Kelsey Clayback

• Assist with thesis and dissertation format reviews in accordance with the University of Dayton guidelines • Assist with the processing of Graduate Assistant (GA) contracts and certifications, fellowship applications, graduation preparation and various other graduate school documents and tasks • Carry out general office tasks including typing, filing, making copies and answering phones • Work includes experience with Word, Excel, Adobe Acrobat and the University of Dayton’s Porches site • Recreated and revised University of Dayton Thesis/Dissertation Guidelines in 2016 to increase clarity and efficiency for graduate students preparing documents for submission

• Supervised by Dr. Mary Wagner Fuhs • Assist with the collection and analysis of data of research involving children in Dayton • Investigate the relationship between domain general skills of executive functioning and domain specific skills involving mathematical development of preschool aged children living in poverty • Conduct research and collect data through assessments of preschool children in the Head Start and Taking Off to Success programs to enhance learning • Evaluate the effectiveness and quality of preschools for Montgomery County’s Preschool Promise Initiative • Administer Day/Night Task (Gerstadt, Hong, & Diamond, 1994), Dimensional Change Card Sort Task (DCCS; Zelazo, 2006), ANS acuity task (Halberta & Fiegenson, 2008), Set Matching Task (Negen & Sarnecka, under review), Corsi Block (Berch, Krikorian, & Huha, 1998), Head-Toes-Knees-Shoulders (HTKS; Cameron & McClelland, 2011) and Peabody Picture Vocabulary Test (PPVT) • Maintain a positive relationship and an enthusiastic environment with community partners, including school personnel, and parents and children involved • Exhibit great attention to detail and adhering to research protocols • Read and understand background literature regarding children and development • Attend scheduled lab hours and meetings • Tested hypotheses about the relationship between domain general executive function skills and specific math skills (spontaneous focusing on numerosity/specific attention to number) and presented results at international conference in 2015 • Created a Research Assistant Training Program in 2016 that included training videos and administration instructions detailing general and specific lab protocols

• Supervised by Dr. Marcus Thomeer, Dr. Christopher Lopata, Dr. Christin McDonald, Dr. Andrew Nelson and Dr. Alanna Lipinski • Summer 2016: Served as a research clinician for a grant-funded Phase 2 Feasibility Trial evaluating the feasibility and initial effectiveness of an intensive summer psychosocial treatment program for high-functioning young children ages 4 to 6 with autism spectrum disorder (HFASD) • Summer 2014 & 2015: Served as a research clinician for a grant-funded Phase 4 Randomized Clinical Trial evaluating SummerMAX, an intensive summer psychosocial treatment program for 7-12 year olds diagnosed with high-functioning autism spectrum disorder (HFASD) • Served as team Lead Research Clinician responsible for managing team activities/treatments and meeting with parents daily to update them on their children’s progress • Completed 40 hours of training prior to the program; passed the mandatory written exam with a score of 100% and demonstrated proficiency with >90% accuracy • Facilitated social skills groups, instituted an intensive response-cost structured behavioral program, collected data, and lead cooperative and therapeutic groups • Implemented active treatment components including instruction in social skills, interpretation of non-literal language and the multiple meanings of language, face-emotion recognition, interest expansion, and an individual daily note (IDN) • Implemented the manualized program according to strict treatment protocols • Completed pre- and posttest protocols for child participants including Adapted Skillstreaming Checklist (ASC), Adapted Behavior Assessment System (ABAS III), Social Responsiveness Scale (SRS) and Behavioral Assessment System for Children Teacher Rating Scale (BASC2-TRS) • Administered Comprehensive Assessment of Spoken Language (CASL) • Participated as a member of the research and clinical team examining progress of children • Collected daily behavioral data and entered into database • Provided child supervision during parent training sessions • Entered post-test data into database