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Katherine Schrems

Speech Language Pathologist @ Children's Hospital of Michigan

Speech Language Pathologist at Children's Hospital of Michigan

Greater Detroit Area

Ranked #1,313 out of 26,260 for Speech Language Pathologist in United States

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Katherine Schrems's Email Addresses & Phone Numbers

Katherine Schrems's Work Experience

Children's Hospital of Michigan

Speech Language Pathologist

Greater Detroit Area

Holiday Leasing, LLC

Customer Service

February 2006 to July 2010

Max Well Physical Therapy

Speech Language Pathologist

July 2016 to July 2017

Grand Blanc, MI

Katherine Schrems's Education

Eastern Michigan University

Master of Arts (M.A.), Speech-Language Pathology/Pathologist, 3.95

2013 to 2016

University of Michigan

B.A, Psychology

2007 to 2011

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About Katherine Schrems's Current Company

Children's Hospital of Michigan

Frequently Asked Questions about Katherine Schrems

What company does Katherine Schrems work for?

Katherine Schrems works for Children's Hospital of Michigan

What is Katherine Schrems's role at Children's Hospital of Michigan?

Katherine Schrems is Speech Language Pathologist

What is Katherine Schrems's personal email address?

Katherine Schrems's personal email address is k****[email protected]

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Katherine Schrems's business email address is k****[email protected]

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Katherine Schrems's phone (**) *** *** 162

What industry does Katherine Schrems work in?

Katherine Schrems works in the Hospital & Health Care industry.

About Katherine Schrems

📖 Summary

Speech Language Pathologist @ Children's Hospital of Michigan Greater Detroit AreaCustomer Service @ Holiday Leasing, LLC Worked at the customer service desk handling product returns, copies and faxes, comments and complaints, answering and transferring phone calls, and various other tasks From February 2006 to July 2010 (4 years 6 months) Speech Language Pathologist @ Max Well Physical Therapy • Identify, assess, and treat children and adults of all ages with various speech, language, and swallowing disorders in a clinical outpatient setting while collaborating with multidisciplinary team• Work with patients presenting disorders of varying etiologies including autism, stroke, genetic syndromes, cerebral palsy, traumatic brain injury, and sensory processing disorder.• Assisted in marketing efforts to grow pediatric caseload by writing articles explaining services offered for local health magazines and creating content for company website. From July 2016 to July 2017 (1 year 1 month) Grand Blanc, MISpeech-Language Pathologist Graduate Intern @ Ann Arbor Public Schools • This was a full time internship for 10 weeks in K-5 elementary school in the Ann Arbor Public Schools District.• Primary responsibilities included assessment and treatment of children with a variety of speech, language, and developmental disorders including articulation and phonological processing disorders, fluency disorder, cerebral palsy, autism spectrum disorder. The caseload included several bilingual children of a variety of ethnicities, as Mitchell School was recognized as being one of the most diverse elementary schools in the state of Michigan.• In addition to gaining many hours of clinicial experience, I also learned about how to manage a large (40+) caseload of children while maintaining an organized speech room, keeping up with IEP meeting and report deadlines, responding to teacher and parent concerns, and to manage difficult behaviors in young children.• This placement provided an excellent example of collaboration between professionals in order to provide the best, most appropriate services for the students that we serve. • Projects included working with the special education team to implement a PALS (Peers Achieving Lifelong Success) program for a 4th grade student with autism and a group of his peers. The purpose of this group was to hold weekly meetings to build friendships and discuss different social situations and scaffold appropriate social skills between classmates. From January 2016 to April 2016 (4 months) Mitchell Elementary SchoolSpeech-Language Pathologist Graduate Intern @ Evangelical Homes of Michigan • Full time internship for 12 weeks in a multidisciplinary setting with other therapies including occupational, physical, and wellness.• This placement reinforced my interest in communication disorders resulting from stroke, specifically aphasia. I was able to work for several weeks with a woman who was, when she arrived at the facility, 1 week post middle cerebral artery CVA. She presented with severe Wernicke's aphasia as well as mild cognitive and visual-spatial impairments. Treatment focused on putting together an individualized communication book (more about this below) for her as well as a modified copy and recall therapy technique as she was very concerned about how the stroke had impacted her writing abilities. Family education/training skills were also important with this patient.• In addition, I gained clinical experience in the following assessment and intervention areas: expressive aphasia, spastic dysarthria, dysphagia, vocal fold paralysis and cognitive-communication impairments.Communication Book-The communication book that I put together for this patient included simple, functional pages that related to her everyday life. The purpose of this book was to assist her in communicating with her therapists in the facility as well as her family and friends when they came to visit. Pages included an alphabet board, a "Yes/No" page (as using words and gestures for this was difficult for her), and a calendar. The book also included pages with pictures and names of people she worked with in the facility and family and friends. Below, I have included pictures from the book that do not include identifying information. From September 2015 to December 2015 (4 months) Evangelical Homes of SalineSpeech Language Pathology Graduate Clinician @ Eastern Michigan University ● Provided supervised assessment and treatment services for multiple clients of varying ages and impairments while maintaining constant communication with parents and caregivers● While in my clinical practicum, I worked one-on-one with a 3 year old who had a severe phonological processing disorder. Through a thorough and comprehensive assessment, I set up a treatment plan for him involving using the Cycles Approach to Phonological Disorders (Hodson, 1994). This approach proved to be effective for this particular client, and I completed my Capstone project on the progress that he made (see the powerpoint for this project under "Education-Eastern Michigan University")● I also worked for three semesters with a middle-aged man who was several years post stroke while left him with severe expressive aphasia. Treatment approaches that I implemented for this client included response elaboration technique to increase the length and content in his spoken sentences, ORLA, and phoneme grapheme conversions. Due to the progress that he continued to make through the semester, I learned that the length of time that has passed since stroke does not matter; progress can always be made.● EMU's clinic allowed me to participate in weekly aphasia group and act as the facilitator of the group on multiple occasions. This involved setting up activities for clients to participate in, introducing topics of discussion, encouraging participation/conversation, and mediating communication breakdowns. Through this experience, I learned that having many various modes of communication available is critical for this type of group and that this can be an opportunity for these clients' voices to be heard and for education about aphasia that they have not yet learned to be provided to them. From January 2015 to July 2015 (7 months) EMU's speech and hearing clinicDiagnostic Intern in Speech-Language Pathology @ Detroit Medical Center • This was a weekly diagnostic practicum in a multidisciplinary outpatient setting with other therapies including occupational and physical• While superviser, I provided assessment services for at-risk children ages 3-14 from culturally and linguistically diverse backgrounds.• Clinical experience gained in expressive and receptive language disorder, articulation, childhood apraxia of speech.• Administered multiple formal standardized test including the Receptive One-Word Picture Vocabulary Test (ROWPVT-4), the Expressive One-Word Picture Vocabulary Test (EOWPVT-4), the Goldman-Fristoe Test of Articulation (GFTA-3), , the Khan-Lewis Phonological Analysis (KLPA-3), and the Clinical Evaluation of Language Fundamentals (CELF-4) From October 2014 to December 2014 (3 months) Greater Detroit AreaResearch Technician Associate @ University of Michigan Full time job as a Research Technician working on a project titled Mrs T (Making Room for Student Thinking). The main focus of the project is to improve the way in which elementary school teachers teach math, primarily encouraging them to increase the amount of whole class discussions. Responsibilities up to this point have included:-using high definition camera equipment to record math lessons in local elementary school classrooms, while the teacher and one key student in each classroom is audio recorded using a device called a LENA ( 2nd and 4th grade students about their strategies that they use while solving math problems.-coding and transcribing classroom lessons using computer programs called Inqscribe and Transcriber.-running participants in a Useful Field of View study, in which eye tracking cameras are used to record a participants eye movements while watching a clip of lesson footage. From September 2010 to August 2013 (3 years) School of EducationResearch Assistant @ Undergraduate Research Opportunity Program Worked with a team of students and faculty on a project concerning situation awareness in teaching by running participants, coding and transcribing using a computer program titled Inqscribe, and attending weekly lab meetingsAttended biweekly seminars to further my research experience by listening to different speakers and working on various projects with journal assignments due every week From September 2010 to August 2011 (1 year) Psychology Student Worker @ University of Michigan Children Center Infant ClassroomTook care of and established relationships with infants as young as six months, enabling me to gain experience working with young childrenIncorporated demanding position into summer schedule, therefore gaining time management skillsIncorporated the experiences I had in the classroom into research papers From June 2010 to August 2010 (3 months) Corps Member @ Jumpstart -Spent nine months in a preschool classroom, reading and interacting with children through play twice per week-Participated in weekly meetings and projects which strengthened my team building and leadership skills-Incorporated schedule around full time classes at school-Received Education Award for 500 hours of service. From September 2009 to June 2010 (10 months)

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In a nutshell

Katherine Schrems's Personality Type

Extraversion (E), Intuition (N), Feeling (F), Judging (J)

Average Tenure

1 year(s), 2 month(s)

Katherine Schrems's Willingness to Change Jobs



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