feeding treatment to children with autism and other developmental disabilities.
  • Assessed communication and swallowing in adults with various developmental disabilities.
  • Worked with adults having developmental disabilities.
  • Conducted oral motor and functional communication assessments of residents Gained experience feeding adults with developmental disabilities
  • Provided individual and group therapy to adults with developmental disabilities during day habilitation program.
  • Treated children aged 2-5 with language and/or developmental disabilities in center based setting Participated in client's IFSP meetings
  • Evaluated and remediated adults with developmental disabilities aiming in enhancing functional communication for daily living Provided in-service and training on safe feeding
  • Experience: evaluation and treatment of children (language,articulation, social communication, developmental disabilities(e.g.

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10. Barium Swallow Studies

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Here's how Barium Swallow Studies is used in Graduate Clinician jobs:
  • Gained comprehensive knowledge and experience in the administration and analysis of Modified Barium Swallow Studies.
  • Acquired comprehensive knowledge of Flexible Endoscopic Evaluation of Swallowing and Modified Barium Swallow Studies.
  • Conducted bedside swallow evaluations and assisted with modified barium swallow studies.
  • Performed inpatient bedside evaluations and Modified Barium Swallow Studies.
  • Observed, administered and interpreted Modified Barium Swallow studies.
  • Conducted and analyzed multiple modified barium swallow studies.
  • Administered, observed, and interpreted Modified Barium Swallow Studies, bedside swallow evaluations, oral-peripheral evaluations, and cognitive screens.
  • Assist the radiology and feeding and swallowing teams in performing objective swallowing assessments through modified barium swallow studies.
  • Conducted Modified Barium Swallow Studies, interpreted results, and made diet recommendations based on findings.
  • Participated in Modified Barium Swallow studies and Flexible Endoscopic Evaluation of Swallowing (FEES) procedures.
  • Modified Barium Swallow Studies and bedside swallow and cognitive evaluations and practiced performing FEES.
  • Conducted cognitive and language evaluations, bedside evaluations, and modified barium swallow studies.
  • Conducted bedside swallow evaluations and modified barium swallow studies for patients in acute care.
  • Administered Modified Barium Swallow Studies for both inpatient and outpatient clients.
  • Gained experience with modified barium swallow studies (MBSS).
  • Observed VitalStim treatment and completed observation and evaluation of Modified Barium Swallow studies to enhance dysphagia intervention.
  • Conduct and analyze Modified Barium Swallow Studies (MBSS) and Fiberoptic Endoscopic Evaluation of Swallowing (FEES) studies.
  • Assisted in Fiberoptic Endoscopic Evaluation of Swallowing (FEES) and observed Modified Barium Swallow Studies (MBS).
  • Performed modified barium swallow studies (MBS) for evaluation and treatment of dysphagia patients.
  • Assisted with and observed administration of Modified Barium Swallow Studies for patients with dysphagia.

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11. IEP

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Here's how IEP is used in Graduate Clinician jobs:
  • Administered diagnostic evaluations using standardized assessment tools to prepare IEP goals.
  • Participated in IEP meetings to share progress, discuss evaluation results, and discuss parent's vision for their child.
  • Collaborate with IEP team members (principal, counselors, psychologist, parents, special educators, etc.)
  • Presented assessment and intervention findings to parents and school faculty at individualized education program (IEP) meetings.
  • Created attendance notes in IEP direct to report data collection and to detail student's progress during sessions.
  • Planned and conducted individual and group therapy sessions for students from grades 6-8 based on IEP goals.
  • Facilitated therapy, planned activities, collected data, performed hearing screenings and attended IEP meetings.
  • Conduct evaluations, develop goals, and attend IEP meetings for children aged four to eleven.
  • Participated in IEP meetings with families, teachers, guidance counselors and principals.
  • Planned and conducted individual and group therapy sessions based on IEP goals.
  • Participated in Individualized Educational Program (IEP) planning and IEP meetings.
  • Attended meetings such as faculty meeting, and IEP meetings.
  • Administered standardized tests for triennial reviews and IEP development.
  • Participated in IEP preparation and meetings of students.
  • Experience in IEP goal writing and data collection.
  • Utilize EasyIEP to document daily progress notes.
  • Attended eligibility and IEP meetings.
  • Documented student's development towards long term and short-term goals as well as participated in IEP meetings.
  • Will create IEPs, goals, and present assessment findings to families.
  • Created IEPs and ETRs; participated in six (6) IEP and /or ETR meetings.

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12. Traumatic Brain Injury

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Here's how Traumatic Brain Injury is used in Graduate Clinician jobs:
  • Conducted therapy sessions with pediatric patients following traumatic brain injury and guided use of external aids to facilitate memory.
  • Provided Executive Function treatment and compensatory strategies to individuals suffering from Traumatic Brain Injury.
  • Provided cognitive and language intervention to client who suffered traumatic brain injury.
  • Evaluated and treated adults with cognitive- communication disorders post Traumatic Brain Injury.
  • Delivered one-on-one services to children with traumatic brain injury.
  • Facilitated assessment and treatment for clients with various disorders: Aphasia, traumatic brain injury, articulation, and fluency.
  • Created an executive functioning rating scale to measure and track the improvement a client with a Traumatic Brain Injury.
  • Treated adult individuals who have speech, language, cognitive and/or swallowing deficits secondary to traumatic brain injury.
  • Conducted place and time orientation class and oral motor class for stroke and traumatic brain injury patients.
  • Planned and contributed to individual sessions for patients with traumatic brain injury and aphasia.
  • Assessed and treated adults with varying degrees of traumatic brain injury.
  • Provided therapy to a client with a traumatic brain injury.
  • Administered cognitive and language assessment and intervention for adults with a variety of disordersuch as aphasia and traumatic brain injury.
  • Worked with clients diagnosed with traumatic brain injury, stuttering, cluttering, expressive/receptive language disorder and phonological/articulation disorder.
  • Planned and conducted treatment to adult clients with neuro-pathologies and traumatic brain injury in both individual and in a group setting.
  • Planned and implemented treatment for a 22-year-old adult with Asperger s syndrome and a 34-year-old adult with traumatic brain injury.
  • Brain Injury Unit: Graduate clinical placement ; assessed and treated patients with traumatic brain injury and neurodegenerative diseases.
  • Conducted therapy sessions for patients with traumatic brain injury, aphasia, and dysphagia.
  • Provided evaluation and direct speech and language therapy to adults with aphasia, apraxia, dysphagia, and traumatic brain injury.
  • Assessed and provided therapy to adults with Traumatic Brain Injury (TBI), aphasia, apraxia, and dysarthria.

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13. AAC

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Here's how AAC is used in Graduate Clinician jobs:
  • Developed an adequate learning environment for students by incorporating the use of appropriate augmentative-alternative communication (AAC) devices when necessary.
  • Planned and facilitated individual weekly therapy for adults with Cerebral Palsy communicating with AAC devices.
  • Provided therapy to special populations including augmentative and alternative communication (AAC) users.
  • Implemented AAC intervention via picture exchange communication system.
  • Develop competent skills necessary to implement the use of an eye gaze AAC device as well as PECS system in therapy.
  • Learned extensively about various Augmentative and Alternative Communication (AAC) systems, ranging from no tech to high tech.
  • Create and implement individualized modes of Augmentative and Alternative Communication (AAC) as appropriate for individual students.
  • Programmed and provided therapy using AAC devices (i.e., DynaVox, Communication Book, iPad 2).
  • Developed and applied group therapy for adults diagnosed with autism spectrum disorder, incorporating an AAC device.
  • Observed therapy with children using a variety of alternative augmentative communication (AAC) devices.
  • Identified and introduced appropriate treatment goals for the introduction of AAC devices with clients.
  • Utilized AAC devices to provide treatment for children with severe developmental delays.
  • Created, adapted and programmed AAC systems to meet students' needs.
  • Developed low-tech AAC devices for non-verbal child on autism spectrum.
  • Programmed AAC devices based on patients' communication needs.
  • Programmed AAC devices using Proloquo2Go and GoTalk Now software.
  • Used low tech AAC with non-verbal clients.
  • Collaborated with Dynovax representatives for client's Augmentative Alternative Communication (AAC) evaluation.
  • Use of Ipad apps, AAC devices, American Sign Language, and small oral motor tools such as z-vibes.
  • Provided group AAC and aphasia treatment for adults, as well as group social skills therapy for children with Autism.

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14. Lesson Plans

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Here's how Lesson Plans is used in Graduate Clinician jobs:
  • Created lesson plans to target phonological awareness, orthographic knowledge and development of sound symbol correspondence for children with Dyslexia.
  • Prepared lesson plans and implemented therapeutic techniques in a play based setting to promote verbal and non-verbal communication.
  • Completed administrative responsibilities, such as coordinating paperwork, scheduling case management activities, and writing lesson plans.
  • Designed and implemented lesson plans incorporating sensory and motor skills.
  • Designed and implemented lesson plans supporting the academic curriculum.
  • Developed lesson plans, treatment goals, goal attack strategies to target specific areas of communication and enhance functional communication.
  • Completed documentation (Plan of Care, Intervention Summary, SOAP notes, lesson plans).
  • Formulated and executed daily lesson plans focusing on the speech and language needs of each child.
  • Worked to develop lesson plans, record session data, and log daily notes on sessions.
  • Developed professional lesson plans relevant to the client's short and long term goals.
  • Planned and executed individual lesson plans to target the clients' personal and therapeutic goals
  • Created and executed lesson plans as needed for both classes
  • Adapted lesson plans to individual ability each week.
  • Developed and implemented weekly lesson plans and goals.
  • Create literacy-promoting lesson plans and provide evidenced-based group therapy targeting articulation, language, fluency, and pragmatics.
  • Provided push-in services to the preschool population Designed and implemented lesson plans supporting the academic curriculum.
  • Provided weekly SOAP notes and lesson plans in a timely manner to on-campus supervisor for review.
  • Developed specialized lesson plans to address IEP objectives for students ages 8-21 on the autism spectrum.
  • Provided therapy Developed individualized lesson plans Completed weekly documentation
  • Provided therapy Developed individualized and group lesson plans Developed short and long term goals Facilitated materials and activities specific to student needs

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15. Language Therapy

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Here's how Language Therapy is used in Graduate Clinician jobs:
  • Provided speech and language therapy for preschool and school-aged children with phonological disorders, phonemic awareness delays, and reading comprehension deficits
  • Prepared and implemented speech-language therapy targeting expressive language development, receptive language skills, literacy and increased speech intelligibility.
  • Planned and provided individual articulation and language therapy using a variety of evidence based interventions.
  • Developed and implemented individual and group speech and language therapy for children with multicultural backgrounds.
  • Provided individual speech-language therapy to children diagnosed with reading and writing deficits and language delays.
  • Interpreted medical information related to speech and language therapy.
  • Implement Vocal Function Exercises to provide voice training and gender transition support in conjunction with group language therapy for adults
  • Implemented speech and language therapy in a group setting for 8 middle school aged students in a life skills class
  • Provided speech and language therapy for students aged 14-21 years * Developed transitional programs for students in preparation for post-graduation
  • Provided spoken and written language therapy (assessment, intervention, prevention) to students aged 6-11.
  • Provided speech and language therapy to stimulate receptive and expressive language growth for children in inclusion classrooms.
  • Provided articulation as well as language therapy to children ranging from 3 to 5 years of age.
  • Provided social, word finding and non-literal language therapy to school age clients and adults.
  • Provided speech and language therapy to children ages 3-12 in a multidisciplinary pediatric clinic.
  • Developed and implemented individual and group speech and language therapy for school aged children.
  • Developed and implemented speech and language therapy in group and individual settings.
  • Implemented speech and language therapy to children ranging from ages 4-12.
  • Provided group cognitive and language therapy to 10-15 patients with Dementia.
  • Conducted speech and language therapy during individual and group sessions.
  • Provided push-in language therapy services to the preschool population.

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16. Hearing Screenings

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Here's how Hearing Screenings is used in Graduate Clinician jobs:
  • Administered standardized diagnostic procedures and conducted hearing screenings for adults and children.
  • Observed audiological evaluations and administered hearing screenings to community members.
  • Conducted hearing screenings on pediatric and adult populations.
  • Administered and interpreted hearing screenings.
  • Conducted hearing screenings and evaluations.
  • Conducted speech-language and hearing screenings for incoming graduate students in the CSD program and the education department.
  • Administered norm-referenced tests as well as functional assessments, oral facial examinations, and hearing screenings.
  • Performed hearing screenings for preschool and kindergarten children in eight West Virginia county school districts
  • Administered norm-referenced tests, language samples, oral-mechanism exams, and hearing screenings.
  • Administered speech, language, voice, and hearing screenings and formal evaluations.
  • Performed pure tone hearing screenings on elementary through high school aged students.
  • Conducted informal oral mechanism exams, hearing screenings, and language samples.
  • Provided hearing screenings to adults and children in a variety of settings.
  • Assisted with hearing screenings to adults and children in diverse settings.
  • Conducted hearing screenings on children in the school setting.
  • Conducted hearing screenings for school age children.
  • Conducted oral competency speech and hearing screenings.
  • Conducted hearing screenings for preschool children.
  • Conducted pure tone and immittance hearing screenings.
  • Served a patient population of adults Administered and interpreted comprehensive audiologic assessments Administered College of Education speech and hearing screenings

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17. Expressive Language

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Here's how Expressive Language is used in Graduate Clinician jobs:
  • Planned activities for expressive language disorders, articulation, phonological processes, literacy, phonological awareness, fluency, and autism.
  • Presented in-service to Speech Department regarding receptive and expressive language treatment of WH- questions with research article to foster evidence-based practice.
  • Conducted individual treatment for pediatric clients with varying diagnoses (e.g., receptive/expressive language delay/disorder, and articulation delay).
  • Conducted comprehensive diagnostic assessments for children with receptive and expressive language disorders, phonological disorders, and articulation disorders.
  • Provided evaluation and remediation services for an elementary aged child with expressive language impairment.
  • Screened preschool children for receptive/expressive language delays, articulation disorders, and hearing impairments
  • Designed and implemented functional treatment plans resulting in increased receptive and expressive language.
  • Developed and implemented articulation and receptive and expressive language therapy for the preschool population
  • Facilitated receptive and expressive language growth in typically developing preschool children.
  • Worked with adults with aphasia on facilitating receptive and expressive language
  • Facilitated receptive and expressive language skills in language-delayed children.
  • Planned and executed weekly treatment sessions for a school-age client with mild to moderate receptive- expressive language impairment.
  • Enhanced and stimulated expressive language through the use of alternative and augmentative communication devices in a group setting.
  • Created language activities and adult group games that facilitated an increase in expressive language usage and comprehension.
  • Led an articulation group, an expressive language group, and a pragmatics group.
  • Treated child with severe expressive language delay.
  • Provided receptive/expressive language treatment to preschool children (ages 3-5) in special education classrooms utilizing push-in therapy model.
  • Performed diagnostic evaluations and provided therapy addressing cognition, executive functioning, apraxia, receptive and expressive language deficits
  • Helped increase receptive and expressive language with preschool-aged clients -Planned, organized, and led group therapy with preschool-aged clients
  • Evaluated and treated adult patients for cognition, dysarthria, apraxia, fluency, receptive and expressive language deficits.

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18. Patient Care

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Here's how Patient Care is used in Graduate Clinician jobs:
  • Attended weekly patient planning meetings for collaborative patient care and facilitation of co-treatment sessions.
  • Participated on interdisciplinary teams during treatment to facilitate total patient care.
  • Participated with an interdisciplinary team to coordinate total patient care.
  • Collaborated with other professionals for patient care, as well as co-treatment sessions for patients with both occupational and physical therapists.
  • Communicate patient progress to the patient, patient's family, medical staff, and other therapists participating in patient care
  • Enhanced overall patient care and clinical results through applying new methods and knowledge regarding speech-language disorders and therapies.
  • Worked in a dynamic health care environment with other health professionals to collaborate for the best patient care.
  • Collaborated with speech language pathologists and graduate clinicians in order to provide appropriate and complete patient care.
  • Collaborated with other professionals and family members to ensure the highest quality of patient care.
  • Developed patient care plans and provided patient education as well as patient discharge plans.
  • Collaborated with nursing staff and physical therapists in patient care.
  • Attended weekly neurogenic rehabilitation rounds and offered input and suggestions regarding patient care.
  • Teamed with doctors, nurses, dieticians, physical therapists, and occupational therapists to provide high quality patient care.
  • Collaborated with PT, OT, social work, and neuropsychology professionals for a multidisciplinary approach to patient care.
  • Conducted dysphagia management treatment plans for patients in outpatient care Managed caseloads including dysphagia, Parkinson's disease, and oropharyngeal cancer

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19. Diagnostic Evaluations

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Here's how Diagnostic Evaluations is used in Graduate Clinician jobs:
  • Performed/interpreted diagnostic evaluations and established appropriate therapies for individuals who presented with speech and language disorders.
  • Completed diagnostic evaluations and provided treatment for children grades K-12 with a variety of communicative disorders.
  • Performed and interpreted diagnostic evaluations to individuals who presented with speech and language disorders.
  • Assessed diagnostic evaluations and formulated goals based on client deficit areas presented during evaluation.
  • Conducted diagnostic evaluations that identified deficits in articulation and written expression skills.
  • Participated in diagnostic evaluations for children and adults with communication disorders.
  • Conducted diagnostic evaluations that identified expressive and receptive language deficits.
  • Performed and interpreted diagnostic evaluations and re-assessments.
  • Administered diagnostic evaluations and provided treatment therapy for individuals with cognitive, swallowing, speech, and language deficits.
  • Participated in diagnostic evaluations of children and adults with articulation, fluency, voice and language disorders.
  • Conduct diagnostic evaluations to determine the presence of articulation, language, or swallowing disorders.
  • Conduct diagnostic evaluations and plan therapy for adults in an inpatient and outpatient hospital setting.
  • Developed skills for writing diagnostic evaluations, treatment summaries, and weekly progress notes.
  • Performed comprehensive diagnostic evaluations of speech, language, and cognition abilities.
  • Performed speech and language diagnostic evaluations for children and adults.
  • Administered diagnostic evaluations (MASA, MMSE, MoCA, RIPA-2).
  • Administered and interpreted diagnostic evaluations to develop appropriate therapy for individuals who presented with speech, language, and/or swallowing disorders.
  • Provided direct speech and language therapy services to students grades K-5 Exercised theoretical and methodological training during diagnostic evaluations
  • Administered diagnostic evaluations for children and adults with varying severities and disorders.
  • Administered and scored informal and formal speech, language and cognitive diagnostic evaluations (i.e.

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20. Evaluation Reports

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Here's how Evaluation Reports is used in Graduate Clinician jobs:
  • Created evaluation reports and treatment notes following every evaluation and treatment session along with discharge summaries and recommendations following discharge.
  • Prepared comprehensive evaluation reports and educated patients and caregivers on evaluation findings with minimal supervision.
  • Observed feeding evaluations for speech-language pathologist and created evaluation reports based on findings and recommendations
  • Interpreted assessment scores, developed individualized goals, and constructed numerous evaluation reports.
  • Provided evaluation reports and treatment notes following every evaluation and treatment session.
  • Generated evaluation reports detailing client history, feeding observations, and recommendations.
  • Conducted informal and formal diagnostic assessments and composed evaluation reports.
  • Revised Individualized Education Plans and completed Re-Evaluation Reports.
  • Completed lesson plans, SOAP notes, progress reports, evaluation reports, and participated in IEP meetings.
  • Developed comprehensive evaluation reports as well as provided verbal feedback, counseling, and referrals to families.
  • Completed evaluation reports and daily progress notes to monitor and record student growth and progress.
  • Formulated Individualized Education Plans, evaluation reports, discharge reports, and progress notes.
  • Administered appropriate testing and wrote evaluation reports, progress reports, and revised assessments.
  • Recorded test scores, clinical observations, and conclusive results in speech-language evaluation reports.
  • Completed SOAP notes, evaluation reports, and discharge records.
  • Evaluated children and wrote evaluation reports based on the results.
  • Administered evaluations in language disorders and articulation disorders Composed SOAP notes, lesson plans, and evaluation reports
  • Completed variety of assessments, language samples, and observations to compile evaluation reports and present at students' IEPs.
  • Completed monthly progress notes, initial evaluation reports, and discharge summaries in a timely manner.
  • Helped with the creation of IEPs (using IEP Writer) and Evaluation Reports Attended staff meetings and IEP meetings PRE-PROFESSIONAL EXPERIENCE

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21. Caseload

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Here's how Caseload is used in Graduate Clinician jobs:
  • Attended Individualized Education Plan meetings for numerous students on caseload.
  • Organized caseload schedule and behavioral plans.
  • Provided articulation, language, fluency, and pragmatic therapy for a caseload of 53 children ranging from K-6th grade.
  • Planned and conducted individual and group therapy sessions for a caseload of 19 students from self-contained and regular education classes.
  • Provided intervention, develop treatment plans and educational materials for a caseload of 25 students, grades K-5.
  • Conducted individual and group therapy sessions based on IEP goals for caseload of more than 35 children.
  • Maintained accurate data logs, attendance, and progress of goals for all students on caseload.
  • Maintained a caseload of 18 students with different disabilities including autism and Down syndrome.
  • Managed a caseload of 20 patients in outpatient rehab, 40 hours per week.
  • Managed an annual caseload of 4-6 clients with diagnoses spanning the KASA requirements.
  • Completed evaluations and daily SOAP notes for a caseload of 20 patients.
  • Composed progress notes for each marking period for every student on caseload.
  • Maintained a caseload of 9(+) patients daily.
  • Completed all therapy documentation and billing for clients on caseload.
  • Track and maintain appropriate data on all patients on caseload
  • Reduced caseload by 10%.
  • Managed a caseload of adult, geriatric inpatients and implemented evidence based therapeutic interventions.
  • Planned and implemented therapy for a caseload of of 28 students ranging in age from five to eleven.
  • Provided structured therapy tasks for children with speech and language problems Participated in IEP meetings Completed administrative duties pertaining to caseload
  • Demonstrated the appropriate time management skills required for large school caseloads Gained additional knowledge regarding due process procedures (i.e.

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22. Adult Clients

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Here's how Adult Clients is used in Graduate Clinician jobs:
  • Provided speech and language intervention to pediatric and adult clients in an outpatient rehabilitation setting.
  • Provided individual therapy to pediatric and adult clients with articulation, receptive and expressive delays.
  • Designed and implemented functional activities designed to stimulate expressive language for adult clients with Aphasia.
  • Will perform assessments and develop objectives for adult clients with communication and swallowing disorders.
  • Planned and implemented articulation treatment programs for pediatric and adult clients.
  • Assessed, diagnosed and treated speech, language, cognitive-communication, voice, and swallowing disorders in pediatric & adult clients.
  • Implemented therapy techniques to increase language and literacy skills in school-aged and adult clients in individual and group sessions
  • Provided intervention for 22 pediatric and 7 adult clients in two outpatient clinics and an acute hospital setting.
  • Worked with adult clients with aphasia, creating individualized therapy plans according to the client's needs.
  • Developed and implemented treatment plans for adult clients that presented with a variety of disabilities.
  • Constructed activities and lesson plans for school-aged and adult clients with autism spectrum disorder.
  • Provided formal speech and language evaluation and treatment to pediatric and adult clients
  • Provided long-term psychotherapy to children, adolescents, and adult clients.
  • Provided individual and group therapy to pediatric and adult clients.
  • Assessed and diagnosed fluency disorders for pediatric and adult clients.
  • Conducted evaluations for adult clients.
  • Acquired skills to administer diagnostic evaluations to children and adult clients Planned and administered therapy sessions for children and adult clients
  • Targeted language, social, and cognitive goals with adult clients -Planned, organized, and led group therapy with adult clients
  • Led a group therapy session weekly consisting of three adult clients diagnosed with aphasia and apraxia of speech.
  • Performed informal speech and language diagnostic evaluations on adult clients with Dysarthria secondary to Huntington's disease.

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23. Down Syndrome

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Here's how Down Syndrome is used in Graduate Clinician jobs:
  • Conducted therapy sessions to address severe phonological and articulation impairments for students with Intellectual Disability, secondary to Down syndrome.
  • Implemented therapy plans for students diagnosed with articulation and language disorders, hearing impairments, autism, and Down syndrome.
  • Worked with a twelve-year-old student with Down Syndrome and his family to utilize the iPad and the program, Proloquo2go
  • Earned experience with both child and adult clients with Down Syndrome, autism, TBI, and aphasia.
  • Provided language and articulation therapy for a pediatric client with a diagnosis of Down syndrome.
  • Gained experience working with children and adults with autism spectrum disorder and Down syndrome.
  • Implemented early intervention with children with language delays and Down syndrome.
  • Gained exposure to SOS feeding techniques among preschool Down Syndrome population
  • Worked with students diagnosed with Autism Spectrum Disorders, Down Syndrome, Mental Retardation, and Articulation and Phonological Processing Disorders.
  • Worked with a variety of children with speech and language disorders, including a child with Down syndrome and Asperger's.
  • Experience working with AAC devices, apraxia, autism, down syndrome, and hearing-impaired.
  • Provided social skills development to children with autism spectrum disorders and Down syndrome.

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24. Language Impairments

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Here's how Language Impairments is used in Graduate Clinician jobs:
  • Provided individual and group therapy to elementary aged children with articulation, pragmatic, and expressive and receptive language impairments.
  • Executed assessment and treatment procedures for college students exhibiting verbal and written language impairments.
  • Developed goals included in Individualized Educational Plan for students with speech and language impairments.
  • Planned and implemented treatment sessions for children with articulation and language impairments.
  • Provided treatment for students with articulation and language impairments.
  • Provided speech and language therapy for students with learning disabilities, autism, language impairments, and speech sound disorders.
  • Designed and provided treatment to pediatric clients with speech and language impairments and articulation disorders secondary to cleft palate.
  • Conducted assessments and provided speech and language therapy to clients of various ages with speech and language impairments.
  • Planned and executed daily lesson plans for pediatric clients presenting with severe expressive and receptive language impairments.
  • Assessed, planned, and conducted one-on-one therapy sessions with a child who had language impairments.
  • Planned and conducted a group therapy session with children who had articulation and language impairments.
  • Provided early intervention services to children birth to three with speech and language impairments.
  • Lead diagnostic evaluations for children with speech and language impairments.
  • Evaluated children with speech and language impairments.
  • Evaluated and treated pediatric outpatients with expressive and receptive language impairments, apraxia of speech, phonological disorders, and autism.
  • Assessed and treated children, birth through 18, with speech and language impairments (e.g.

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25. Alternative Communication

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Here's how Alternative Communication is used in Graduate Clinician jobs:
  • Planned and conducted evidence-based intervention for children with disorders involving expressive/receptive language, articulation, and augmentative and alternative communication.
  • Facilitated augmentative and alternative communication, using low and high technology devices for children and adults.
  • Gained experience in using a wide variety of Augmentative and Alternative Communication devices and programs.
  • Provided therapy targeting articulation, language, pragmatics, executive function and alternative communication.
  • Incorporated high, mid, and low-tech augmentative and alternative communication devices throughout therapy.
  • Implemented short- and long-term objectives for clients using augmentative and alternative communication devices.
  • Developed and established effective augmentative and alternative communication techniques for nonverbal patients.
  • Updated and taught both low-and high- tech augmentative alternative communication systems.
  • Developed knowledge and skills in Augmentative and Alternative Communication devices.
  • Facilitated alternative communication using low and high tech devices.
  • Gained knowledge in augmentative and alternative communication including basic signing, PECS, and electronic devices; programmed a NOVA Chat.
  • Delivered 115+ hours of voice, articulation, language, augmentative and alternative communication, social skills, and cognitive intervention.
  • Incorporated use of Picture Exchange Communication System (PECS) and low-tech augmentative and alternative communication devices in therapy.
  • Completed treatment and evaluations with children in the following areas: articulation, language, and alternative communication.
  • Implemented augmentative and alternative communication programs, specifically the PECS program, for class and home use.
  • Evaluated and treated children who use or are in need of augmentative and alternative communication devices.
  • Helped with the children's augmentative and alternative communication.
  • Evaluated, designed, and implemented a low-tech augmentative and alternative communication device for an adult aphasia client.
  • Assessed individuals' candidacy for utilizing augmentative and alternative communication systems.
  • Skilled in Microsoft Office, Boardmaker Programs * Completed Augmentative & Alternative Communication course at Cleveland State University.

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26. Cerebral Palsy

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Here's how Cerebral Palsy is used in Graduate Clinician jobs:
  • Developed and implemented speech and language therapy with children diagnosed with cerebral palsy and disorders of articulation and auditory processing.
  • Gained experience with clients with autism, cerebral palsy, and Down Syndrome in areas of articulation, and language.
  • Worked with a diverse constituency of children including Cerebral Palsy, Downs Syndrome, Autism and global delay.
  • Utilized AAC (Augmentative and Alternative Communication) to improve communication skills for nonverbal teen with cerebral palsy.
  • Treated preschool children with receptive and expressive language delays, cerebral palsy, autism, and articulation disorders.
  • Worked with large Life Skills caseload (autism, cerebral palsy, Down's syndrome, etc.)
  • Conducted therapy with adults with varying degrees of intellectual disabilities; autism and cerebral palsy.
  • Provided treatment services to adults with Cerebral Palsy and related disorders.
  • Conduced AAC evaluations for children with autism and cerebral palsy.
  • Gained experience with evaluation and treatment of children with developmental delays, cerebral palsy, language disorders, and fluency disorders.
  • Completed assessments on three patients (aphasia, cerebral palsy and dysarthria) in a skilled nursing home facility.

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27. Diagnostic Reports

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Here's how Diagnostic Reports is used in Graduate Clinician jobs:
  • Developed diagnostic reports and provided/adjusted client therapy goals based on deficit areas presented during evaluation.
  • Administered Diagnostic Testing and Interpreted Findings in Diagnostic Reports- Articulation, Language, Phonological Awareness.
  • Administered standardized and non-standardized tests, interpreted results, and completed diagnostic reports.
  • Evaluated individuals using standardized tests and clinical observations and completed diagnostic reports
  • Generated comprehensive diagnostic reports complete with suggested future therapeutic goals.
  • Administered norm-referenced tests and prepared diagnostic reports.
  • Completed accurate and timely diagnostic reports.
  • Developed lesson plans, SOAP notes, progress reports, and diagnostic reports regarding client's diagnosis and treatment plan.
  • Acquired experience in medical documentation through generation of treatment goals, diagnostic reports, and therapy progress notes.
  • Developed organized and individualized lesson plans, plans of care, progress reports, and diagnostic reports.
  • Created and executed lesson plans, participated in IEP team meetings, and composed diagnostic reports.
  • Completed appropriate paper work to follow protocol (SOAP notes, Treatment Plans, Progress/Diagnostic reports)
  • Gained experience in writing goals and objectives, diagnostic reports, and documenting progress.
  • Completed daily chart notes and diagnostic reports for clients after both assessment and intervention.
  • Interpreted assessment results, formulated diagnostic reports, and communicated findings with the parents.
  • Collected session data and documented daily progress notes and diagnostic reports.
  • Utilized customized computer software to complete chart notes and diagnostic reports.
  • Administered standardized speech and language tests and wrote diagnostic reports.
  • Charted client progress and generated diagnostic reports.
  • Conducted cognitive and linguistic evaluations Responsible for diagnostic reports, SOAP notes, and End of Term Summaries

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28. Parkinson

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Here's how Parkinson is used in Graduate Clinician jobs:
  • Worked collaboratively with another clinician to complete the LSVT program with an adult client diagnosed with Parkinson's disease.
  • Provided supportive environment to discuss issues related to communicative or daily challenges as a result of Parkinson's disease.
  • Participated in LEE SILVERMAN VOICE TREATMENT grant, to improve voice in adult patients diagnosed with Parkinson's disease.
  • Planned and implemented speech and language therapy for stroke, Parkinson's, dementia, and TBI patients.
  • Conducted LSVT therapy and respiratory muscle strength training sessions for individuals with Parkinson's disease.
  • Participated in diagnostics with stroke, Parkinson's, dementia and TBI patients.
  • Lead a bi-monthly therapy group for patients with Parkinson's Disease post-LSVT.
  • Direct vocal warm up exercises for individuals with Parkinson's Disease.
  • Provide voice and respiration education to the Parkinson's community.Other Experience
  • Evaluated and treated patients with strokes, aphasia, throat cancer, dysphagia, dementia, and Parkinson's disease.
  • Used LSVT (Lee Silverman Voice Therapy) techniques and exercises to improve vocal function with Parkinson's patients.
  • Provided treatment to outpatients with Parkinson's disease and Multi-System Atrophy for maintenance of best functional voice.
  • Provided therapy and feedback to individuals with Parkinson s disease using loud effortful exercises.
  • Observed motor speech disorders such as Parkinson's disease and neurogenic stuttering.

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29. Language Evaluations

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Here's how Language Evaluations is used in Graduate Clinician jobs:
  • Completed comprehensive speech and language evaluations and developed goals and objectives to enhance functional communication skills.
  • Conducted speech and language evaluations consisting of administering and interpreting standardized tests and informal measures.
  • Implement individual and group treatment and administered formal and informal speech and language evaluations.
  • Created and administered alternative speech and language evaluations for culturally and linguistically diverse students.
  • Conducted and interpreted the results of articulation, dyslexia and language evaluations.
  • Performed speech and language evaluations utilizing formal and informal assessment tools.
  • Utilized formal and informal assessment methods to conduct language evaluations.
  • Administered standardized speech-language evaluations to 2nd-4th grade level students.
  • Administered formal and informal speech and language evaluations.
  • Conducted bedside swallow evaluations, modified barium swallow studies, voice, speech, and language evaluations with adults and adolescents.
  • Assisted the team by providing speech and language evaluations, recommendations and parent education regarding available treatment and other services.
  • Administered speech/language evaluations to K-5th grade population, wrote evaluation reports, and helped to develop treatment goals.
  • Administered and interpreted both formal and informal speech and language evaluations for children and adults.
  • Performed speech and language evaluations to young children with Preschool Language.
  • Conducted speech and language evaluations for adult and pediatric clients.
  • Conducted comprehensive speech, and language evaluations.
  • Performed acute care speech pathology services including bedside swallow and videofluoroscopic diagnostic procedures, speech/language evaluations, and cognitive screenings
  • Conducted dysphagia, cognition, and expressive/receptive language evaluations for patients from 30-99 years old.
  • Conducted bedside dysphagia, cognitive, and language evaluations and treatment.
  • Planned and conducted comprehensive speech and language evaluations for adults with Amyotrophic Lateral Sclerosis (ALS) and Muscular Dystrophy.

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30. Group Settings

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Here's how Group Settings is used in Graduate Clinician jobs:
  • Served individuals with aphasia by administering assessments that addressed cognitive/language deficits and providing language therapy in both individual and group settings.
  • Formulated lesson plans and implemented remediation within collaborative, individual, and group settings both in inclusion and general education classes.
  • Evaluated and treated school-aged children and adolescents with Autism Spectrum Disorder and/or language disorders in individual and group settings.
  • Assessed and treated adults with various linguistic and cognitive communication deficits in individual and group settings.
  • Assessed and treated expressive language and articulation to preschool-aged children in group settings and one-on-one sessions
  • Designed and implemented functional treatment procedures for students in individual/group settings.
  • Provided cognitive and swallowing therapy in individual and group settings.
  • Assessed multiple students in a preschool setting, wrote IEPS, and implemented treatment in both individual and group settings.
  • Provided assessment and treatment to teenagers and adults diagnosed with fluency disorders in individual and group settings.
  • Provided treatment for children with autism in individual and group settings.
  • Participated in the planning and implementation of adult TBI group settings.

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31. Accent Modification

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Here's how Accent Modification is used in Graduate Clinician jobs:
  • Provided individualized accent modification treatment for an adult from a foreign language background.
  • Implemented accent modification therapy for adults to improve pronunciation of Standard American English.
  • Presented and accent modification lesson to the engineering department at Lamar University.
  • Generated and executed group accent modification plans for adults with foreign accent.
  • Provided direct service to an adult receiving elective accent modification services.
  • Provided individual Accent Modification therapy to a native Mandarin-speaking client.
  • Provided accent modification services for a second language learner.
  • Facilitated culturally diverse clients through the accent modification program.
  • Delivered services in foreign accent modification.
  • Collaborated with other graduate clinicians in evaluating and treating a group of five women in foreign accent modification.
  • Worked on Accent Modification with an adult, which included articulation and language therapy !
  • Provided accent modification therapy twice weekly to a client from a French-African background.
  • Constructed and implemented an accent modification program for a client from Japan.
  • Treated adult for accent modification (Russian).
  • Completed 20 hours in accent modification.
  • Provide accent modification therapy focusing on phoneme differentiation, intonation, American English syllable stress, and appropriate use of morphemes.
  • Conducted evaluations and provided treatment of children and adults with various speech and language difficulties, including accent modification.
  • Used the SIT and articulation drills to work on accent modification.
  • Provided a laryngectomee support group and a Foreign Accent Modification Group.
  • Planned and conducted aphasia, dysphagia, language, fluency, and accent modification diagnostic evaluations.

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32. Aural Rehabilitation

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Here's how Aural Rehabilitation is used in Graduate Clinician jobs:
  • Provided aural rehabilitation and alternative/augmentative communication for children with functional communication needs.
  • Provided in-home aural rehabilitation treatment to a child with bilateral cochlear implants who communicated using American Sign Language and verbal language.
  • Experience with aural rehabilitation, articulation, auditory processing disorder, aphasia, fluency, voice/resonance disorders.
  • Provided evaluation and treatment for adult language disorders, aural rehabilitation and accent modification services.
  • Provided therapy in aural rehabilitation to two adults with additional cognitive difficulties and language delays.
  • Provided aural rehabilitation for an adult with hearing impairments secondary to a traumatic brain injury.
  • Provided hearing screenings and aural rehabilitation to school-aged children and geriatric populations.
  • Evaluated audiological status and administered aural rehabilitation for clients requiring amplification.
  • Implemented aural rehabilitation therapy to children using cochlear implants.
  • Provided aural rehabilitation for children with cochlear implants.
  • Participated in aural rehabilitation diagnostic rotation.
  • Implemented treatment for children in the areas of speech, language, fluency, aural rehabilitation, and cognition.
  • Performed assessments and interventions for clients in the following specialty areas: voice, fluency, and aural rehabilitation.
  • Assisted in and performed aural rehabilitation for children with hearing loss, hearing aids, and cochlear implants.
  • Executed assessment and intervention in the areas of stuttering, SLI, aural rehabilitation, aphasia and dementia.
  • Provided aural rehabilitation therapy for children aged 18?36 months in individual and group settings.
  • Provided aural rehabilitation services to children with cochlear implants and hearing aids.
  • Provided aural rehabilitation for clients with hearing aids and cochlear implants.
  • Administered auditory processing disorder evaluations, aural rehabilitation, and aural habilitation.
  • Treated adult population including dementia, stroke, dysphagia, Parkinson's, and aural rehabilitation.

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33. Functional Communication

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Here's how Functional Communication is used in Graduate Clinician jobs:
  • Treated pragmatic and functional communication skills in adults with intellectual disabilities in a group setting.
  • Developed activities that enhanced functional communication using alternative communication devices and American Sign Language.
  • Trained severely disabled students to improve functional communication using alternative and augmentative communication systems.
  • Created and implemented activities to support functional communication and opportunities to achieve objectives.
  • Designed activities and implemented functional treatment procedures to enhance functional communication for patients.
  • Developed client specific goals and intervention strategies to facilitate functional communication skills.
  • Developed activities that enhanced functional communication using alternative communication devices.
  • Implemented functional communication training and token economy training.
  • Facilitated functional communication and rehabilitation of language skills.
  • Introduced an adult client with a diagnosis of dyslexia to email correspondence, emphasizing functional communication in a new context.
  • Gained proficiency at administering and scoring the SCATBI, RCBA-2, JFK CRS-R, and other tests assessing functional communication.
  • Developed weekly targets for functional communication in a child with limited speech and language output and global cognitive delays.
  • Used a variety of high and low tech AAC devices providing functional communication to enhance communication abilities.
  • Trained an adult client to manipulate and operate the DynaVox Maestro to utilize for functional communication.
  • Developed and implemented activities designed to enhance functional communication, expressive and receptive language abilities for patients with aphasia and apraxia.
  • Developed functional communication and swallowing objectives, and implemented objectives with facility care staff in day habilitation settings.
  • Utilized multiple communication modalities and augmentative alternative communication devices to enhance functional communication.
  • Executed functional communication therapy using a Lingraphica device and iPad.
  • Aided in the progression of an autistic patient applying hands on treatment modalities such as video modeling and functional communication signs
  • Programmed and personalized the client's Lingraphica and SmallTalk devices to facilitate functional communication through multiple modalities.

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34. Therapy Plans

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Here's how Therapy Plans is used in Graduate Clinician jobs:
  • Completed administrative responsibilities including development and writing of therapy plans, daily SOAP notes, and evaluation reports.
  • Constructed and implemented diverse therapy plans in both individual and group therapy sessions for adults with aphasia
  • Generated and executed individual therapy plans for Aphasic adult.
  • Created therapy plans and gathered case history information.
  • Developed and executed weekly therapy plans.
  • Conducted supervised speech and language evaluations, wrote therapy goals, designed therapy plans and materials, and implemented therapy.
  • Counseled families and patients on the development of therapy plans, setting attainable goals, lifestyle changes and appropriate therapy programs
  • Initiated the development and administration of therapy plans for adults presenting with speech, language, voice and swallowing disorders.
  • Developed and implemented individual and group therapy plans for adults and children using a variety of activities.
  • Completed documentation including SOAP notes, therapy plans, evidence-based practice report, and therapy progress summary.
  • Recorded individualized therapy plans, diagnostic reports, SOAP notes, and semester dispositions in client folders.
  • Developed and implemented therapy plans for six children aged 30 months to 10 years old.
  • Documented treatment procedures, complete therapy plans, progress reports, and SOAP notes.
  • Generated evaluation reports, weekly therapy plans, progress notes and semester-end reports.
  • Develop therapy plans for each child based on individual goals and communication needs.
  • Provided therapy plans, including short and long-term goals, and SOAP notes
  • Communicated with caregivers to answer questions and create home therapy plans.
  • Developed therapy plans, evaluation reports, daily log notes, weekly progress notes, discharge notes, and recertification notes.
  • Developed weekly therapy plans, daily notes (SOAP), clinical reports, home programs, and future recommendations.
  • Maintained caseload including documentation of evaluations, therapy plans of care, and therapy sessions.

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35. Language Services

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Here's how Language Services is used in Graduate Clinician jobs:
  • Administered a norm-referenced test for early intervention in order to determine eligibility for speech and language services.
  • Assessed eligibility for speech and language services and documented specific progress throughout semesters using formalized assessment reports.
  • Provided individualized speech and language services for individuals in early intervention through geriatrics.
  • Provided push-in language services for typically developing and language delayed preschool children.
  • Administered formal assessments for determination of speech and language services.
  • Provided extended school year speech and language services in areas of fluency, articulation, and expressive-receptive language to school-aged children
  • Administered standardized assessments including GFTA-2, PLS-5, CELF-4, and SSI-4 and determined eligibility for speech-language services.
  • Conducted in-depth speech and language assessments and determined eligibility for speech and language services based on state guidelines.
  • Participated in Admission, Review and Dismissal (ARD) for clients seen for speech and language services.
  • Provided speech and language services to children in kindergarten through fourth grade at Elliott Elementary.
  • Provide push-in speech and language services both in the classroom and functional living center.
  • Provided speech/language services to grades K-8 using the individual pull-out service delivery model.
  • Provided MTSS Tier 2 language services to grades K-2 through the Text Talk program
  • Provided speech/language services to patients in both outpatient and inpatient facilities.
  • Provided speech and language services for preschoolers with special needs.
  • Provided speech-language services to clients with a variety of disorders
  • Provided speech and language services to preschool students
  • Screened and evaluated students at multiple Headstart facilities (age birth-5) for speech and language services using PLS-4 and GFTA-2.
  • Provided speech language services to adults with a variety of speech-language disorders including: Broca's Aphasia, fluency disorder.
  • Fall Graduate Clinician Provide early intervention speech/language services using a play based, child centered and child directed approach.

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36. Cognitive Deficits

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Here's how Cognitive Deficits is used in Graduate Clinician jobs:
  • Developed experience in providing feeding/swallowing therapy for elderly adults and implementation of language therapy for adults with cognitive deficits.
  • Gained experience independently holding individual and group therapy sessions regarding aphasia, cognitive deficits, and speech-language deficits.
  • Co-led adult cognitive-language group for clients with progressive aphasia and cognitive deficits.
  • Gained proficiency conducting group therapy sessions for adults with cognitive deficits.
  • Conducted therapy sessions with adults exhibiting cognitive deficits.
  • Trained to use Social Thinking treatment approach for children with social cognitive deficits.
  • Treat and evaluate patients with cognitive deficits, motor speech disorders and swallowing disorders
  • Gained treatment experience with persons who have cognitive deficits.
  • Provided client and family education regarding speech, language, and cognitive deficits and strategies to use to assist with deficits.
  • Designed and implemented treatment and evaluation plans for children and adults with speech, language and cognitive deficits.
  • Provided therapy for adult patients with aphasia, cognitive deficits, and dysphagia.
  • Developed lesson plans for clients with cognitive deficits (e.g.

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37. Social Communication

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Here's how Social Communication is used in Graduate Clinician jobs:
  • Provided social cognitive therapy to students with social communication and executive function difficulties using Michelle Garcia Winner s Social Thinking framework.
  • Developed lessons focusing on social communication difficulties, and allowed children to apply targeted skills in structured and natural settings.
  • Developed plan of care and provided direct individual therapy for articulation, social communication, swallowing, and cognitive disorders.
  • Developed individual goals and created and carried out lessons focusing on social communication skills for college students with intellectual disabilities
  • Planned activities for articulation, vocabulary, social communication, receptive and expressive language and phonemic awareness.
  • Planned and implemented activities targeting social communication skills for middle school children and teenagers.
  • Developed functional activities to encourage social communication and communicative confidence.
  • Provided training in social communication skills.
  • Developed plan of care and provided individual therapy for hearing, language, social communication, voice, and cognitive disorders.
  • Provide early intervention services at child's home and preschool for developing language acquisition and social communication skills.
  • Provided individual and group therapy for language, speech, hearing loss/cochlear implants, and social communication.
  • Deliver therapeutic activities regarding hearing, cognitive, and social communication at Horizon's Adult Enrichment Center.
  • Led social communication groups for adults with autism and other pragmatic deficits.
  • Provided elective therapy with a transgendered client that focused on voice, female nonverbal communication and female social communication !
  • Organized group therapy sessions to enhance social communication skills amongst peers.
  • Provided treatment in the areas of articulation, expressive/receptive language, social communication,and communication modalities
  • Participated in "Push-In" therapy sessions for the Life Skills program targeting student's language and social communication skills.

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38. Gfta-2

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Here's how Gfta-2 is used in Graduate Clinician jobs:
  • Gained experience administering and scoring comprehensive assessments including the CELF-4, GFTA-2, TOPS, and BBCS-R.
  • Conducted articulation and language evaluations, including: GFTA-2, TOLD- P:4, TELD, and CELF-P2.
  • Conducted standardized tests that included: Preschool Language Scale-5, GFTA-2, and Arizona-3.
  • Administered various standardized tests including CELF-P, CAAP, and GFTA-2.
  • Evaluated clients with the GFTA-2, KLPA-2, PPVT-4, EVT-2, S-CAT, and Voice Handicap Index (VHI).
  • Administered various standardized assessments: CELF-P2, GFTA-2, PLS-5, ROWPVT, EOWPVT, and PLS-5.
  • Standardized assessments included PLS-5, CELF-P, GORT-4, GDRT-2, GFTA-2, and PAT-3.
  • Administered and scored the PLS-5, GFTA-2, and CELF-4.
  • Administered and scored speech and language assessments: Rosetti Infant-Toddler Language Scale, PLS-5, CELF-4, GFTA-2,EOWPVT-4.
  • Performed evaluations of articulation (GFTA-2) and resonance (perceptual assessment) in referred patients to assess velopharyngeal function.
  • Administered the GFTA-2 and Apraxia Profile for Children.

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39. CVA

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low Demand
Here's how CVA is used in Graduate Clinician jobs:
  • Evaluated victims of CVA, TBI, and oral and laryngeal cancer, using a variety of techniques and instruments.
  • Evaluated and treated a variety of deficits related to disorders resulting from CVA.
  • Provided treatment for an adult with aphasia due to a CVA.
  • Created educational resources for CVA patients and their families.
  • Assessed cognition and language skills of post-CVA patient.
  • Assessed patients with Right CVA and Left CVA.
  • Provided evaluation and intervention for adults with CVA, dementia, dysphagia, dysarthria, apraxia, and aphasia.
  • Provided therapy to adult patients with Left CVA, dysarthira, anomia, apraxia of speech, and Wernicke's aphasia.

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40. School-Age Children

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Here's how School-Age Children is used in Graduate Clinician jobs:
  • Provided evaluation and treatment for various communication disorders of Adults and school-age children under NSU faculty supervision.
  • Provided interactive and collaborative remediation services in a camp atmosphere for school-age children with autism spectrum disorders.
  • Provided intervention for language and articulation disorders of school-age children during individual and group sessions.
  • Analyzed narrative/written samples to determine oral and written language abilities of school-age children.
  • Provided evaluation and remediation of various communication disorders for school-age children
  • Created augmentative and alternative communication devices for preschool-age children.
  • Educated school-age children about hearing conservation.
  • Developed treatment plans and provided remediation services to school-age children (Kindergarten-5th grade) with speech and language disorders.
  • Provided evaluation and treatment to preschool-and school-age children in the areas of articulation, phonology, and language.
  • Designed and implemented appropriate therapeutic activities in the least restrictive environment for school-age children (grades K-5).
  • Planned and administered assessments and language therapy for preschool-age children with language impairments in a group setting.
  • Evaluated and treated school-age children, grades Kindergarten through 5th grade, with articulation and language disorders.
  • Conducted hearing screenings with preschoolers in the autism support classroom, school-age children, and the elderly.
  • Performed hearing and language screenings to assess the need for further evaluations in preschool-age children and adults.
  • Provided diagnostic and remediation services for school-age children with a variety of speech/language and feeding disorders.
  • Provided hearing, language, articulation, and cognitive screening services for preschool-age children
  • Provided Spanish language, articulation and fluency therapy for school-age children.
  • Implement therapy to school-age children with speech and language disorders.
  • Treated expressive and receptive language disorders in school-age children.
  • Provided aural habilitation for school-age children with cochlear implants.

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41. Ccc-Slp

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Here's how Ccc-Slp is used in Graduate Clinician jobs:
  • Second semester graduate clinician, supervised by Gail Ward, CCC-SLP
  • Second semester graduate clinician, supervised by Kristi DeHaan, CCC-SLP
  • Graduate Clinician under supervisor: Tina Waters, MA CCC-SLP.
  • Graduate Clinician under supervisor Beth Fischer, MA CCC-SLP.
  • Graduate Clinician under supervisor Lauren Sherman, MA CCC-SLP.
  • Supervised by Lisa Ivy, MS, CCC-SLPUNIVERSITY OF MISSISSIPPI SPEECH AND HEARING CENTER
  • Worked with patients in an acute-care setting under the direct supervision of Kristen Higgins M.A, CCC-SLP.
  • Certified in Speech Systems Intelligibility Treatment (SSIT) created by Erika S. Levy, Ph.D., CCC-SLP
  • Participate in IEP meetings under the supervision of Joanne Bobiak, MS, CCC-SLP.
  • Graduate Clinician: Clinic for Adult Communication Disorders, Janet Hawley, CCC-SLP,
  • Graduate Clinician under supervisor Dana Griffis, MA CCC-SLP.
  • Graduate Clinician under supervisor Kelly Vaudreuil, MA CCC-SLP.
  • Supervised by Diane Muzio, M.S., CCC-SLP
  • Graduate Clinician: Diamond Children's NICU and PICU, Jennifer Casteix, MS, CCC-SLP,
  • Supervised by Brad Crowe, MS, CCC-SLP & Amanda DeVera, MS, CCC-SLP
  • Completed FEES course conducted by Dr. Susan Langmore, CCC-SLP, BRS-S.
  • Worked with patients in a long-term care and skilled nursing facility under the direct supervision of Jason Blanchette, M.A CCC-SLP.
  • Worked with clients in kindergarten through third grade under the direct supervision of Amy Alaimo, M.A CCC-SLP.
  • Supervised by Hollie Sammons M.S., CCC-SLP & Donna Powell M.S, CCC-SLP
  • Trained in the Early Denver Intervention Model Supervised by Kirsten Schaper, M.A, M.S., CCC-SLP

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42. Pls-5

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low Demand
Here's how Pls-5 is used in Graduate Clinician jobs:
  • Gained experience administering PLS-5 and CELF-P2.

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43. Language Treatment

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low Demand
Here's how Language Treatment is used in Graduate Clinician jobs:
  • Provided outpatient cognitive and language treatment to adult patients with stroke and other neurological disorders.
  • Provided individual cognitive and language treatment to adults.
  • Provided speech and language treatment to veterans 60 years of age and older with a variety of chronic degenerative diseases.
  • Provide speech and language treatment to children with language impairment, learning disabilities, autism, and developmental delays.
  • Provided speech and language treatment to children with language disorders, articulation disorders and fluency disorders.
  • Provided speech and language treatment for students with learning disabilities, specific language impairment and autism.
  • Conducted speech and language treatment sessions in the group, individual, and classroom settings.
  • Provided speech and language treatment to middle school children from linguistically and culturally diverse backgrounds.
  • Provided individual and group speech and language treatment to children ages 3-5 years old.
  • Developed and executed articulation and language treatment for children with speech and language delays.
  • Provided language treatment for an adult female with aphasia secondary to left side neglect.
  • Provided speech and language treatment to adults in a small, workshop setting.
  • Provided speech and language treatment to students ages 5 to 13 with Autism.
  • Composed individualized speech and language treatment goals, objectives, and therapy procedures.
  • Provided language treatment for a child with Autism with a focus on pragmatics.
  • Provide individual and group speech and language treatment and maintain data collection.
  • Provided speech-language treatment in individual, small group, and classroom formats.
  • Provided articulation and language treatment in collaboration with other graduate clinicians.
  • Group speech and language treatment, with supervision, for developmentally delayed preschool children.
  • Provided speech and language treatment to adults with aphasia and apraxia.

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44. Language Intervention

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low Demand
Here's how Language Intervention is used in Graduate Clinician jobs:
  • Provided speech and language intervention and administered assessments for school aged children with delays in phonological awareness.
  • Provided social language intervention to college students with intellectual disabilities in Beyond Academics program.
  • Picture Exchange Communication System, basic sign-language, contextualized language intervention, and play-based interventions
  • Conduct speech and language intervention and oral-motor stimulation/exercises
  • Provided speech and language intervention services to a culturally and linguistically diverse population ages 3;0 to 8;6..
  • Provided language interventions in the form of weekly group meetings to adults and seniors post-stroke with various types of aphasia.
  • Provided intensive individual speech and language intervention services, 25 hours/week for six weeks in individual and group treatment.
  • Assessed and provided speech and language intervention for clients including those with ASD, LLD and accent modification.
  • Partnered with St. Mary's Community Center to provide early language interventions to the preschool population.
  • Provided speech and language intervention to children with articulation, language, and phonological disorders.
  • Provided speech and language interventions for adults with voice, speech, and language disorders.
  • Provided individual speech and language intervention for two 3-year-old children with Autism Spectrum Disorder.
  • Observed speech and language intervention and treatment at United Medical Center and Providence Hospital.
  • Provided language intervention in the Preschool Language Classroom.
  • Provided language intervention to an aphasic client.
  • Provided speech and language intervention and functional language therapy to consumers in an adult day habilitation setting.
  • Led group speech and language intervention for children with a variety of developmentalcommunication disorder.
  • Designed and implemented Whole Language intervention for pre-school children with language and communication disorders.
  • Created and led cognition and language intervention with patients with varying etiologies and severities.

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45. Informal Assessments

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Here's how Informal Assessments is used in Graduate Clinician jobs:
  • Administered a combination of formal and informal assessments to determine eligibility, write functional therapy goals, and make referrals.
  • Served intellectually challenged adults by conducting informal assessments and providing language therapy in both individual and group settings.
  • Administered formal and informal assessments, maintained data, and monitored intervention progress.
  • Deliver informal assessments and provide fluency shaping techniques and interventions.
  • Administered formal and informal assessments regarding linguistic and cognitive function.
  • Administered standardized and informal assessments for adults and children.
  • Conducted diagnostic testing using formal and informal assessments.
  • Administered formal and informal assessments at bedside.
  • Administered formal and informal assessments to create individualized goals for children and adults with communication impairments ages 3 to 50.
  • Assessed children with a variety of language, articulation, and learning disorders using both formal and informal assessments.
  • Performed formal and informal assessments, wrote evaluations and formulated IEP objectives.
  • Administered standardized assessments, informal assessments, and hearing screenings on children.
  • Evaluated students using a variety of formal and informal assessments.
  • Performed play assessments and informal assessments to accommodate culturally diverse populations.
  • Executed bedside dysphagia evaluations, video fluoroscopy swallow studies, Passy-Muir Valve evaluations, MOCA, and informal assessments.

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46. MBS

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low Demand
Here's how MBS is used in Graduate Clinician jobs:
  • Administered assessments including the informal cognition evaluation, bedside swallow evaluation, and provided support in MBS evaluations.
  • Prepared materials and conducted procedures for MBSS evaluations for inpatients and outpatients.
  • Gained proficiency in gathering thorough case histories and administering Bedside Swallow Evaluations and Modified Barium Swallow Studies (MBSS).
  • Will conduct Modified Barium Swallow (MBS) studies and Flexible Endoscopic Evaluations of Swallowing (FEES).
  • Administered and analyzed daily Modified Barium Swallow Studies (MBSS) to a variety of patient populations.
  • Assisted with Modified Barium Swallow (MBS) studies, wrote MBS reports, generated patient recommendations.
  • Assist with modified barium swallow (MBS) studies and administer swallowing therapy
  • Assisted with completion and interpretation of instrumental examines including MBS and FEES.
  • Acquire comprehensive knowledge of Modified Barium Swallow Study (MBS).
  • Observed Modified Barium Swallow (MBS) studies.
  • Evaluated swallowing using both MBSS and FEES.
  • Observed and interpreted MBS videos.
  • Assisted SLP during FEESST and MBS testing.
  • Performed MBS studies and provided rehabilitative dysphagia therapy for pediatric clients.
  • Assisted with swallowing instrumentations using Flexible Endoscopic Evaluation of Swallowing (FEES) and Modified Barium Swallow (MBS).
  • Read diagnostic imaging including FEES and MBS reports to evaluate patient's laryngeal mechanism and determine appropriateness for therapy.
  • Assessed weekly MBS studies, conferring with supervisor and writing diagnostic impressions to be sent to primary physician.
  • Performed bedside dysphagia evaluations and participated in modified barium swallow (MBS) studies.
  • Interpreted MBS studies to determine presence of dysphagia-related aspiration and ordered diet modifications according to NDD guidelines.
  • Gained hands-on experience regarding National Dysphagia Diet, Frasier Free Water Protocol, and MBSS as well as various documentation systems.

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47. Anxiety Disorders

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48. Language Screenings

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low Demand
Here's how Language Screenings is used in Graduate Clinician jobs:
  • Administered speech-language screenings and evaluations using standardized assessment tools.
  • Conducted speech and language screenings of approximately 35 preschool-aged students
  • Conducted cognitive-linguistic and language screenings and evaluations.
  • Administered preschool diagnostic language screenings.
  • Conducted mass hearing, speech, and language screenings of primary and elementary aged children at the Boys and Girls Club.
  • Obtained speech-language samples in English and Mandarin; conducted speech-language screenings and non-standardized measures in English and Mandarin.
  • Completed supervised speech-language screenings of children birth to three as part of an early intervention interdisciplinary team.
  • Provided preschool language screenings and recommended children for an at-risk preschool program.
  • Performed hearing, articulation, voice, fluency and language screenings.
  • Provided hearing and speech/language screenings and evaluations to grades K-8.
  • Complete articulation and language screenings in the school setting.
  • Aided with speech-language screenings for preschool students EXTERNSHIP EXPERIENCE
  • Conducted speech and language screenings to preschoolers.
  • Conduct speech and language screenings of preschool children
  • Performed language screenings for grades K-1
  • Oriented student to clinical protocols and procedures Completed standardized and informal language screenings in a skilled nursing facility
  • Performed speech and language screenings for college students enrolled in School of Communications using the HUSHC Screener.
  • Participated in group therapy for pragmatics and social skills Conducted speech and language screenings at local schools
  • Conducted bilingual (Spanish/English) speech and language screenings for Head Start & PEP classes.
  • Managed and directed school-age fluency group Diagnostics Practicum: Preschool and school-age speech and language screenings and evaluations using PLS-5 Screener

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49. Pediatrics

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low Demand
Here's how Pediatrics is used in Graduate Clinician jobs:
  • Served pediatrics by administering a variety of language assessments and providing language therapy in individual settings.
  • Administered hearing evaluations to adults and pediatrics and provided results.
  • Developed and implemented treatment plans and session plans for pediatrics, adolescents, and adults.
  • Conducted formal and informal speech and language evaluations on pediatrics and adults.
  • Dispensed hearing devices to adults and pediatrics.
  • Completed hearing screenings for adults and pediatrics.
  • Performed hearing screenings on pediatrics.
  • Conducted hearing screenings on pediatrics.
  • Conducted audiometric evaluations for adults and pediatrics, counseled patients on results, and provided appropriate hearing instrument options.

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50. Celf-5

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low Demand
Here's how Celf-5 is used in Graduate Clinician jobs:
  • Performed informal and formal assessments including the CELF-4, CELF-5, and the Expressive and Receptive One-Word Picture Vocabulary Tests.
  • Administered norm-referenced tests (CELF-5, CELF-P2, PLS-5) to create long-term and short-term goals.
  • Administered standardized speech-language assessments including GFTA-2, PPVT-4, CELF-5, TNL, and TAPS-3.
  • Evaluated children using the CELF-5, GFTA-3, PLS-5, REEL-3, and CTOPP-2.
  • Administered the MAVA, CELF-5, TOPS-3, GTFA-2, and PPVT-4 evaluations.
  • Gained experience administering standardized assessments such as the CELF-5, PLS-4, GFTA-2 and AIMS web testing.
  • Administered and scored formalassessments including the PLS-5, FCP, CELF-5, and PPVT.
  • Evaluated children for speech-language impairments (GFTA-2, Arizona-3, PLS-5, CELF-5, PPVT-4, TOLD P:4).
  • Screened incoming kindergarteners and new to the district students using the DIAL-4 and the CELF-5 screener.

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Graduate Clinician Jobs

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20 Most Common Skills For A Graduate Clinician

Receptive Language Disorders

26.8%

Occupational Therapy Services

16.9%

Aphasia

7.3%

Group Therapy Sessions

5.1%

Dysphagia

5.0%

Childhood Apraxia

4.9%

Treatment Plans

4.7%

Language Disorders

3.0%

Developmental Disabilities

2.9%

Barium Swallow Studies

2.7%

IEP

2.7%

Traumatic Brain Injury

2.4%

AAC

2.4%

Lesson Plans

2.3%

Language Therapy

2.1%

Hearing Screenings

2.1%

Expressive Language

1.7%

Patient Care

1.7%

Diagnostic Evaluations

1.6%

Evaluation Reports

1.5%
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Typical Skill-Sets Required For A Graduate Clinician

Rank Skill
1 Receptive Language Disorders 21.7%
2 Occupational Therapy Services 13.7%
3 Aphasia 5.9%
4 Group Therapy Sessions 4.2%
5 Dysphagia 4.1%
6 Childhood Apraxia 3.9%
7 Treatment Plans 3.8%
8 Language Disorders 2.5%
9 Developmental Disabilities 2.3%
10 Barium Swallow Studies 2.2%
11 IEP 2.2%
12 Traumatic Brain Injury 2.0%
13 AAC 2.0%
14 Lesson Plans 1.9%
15 Language Therapy 1.7%
16 Hearing Screenings 1.7%
17 Expressive Language 1.4%
18 Patient Care 1.3%
19 Diagnostic Evaluations 1.3%
20 Evaluation Reports 1.3%
21 Caseload 1.2%
22 Adult Clients 1.2%
23 Down Syndrome 1.1%
24 Language Impairments 1.0%
25 Alternative Communication 1.0%
26 Cerebral Palsy 1.0%
27 Diagnostic Reports 0.9%
28 Parkinson 0.8%
29 Language Evaluations 0.8%
30 Group Settings 0.8%
31 Accent Modification 0.7%
32 Aural Rehabilitation 0.7%
33 Functional Communication 0.6%
34 Therapy Plans 0.6%
35 Language Services 0.6%
36 Cognitive Deficits 0.5%
37 Social Communication 0.5%
38 Gfta-2 0.4%
39 CVA 0.4%
40 School-Age Children 0.4%
41 Ccc-Slp 0.4%
42 Pls-5 0.4%
43 Language Treatment 0.4%
44 Language Intervention 0.4%
45 Informal Assessments 0.4%
46 MBS 0.4%
47 Anxiety Disorders 0.4%
48 Language Screenings 0.4%
49 Pediatrics 0.3%
50 Celf-5 0.3%
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