Isabelle Scheinblum

- Conduct comprehensive speech and language initial/triennial assessments for students that accounts for students' cultural and linguistic backgrounds.
- Interpret assessment results to develop individualized education plans (IEPs).
- Design and implement evidence-based therapy plans tailored to each student’s needs in the areas of articulation/phonology and receptive/expressive language (syntax, semantics, pragmatics).
- Provide one-on-one and group therapy sessions to improve communication skills.
- Collaborate with teachers, special education staff, translators/interpreters, and parents to support students’ communication goals.
- Participate in IEP meetings and contribute to team discussions on student progress.
- Regularly monitor and document student progress towards speech and language goals.
- Advocate for students’ needs within the school and community.
- Communicate with parents about their child’s progress and provide strategies for home support.
- Offer resources to help parents understand speech and language development.
- Maintain accurate and confidential records of assessments, therapy sessions, and student progress.
- Develop and implement behavior management strategies.
- Stay current with best practices and new research in speech-language pathology.

-Created and implemented lesson plans for students in 3rd-8th grade.
-Participated in the entire IEP process including: gathering all information for reports, administering assessments, interpreting test results, determining eligibility, developing goals in deficit areas, uploading documentation onto SEIS, and presenting findings at IEP meetings.

-Participated in Chapman's "AAC Camp".
-Worked 1-on-1 with a high school student diagnosed with ASD to facilitate use of Proloquo2Go on his speech-generating device
-Customized icons on the student's Proloquo2Go application to foster communication with other students and staff.
-Collaborated with behavior interventionists to manage behaviors and to create communication goals appropriate for the student.

-Sought out evidence-based therapy approaches for students in preschool to 5th grade to increase progress on IEP goals.
-Input qualitative and quantitative data from all sessions into Paradigm
-Learned to manage large group sessions, redirect negative behavior, and consider students’ diverse cultural and linguistic backgrounds while conducting therapy.

Master of Science in Communication Sciences and Disorders

Bachelor of Arts in Applied Linguistics

CCC-SLP