Level I/II Fieldwork Student Resume Example

• Completed 40-hours of observation and participation in push-in Occupational Therapy services for preschool children in both typically developing and special education classrooms
• Engaged with children in the classroom following CI model for intervention
• Attended interdisciplinary IEP meetings and learned documentation strategies appropriate for school-based OT
• Observed administration of BOT-2 and Handwriting Without Tears screener.
• Participated in Handwriting without Tears training

• Supported adults who have experienced a variety of health conditions and diagnoses (e.g. stroke, SCI, cardiac illness/surgery, orthopedic injuries, TBI, Parkinson's, anxiety, etc.) promote motor, process, and social skills necessary to meaningfully participate in needed and desired occupations.
• Managed a full and independent case load with opportunities for ongoing collaboration with fieldwork educator by week 6 of 12-week rotation
• Client-centered and occupation-based interventions to address occupational goals and promote independence for safe discharge
• Developed resource database of assessments, current research, and evidence-based practice and provided in-service training re: occupation-based cognitive assessments to be conducted by occupational therapist working with patients who demonstrate possible high-functioning TBI
• Completed professional documentation using Meditech system to address goals and client progress
• Conducted family training sessions to address safety concerns and educate re: client's diagnosis and behaviors to provide continuation of interventions
• Advocated for OT services and patient needs to promote client-centered care
• Collaborated closely with clients and family members to build effective treatment strategies.
• Shadowed fully qualified professionals to gain deep understanding of assessment, intervention and consultation processes.
• Implemented activities to help clients build important skills for work and personal needs.
• Used failed treatment sessions to regroup and identify areas in need of improvement.
• Studied regularly to stay current on terminology and treatment strategies.
• Applied occupational therapy training to real-world practice situations with clients of diverse ages, backgrounds and injury types.
• Completed documentation using MediTech electronic records.

• Partnered with co-teacher in planning and implementing a developmentally-appropriate, contextual curriculum based on pre-literacy, early math, and social and emotional skills for children ages 3-6 years.
• Supported children experiencing sensory processing disorder, autism, ADHD, and behavioral challenges in acquiring self-regulation skills and coping techniques to increase their participation in the classroom while promoting self-esteem and self-efficacy
• Programed classroom management tools, interventions, and behavior plans as needed for support during transitions, in regulation, social interactions, and to support development of the whole child in collaboration with the child's family and the ECC staff to provide developmentally appropriate and individualized care
• Presented opportunities for learning for preschool students by promoting exploration, open-ended play, and following the interests of the children
• Utilized techniques of early childhood education in accordance with National Association for the Education of Young Children, the Colorado Department of Human Services, and the Colorado Department of Education
• Skilled at active listening, emotion coaching and supporting children through problem solving process
• Documented development using a standardized assessment tool regulated by CO Department of Education
• Facilitated parent teacher conferences, sharing observations of and plans for continued development
• Conducted long-term research investigations focusing on the impact of positive sense of self, mindfulness, and community has on development and incorporated findings into classroom culture
• Mentored CSU practicum students and Assistant teachers by facilitating meetings, providing resources, guidance for lesson planning and documentation, evaluating growth and areas for improvement, and supporting to gain independence and involvement in the classroom

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• Organized and led activities to promote physical, mental and social development.
• Identified children in need of extra support for emotional, health-related or developmental concerns and conceived improvement strategies.
• Collaborated with parents to develop and maintain strong support networks and build rapport to foster seamless communication.
• Implemented hands-on, play-based strategies such as games and material exploration for experiential learning.
• Managed classroom environments using clearly defined expectations for behavior, positive reinforcement techniques, and child-led social emotional education.
• Created and implemented developmentally appropriate curriculum addressing all learning styles.
• Led parent-teacher education forums regarding the transition to Kindergarten.
• Observed children's play and learning and documented development quarterly using online documentation tool Teaching Strategies Gold.
• Participated in continued

• Programmed and facilitated developmentally-appropriate opportunities for coping, social interaction, distraction, support, physical activity, and community development for children ages birth to 26 in group settings of “Teen Lounge” and one-on-one in hospital rooms
• Promoted normalcy and distraction for patients in order to reduce fear and anxiety while in the hospital by interacting with them in a typical way, laughing, talking, and engaging in activities that they would do outside of the hospital
• Learned from Certified Child Life Specialists to understand patient needs and provide quality support
• Recognized the value of parent expertise (for younger patients) as well as individual preference and input by inviting them to be collaborative members of the care team