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Jaylene Vroom
RELEVANT SKILLS/HIGHLIGHTS
Communication & Interpersonal Skills
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Demonstrates confidence, sensitivity, and vigilance while working with colleagues, clients, and family
members
Motivated to stay current and knowledgeable in the field
Attentive to detail and professionalism
Effective communication between client, colleagues, and family members through face-to-face or written
communication
Teamwork
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Reliable and diligent individual who works collaboratively towards a common goal with colleagues
Contributing team member who is highly motivated to develop customized tasks and materials for specific
client goals
Experience in working with a team of multiple rehabilitation professionals
Creativity & Leadership
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Identification of problems in tasks in the clinical setting and generating alternatives through creativity,
collaboration and research
Managing of groups for therapy sessions by coordinating, developing and organizing tasks appropriately
Delegates tasks for teaching purposes to students at the University level/volunteers
Development of tracking guides to use within sessions for specific client goals and treatment tasks in order
to show specific progress outcomes
Creation of custom tasks and materials to implement within treatment sessions, catered to client interests
and goals
RELEVANT WORK EXPERIENCE
May 2011-Present
Communicative Disorders Assistant at Lear Communication St. Catharines, ON
 Responsible for providing intervention to clients under the supervision of a Speech–Language
Pathologist (S-LP) in the realms of cognitive-communication, stroke, voice, articulation, language based
learning difficulties, and swallowing
 Responsible for providing therapy that is individualized for each clients’ needs and interests
 Generating therapy tasks that will target skills and assist with functional carryover into the client’s daily
life
 Providing clinical support in areas such as scoring standardized assessments, transferring and analyzing
voice/language samples (acoustic analyses), transcription of language samples and creating
individualized therapy materials based on specific client-criteria
 Developed treatment programs such as; The Book Club for women with TBI (Traumatic Brain Injury)
targeting reading comprehension, attention, memory and speaking skills; The Voice Therapy program
and; the Young Adult Communication group for young adults with TBI.
EDUCATION & TRAINING
August 2011
Communicative Disorders Assistant Postgraduate Certificate
Georgian College, Orillia, Ontario
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Jaylene Vroom
June 2010
Bachelor of Arts, Honours in Speech & Language Sciences
Brock University, St. Catharines, Ontario
February 2014
Client-Centred Management for Voice Disorders in Adults
Linda Rammage, PhD, RSLP, S-LP(C)
Toronto, Ontario
February 2012
Neurorehabilitation: Assisting Recovery and Function in Everyday Life Following
Brain Injury – Level 1
Brock University, St. Catharines, Ontario
Additional On-Line Courses (recorded from speechpathology.com):
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Treatment of Cleft Palate and Velopharyngeal Dysfunction: Anna Thumes, M.A., CCC-SLP
Play-Based Therapy: Theory and Methods: Meredith P. Harold, PhD, CCC-SLP
An Effective & Efficient Tool to Teach Pragmatics: Mary Ellen Hood, M.S., CCC-SLP
The Bridge of Vocabulary: Judy K. Montgomery, Ph.D. CCC-SLP
Video Technology Reinventing Pragmatic Therapy: Innovate and Implement Proven Strategies: Jennifer
Jacobs & Laurie Jacobs, CCC/SLP
Memory and Learning: Victoria Harding, MBA, MS, CCC/SLP
Neuromuscular Treatment for Dysarthria: Nancye C. Roussel, PhD
Reading Comprehension & Language Intervention: Dee M. Lance
Can You make it through a conversation without complex syntax?: C. Melanie Schuele, PhD
Executive Functioning Skills: Practical Treatment Ideas: Sarah Ward, M.S. CCC/SLP & Kristen Jacobsen, M.S.
CCC/SLP
Stuttering Therapy: Overcoming the Impossible with Teens & Adults: Marilee L. Fini, M.A. CCC/SLP
VOLUNTEER EXPERIENCE
Mar-Apr 2011
Lear Communication - Field Placement II
Ancaster, ON
 Completed a seven week placement in a private practice/clinical setting working directly with a
Communicative Disorders Assistant (CDA)
 Responsible for implementing strategies and concepts into therapy sessions with clients who had a
variety of speech and language disorders
 Responsible for gathering performance data within sessions to track progress of treatment according
to ASHA guidelines of documentation standards
 Responsible for creating innovative, individualized therapy materials for the CDA to target skills in
treatment sessions with clients
 Expected to work along side the CDA and complement the session by enhancing a pleasant and
trustworthy environment for clients
 Gained invaluable experience with various clientele and professionals in the field
Jan-Feb 2011
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ErinoakKids – Preschool Speech & Language Initiative- Field Placement I
Burlington, ON
Completed a seven week placement working 1:1 with CDAs, as well as a S-LP
Provided speech and language therapy to children in a clinical setting under the supervision of the S-LP
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Jaylene Vroom
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Created complementary therapy materials for the clinicians to use in sessions as well as creation of
materials to use in treatment sessions facilitated independently
Developed and carried out customized therapy sessions for each child, to target various speech and
language issues
Responsible for collecting performance data within each session to chart progress of each child
according to ASHA guidelines of documentation standards
July-Aug 2009
Aphasia Group
Simcoe, ON
 Responsible for developing aphasia-friendly activities on a weekly basis to use in sessions and
homework tasks based on a weekly theme
 Facilitated communication between members through partner assisted communication
 Provided support to the S-LP throughout meetings for smooth transitions between activities
April-Aug 2009
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Preschool Speech and Language Program - Haldimand Norfolk Health Unit
Simcoe, ON
Prepared materials/therapy tasks for S-LP’s to use in therapy with preschool aged children
Assisted with the Sound Blast Program which provided therapy for children who have difficulties with
articulation and phonology through creation of materials, generation of the agenda, and in-session
support by promoting smooth transitions between tasks
Responsible for creating and encouraging a positive environment thereby encouraging participation
among children and providing 1:1 support during activities
April-Aug 2009
Norfolk General Hospital
Simcoe, ON
 Job-shadowed 1:1 with a S-LP during assessments, therapy sessions, charting, and session preparation
 Provided support to the S-LP through assistance with material preparation prior to sessions
 Prepared activities to target cognitive-communicative skills as well as 1:1 guidance throughout the task
when appropriate
AWARDS
December 2010 – August 2011
Dean’s Honour List
Georgian College, Orillia, ON
MEMBERSHIPS
2011 – Present
Member of OSLA (the Ontario Association of Speech-Language Pathologists and
Audiologists)
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