Sitter in Astoria, New York

EDUCATION The City University of New York, Hunter College—New York, NY, January 2014- Present • Early Childhood Special Education with an annotation in Severe/Multiple Disabilities • Graduate School of Education The Pennsylvania State University—University Park, PA, May 2010 • Bachelor of Science in Communication Sciences and Disorders • College of Health and Human Development University of Connecticut—Athens/Rhodes, Greece, Spring 2009 • Studied Greek language, humanities, and social sciences EXPERIENCE Childcare Provider—Rydal, PA, November 2010–January 2014; New York, NY, February 2014–Present • Conduct all aspects of routine with patience and understanding • Manage and align daily and weekly schedules with parents • Structure activities that met the physical and emotional needs of children • Encourage high self-esteem and proper social interaction between children Therapeutic Support Staff, Warwick Family Services, Inc.—Bensalem, PA, January 2012–January 2014 • Understood and implemented treatment plan, strategies, and data collection of elementary-aged children with Autism Spectrum Disorder • Used Applied Behavioral Analysis model to provide support to clients in the areas of behavioral choice-making, problem solving, attendance to academic tasks, compliance to routines, and adherence to directions • Modeled appropriate play, social, and pragmatic skills in order to strengthen peer interaction • Collected and recorded data as directed by Behavior Specialist Consultant (BSC) • Transferred skills and appropriate strategies to parents/caregivers and school staff • Reported behavioral progress and concerns to BSC weekly • Collaborated with fellow TSS workers, exchanging innovative strategies and best practices • Coordinated weekly mentoring sessions with BSC Behavior Associate/ PCA, EdBeCo, Inc., Education and Behavior Consulting—Flourtown, PA, September 2010–October 2011 • Worked directly with children, ages 3 – 5, with ASD and their support circles/families to carry out behavior plans in the context of home and school using the Applied Behavioral Analysis model • Complied with physical intervention techniques in a time of crisis • Documented clients’ response to treatment interventions • Maintained confidential information • Communicated with coworkers, supervisors, clients, and others in a courteous and professional manner English Language Tutor—Athens, Greece, Spring 2009 • Tutored two students ages 8 and 11; noticeable improvement in their ability to communicate in English