2015-02 - Present
Teacher's Assistant- Education Support
Western Autistic School

Responsiblities:
• Under the direction of specialist teachers, implement specific behaviour management strategies with students with Autism.
• Assist with the supervision, implementation and evaluation of student programs.
• Report observations of student's performance, behaviours both formally and informally.
• Contribute the to development of educational programs and development of behaviour management strategies.
• Support students to access learning and develop independence across school programs including classroom programs, excursion programs, personal care programs and swimming programs.
• Promoting language and communication through a picture exchange communication system (PECS) to support students with complex social communication impairments.
• Assist with the preparation and supervision of students during class, recess and meal times.
• Assist with classroom preparation and materials for daily program.
• Assist with showering, toileting and changing students.
• Attend staff meetings, student support groups and curriculum development meetings.

Skills:
• Patience - understanding that children with Autism have impairments in their ability to socially interact, communicate and have restricted or repetitive interest and behaviours.
• Flexibility- tailoring my approaches to help students socialise and learn at a level that suits their level of competence, impairments and interest.
• Communication- communicate progress and difficulties with specialist teacher and other education support teachers.
• Teamwork- working as part of a team to achieve the desired outcomes, skills and developmental goals.
• Problem-solving abilities- tailoring approaches to suit the child's current moods and program outcome.

2014-11 - Present
Research Assistant- Children Body Image Study
La Trobe University

Duties:
• Conducting face-to-face child interviews.
• Data collection and data entry.
• Recruitment of new participates and families into the study.
• Contacting participants to schedule interview times and following-up on questionnaires and consent forms for study.

Skills:
• Problem solving: finding alternative solutions to complete a task in an effective manner while maintaining the main objective of the study
• Analytical skills: understanding the numerous ways resources can be utilised and interpreted to provided a better insight, and not purely accepting information presented.
• Data entry: learning how programs like qualtrics, SPSS and excel work to enable to effective transference of data across mediums.
• Organisation: prioritising task that need to be completed in a timely manner

Head of Day Camp / leadership member
Melwood Recreation Centre
Maryland, USA

Camp Counselor
Melwood Recreation Cente 
(at an inclusive summer camp) 

Responsiblities:
• To develop & maintain a supportive, inclusive environment and relationship with a young person
• Create a fun and safe environment that fosters strong and positive relationships.
• Awareness of other disability campers, and any potential issues and/or benefits that may arise.
• Encourage social, adult and peer relationship development throughout the camp, particularly within camper groups and weekly travel groups.
• Develop and maintain appropriate relationships with fellow counsellors and campers, modelling a culture of inclusion to both buddies and other campers as a whole dynamic.
• Enhance confidence, self-esteem, self-worth and opportunities for success.
• Work through and minimise camper behaviours by utilising skills analysis and camper information packets to develop appropriate behavioural plans.
• Development of independent skills through the utilisation of camp routines and living with others.
• Developing positive identities, values, boundaries, development of new friendships and enhancing selfconfidence.
• Assume the responsibility "in locus parentis" to the children under his/her care, including personal hygiene and expecting a good standard of behaviour and participation.
• To effectively lead the campers and encourage them to participate in all activities competently and provide assistance to ensure they understand the task at hand.
• Provide any required assistance or support and ensure appropriate behaviours throughout the duration of camp.

Skills:
• Patience - understanding that children with disabilities have impairments in their ability to socially interact, communicate, handle transitions and have restricted or repetitive interest and behaviours.
• Flexibility- tailoring approaches to help camper socialise and understand camp schedules/routines at a level that suits their level of competence, impairments and interest.
• Communication- communicate progress and difficulties with supervisors, other counselors and complete all daily and post camp paper work to assist future camp planning.
• Teamwork- working as part of a team to achieve the desired outcomes and skills, enabling a smoother travel group transition.
• Problem-solving abilities- tailoring approaches to suit the child's current moods, daily camp schedule and unforeseeable changes to routines/schedules. Thinking on your feet and becoming creative with the available resources.

July 2013- June 2015
ABA Autism Program
Position: Applied Behavioural Analysis (ABA) Therapist

Responsibilities:
• One-on-one therapy sessions with the child to teach play, communication, self-help and academic skills.
• Assist in developing social skills with other children in the childcare program.
• Promoting language and communication through a picture exchange communication system (PECS).
• Aiding the generalisation of skills taught in the ABA program to other environments.
• Building rapport with the child.
• Learning what motivates the child and developing reinforcements to encourage learning.
• Observing and recording the session progress on data sheets.
• Attend fortnightly team meetings.

Skills:

• Patience - understanding that children with Autism have impairments in their ability to socially interact, communicate and have restricted or repetitive interest and behaviours.
• Flexibility- tailoring my approaches to help him socialise to suit his level of competence and interest.
• Communication- communicate progress and difficulties with program supervisor, parents and other ABA therapists on the team.
• Teamwork- working as part of a team to achieve the desired outcomes, skills and developmental goals.
• Organisation- completing observation data sheets at the end of each session to track progress and challenging behaviours.
• Problem-solving abilities- tailoring approaches to suit the student's current moods and program outcome. Thinking on your feet and becoming creative with the available resources.

May 2013- December 2014
Brimbank Parent Association
Kellie O'Connell Kindergarten
Position: Kindergarten Aide for a Child with Autism

Responsibilities:
• Encouraging and facilitating social interaction with other children in the kindergarten program.
• Assist in developing social skills.
• Prompting language to facilitate needs to manage boundaries.
• Using visuals to help navigate kindergarten routine.
• Encouraging new ideas into play and trying new activities.
• Assisting with the transitions and unexpected changes to routine.
• Engaging in play with other children and general help around the kindergarten.

Skills:
• Patience - understanding that children with Autism have impairments in their ability to socially interact, communicate and have restricted or repetitive interest and behaviours.
• Problem-solving ability- tailoring my approaches to help her socialise to suit her level of competence and kindergarten activities.
• Teamwork- able to work effectively with other staff and children at the kindergarten to achieve the goal of socialisation.
• Organisation - preparation of a daily visual schedule to help guide kindergarten routines.

Bachelor of Psychological Science (honours)
La Trobe University