Meghan Farrell

Speech-Language Pathologist with pediatric clinical experience across public school, specialized education, and early intervention settings. Clinical background includes comprehensive speech-language evaluation, standardized assessment and interpretation, AAC, receptive and expressive language, speech sound disorders, fluency, pragmatic language, and multidisciplinary collaboration. Currently provides school-based services and completes district-wide speech-language evaluations for students in Kindergarten through Grade 12 during summer evaluation periods.

Experienced in case management, IEP and reevaluation processes, family consultation, staff collaboration, and translating evaluation findings into functional recommendations.

Speech-Language Pathologist at Springfield School District (2022-10 – Present)

• Provide speech-language services to elementary-age students in general and special education settings, including students with speech-language impairment, autism, ADHD, and multiple disabilities.
• Administer and interpret standardized assessments including PLS-5, CELF-P3, CELF-5, GFTA, TOLD-5, Functional Communication Profile, and TAPS-4.
• Complete comprehensive speech-language evaluations across the district during summer evaluation periods for students in Kindergarten through Grade 12, including administration and interpretation of standardized and clinical measures.
• Serve as case manager, coordinating evaluation and IEP meetings, preparing educational documentation, and gathering information from multidisciplinary team members.
• Collaborate with teachers, school psychologists, counselors, occupational therapists, administrators, reading specialists, and families to identify student needs and determine appropriate supports and referrals.
• Serve as team leader for the special education team within the Springfield Literacy Center, facilitating communication, problem-solving, and coordination among team members.
• Participate on the Child Study/MTSS Team to monitor student progress, identify student needs, and determine when additional evaluation or intervention is appropriate.

Speech-Language Pathologist at TEEMS, Inc. (2022-01 – Present)

• Provide early intervention speech-language services to children birth through three years of age based on needs identified in Individualized Family Service Plans.
• Participate in three-month, six-month, and annual meetings to report progress and collaborate with families and service providers.
• Provide services through in-person, virtual, and hybrid models in children's natural environments.
• Use a coaching and parent-consultation model to teach caregivers strategies for creating communication opportunities and facilitating language throughout daily routines.
• Use familiar toys, books, snacks, and household materials to demonstrate practical communication strategies within the child's natural environment.

Speech-Language Pathologist at Upper Darby School District (2021-08 – 2022-10)

• Provided speech-language services to children ages 5–9 in general education, special education, and autistic support settings.
• Administered and interpreted standardized assessments including PLS-5, CELF-P3, CELF-5, GFTA, TOLD-5, and Functional Communication Profile.
• Developed individualized goals targeting speech intelligibility, receptive and expressive language, AAC, comprehension, fluency, and pragmatic language.
• Served as case manager for IEP, initial evaluation, and reevaluation meetings and collaborated with multidisciplinary team members.

Clinical Fellow Speech-Language Pathologist at Appoquinimink School District (2020-09 – 2021-08)

• Provided speech-language services within the RISE program, a specialized educational setting for students with autism, through push-in, pull-out, and language group services.
• Administered standardized assessments including PLS-5, CELF, GFTA, and Functional Communication Profile.
• Collaborated with teachers, paraprofessionals, BCBA staff, and administrators regarding student communication needs, AAC, visual supports, and intervention planning.
• Worked with AAC systems including PECS, Proloquo2Go, core boards, and NovaChat and conducted staff training regarding speech-language development and AAC protocols.

Graduate Student Intern at Brandywine Hospital (2020-07 – 2020-08)

• Provided acute care and outpatient services.
• Conducted Modified Barium Swallow Studies and bedside swallowing evaluations with adult patients.
• Evaluated and/or developed and implemented treatment plans for dysphagia, aphasia, apraxia, dysarthria, cognitive-communication disorders, and related medical conditions.

Graduate Student Intern at The Timothy School (2020-01 – 2020-06)

• Provided speech-language therapy to students ages 9–21 diagnosed with autism spectrum disorder through individual, group, and whole-class services.
• Addressed pragmatic language, AAC, receptive and expressive language, cognition, and life skills.
• Tracked data and reported student progress through in-person and teletherapy services.

Graduate Student Clinician at West Chester University Speech and Hearing Clinic (2019-01 – 2019-12)

• Conducted comprehensive hearing screenings for adults and children.
• Evaluated and treated adults and children ages 7–95 with a variety of communication disorders.
• Clinical populations included aphasia, apraxia, hearing loss, voice disorders, fluency disorders, speech sound disorders, childhood apraxia of speech, and cognitive deficits.
• Administered diagnostic measures including Arizona-4, Boston Naming Test, CELF-2, GFTA-3, PPVT, PLS-5, Stuttering Severity Index, and voice evaluations incorporating perceptual, acoustic, and aerodynamic measures.

Master of Arts in Communication Sciences & Disorders – West Chester University of Pennsylvania (2020-08)

Bachelor of Arts in Communication Sciences & Disorders – West Chester University of Pennsylvania (2018-05)