This document is a resume for Julie P. Keeney, who is pursuing a Master's degree in Speech and Language Pathology from Idaho State University with an anticipated completion date of August 2015. She has clinical experience providing speech and language therapy to children and adults in various settings including schools, clinics, and home health. Her work experience includes owning an insurance agency and positions in insurance sales and as a paralegal.
The impact of specific language impairment on working memory in children with ADHD combined subtype
Solveig Jonsdottir, Anke Bouma, Joseph A. Sergeant, Erik J.A. Scherder
Volume 20, Issue 4, 1 June 2005
Social Communication Disorder encompasses problems with social interaction, social understanding and pragmatics. Pragmatics refers to using language in proper context.
Reading List 2016; "Why do some children find language so hard to learn?"Dorothy Bishop
Reading list for talk "Why do some children find language so hard to learn?"
Dorothy V. M. Bishop
VIIIth International Conference of Language Acquisition
Palma de Mallorca, Spain
6-9th September
Preprint of:
Bishop, D. V. M. (2004). Specific language impairment: diagnostic dilemmas. In L. Verhoeven & H. Van Balkom (Eds.), Classification of Developmental Language Disorders (pp. 309-326). Mahwah, NJ.: Erlbaum.
NB. THIS FILE TOO BIG TO VIEW ONLINE. You need to save it in order to read it! Chapter on Speech and language difficulties, from 4th edition of Rutter and Taylor: Child and Adolescent Psychiatry, 2002.
Autism and specific language impairment both involve problems with language and communcation, so how are they distinguished? This slide show accompanies a youtube video for the RALLI campaign.
http://www.youtube.com/rallicampaign
The impact of specific language impairment on working memory in children with ADHD combined subtype
Solveig Jonsdottir, Anke Bouma, Joseph A. Sergeant, Erik J.A. Scherder
Volume 20, Issue 4, 1 June 2005
Social Communication Disorder encompasses problems with social interaction, social understanding and pragmatics. Pragmatics refers to using language in proper context.
Reading List 2016; "Why do some children find language so hard to learn?"Dorothy Bishop
Reading list for talk "Why do some children find language so hard to learn?"
Dorothy V. M. Bishop
VIIIth International Conference of Language Acquisition
Palma de Mallorca, Spain
6-9th September
Preprint of:
Bishop, D. V. M. (2004). Specific language impairment: diagnostic dilemmas. In L. Verhoeven & H. Van Balkom (Eds.), Classification of Developmental Language Disorders (pp. 309-326). Mahwah, NJ.: Erlbaum.
NB. THIS FILE TOO BIG TO VIEW ONLINE. You need to save it in order to read it! Chapter on Speech and language difficulties, from 4th edition of Rutter and Taylor: Child and Adolescent Psychiatry, 2002.
Autism and specific language impairment both involve problems with language and communcation, so how are they distinguished? This slide show accompanies a youtube video for the RALLI campaign.
http://www.youtube.com/rallicampaign
Making Best Use of Speech-Language Therapy: When to Refer and What to ExpectBilinguistics
In this presentation, we discuss speech and language in school-age youth, identify when referral for Speech-Language Evaluation and Therapy would benefit the patient, and explain utilization of Alternative and Augmentative Communication (AAC).
1. Julie P. Keeney
2819 Shamrock Ave. Nampa, ID 83686 (208) 880-9010 keenjuli@isu.edu
Education
Masters of Science: Speech and Language Pathology
Idaho State University, Meridian, ID
*Anticipated completion date
*August,
2015
Post Baccalaureate Pre-Professional Program: Speech and
Language Pathology
Idaho State University, Meridian, ID
Leveling undergraduate coursework in speech-language pathology
August, 2013
Bachelor of Arts: Political Science
College of Idaho, Caldwell, ID
Graduated Cum Laude with Departmental Honors
June, 1995
Clinical Experience
Externship at STARS (St. Alphonsus Rehab Services) –
Ontario, OR
*Planned full-time eight week externship
Intern at The Language & Learning Center at Calico - Boise, ID
Provided articulation and language therapy for refugee, hearing
impaired, low income, and at risk children in a non-profit, language
based preschool. Conducted speech and language assessments
including the Arizona-3, Goldman Fristoe-2, Boehm Test of Basic
Concepts, CELF Preschool, and PLS-5. This position provided the
opportunity to treat children from many different cultural and
socioeconomic backgrounds and children with diverse speech,
language, and hearing needs.
Intern at Purple Sage Elementary School - Middleton, ID
Provided articulation, language, and fluency intervention for children in
a developmental preschool as well as children in grades K through 5.
Assisted in articulation, language, and hearing screenings for
preschool and kindergarten children, assessed fluency, articulation,
language, and social skills for a variety of students and participated in
IEP development and meetings. This position required planning group
and individual therapy sessions, tracking data on Medicaid forms, IEP
development and conducting standardized assessments such as the
SSI-4, PLS-5, CELF-5, Goldman Fristoe-2, Phonological Awareness
Test-2, TNL, and the SPAT-D II.
*May, 2015 to
July, 2015
January, 2015 to
April, 2015
September, 2014
to
December, 2014
2. Intern at Encompass Home Health - Nampa, ID
Provided cognitive, voice, and swallowing evaluation and treatment to
homebound adults and language therapy to a non-verbal Spanish
speaking preschool child. This position required planning functional
therapy activities, taking vital signs, and recording data through a
paperless online system.
Counselor for Advancing Adventures in Communication (AAC)
Camp - Nampa, ID
Facilitated use of a PRC AAC device using the Unity language for an
individual with Down syndrome and autism spectrum disorder.
Facilitated peer communication in small group settings during a
variety of activities.
Student Clinician at Idaho State University Speech and Language
Clinic - Meridian, ID
Duties included evaluation of clients using a range of standardized
and non-standardized assessment tools including dynamic and
criterion referenced assessments, BDAE short form, SALT
transcription, Goldman Fristoe-2, Khan Lewis-2, Arizona 3, CELF
Preschool, SSI-4, and TELD-3. Client populations included preschool
language, preschool articulation, school-aged fluency, and adult
aphasia with apraxia and alexia. This experience required
collaboration with colleagues and supervisors to plan and execute
activities to facilitate communication in a group setting, creation of
treatment plans, progress reports and daily clinical documentation for
all clients.
June, 2014 to
July, 2014
June, 2014
September, 2013
to April, 2014
Work Experience
Small Business Owner
Julie P. Keeney Insurance Agency, Inc., Nampa, ID
Owner/operator of an insurance agency.
Responsible for hiring, supervising and training employees,
budgeting, payroll, quarterly and annual tax reports, marketing,
and overall office administration.
Counseled customers on cost/benefits of insurance products,
assisted customers with filing insurance claims and provided
general customer service.
Agency Producer/Office Manager
Ronald Pirnie Insurance Agency, Nampa, ID
Paralegal
White Peterson Law Firm, Nampa, ID
March, 2003 to
March, 2013
May, 1999 to
March, 2003
April, 1996 to
May, 1999
References
Available upon request.