Navya Malladi

• Collect psychophysiological data, including ECG and galvanic skin conductance, using MindWare equipment to support research on stress, emotion, and physiological responses.
• Collect biological samples, including passive drool and cheek swabs, while following protocol standards to support reliable physiological and biological data collection.
• Coordinate in-person recruitment with support from the main team by organizing recruitment events, building relationships with prospective child and parent participants, and supporting family engagement and study enrollment, while managing a group of RAs to assist in recruitment processes.

• Conduct family-focused research on infant social evaluation by using behavioral coding programs, including jHab and Observer XT, to examine infants’ social preferences.
• Lead an independent directed studies research project examining pre- and post-COVID differences in infant social evaluation within the Helper-Hinderer paradigm.

• Supported developmental psychology research on how children ages 3-10 think and learn in early mathematics and language through study preparation, participant communication, and participant log maintenance.

Presented a research poster on pre- and post-COVID differences in infant social evaluation using the Helper-Hinderer paradigm.

• Provide one-on-one behavior intervention support for a 6-year-old child with autism spectrum disorder, using individualized strategies to support reading, writing, English language development, and social skills, in collaboration with the child’s parents.
• Began by building rapport through child-led play and observing the child’s interests, communication style, sensory needs, and triggers to establish a baseline of current skills.
• Collaborated with the family to set individualized, measurable goals and structured sessions around predictable routines.
• Implemented individualized, evidence-based strategies, including visual supports and breaking tasks into small, achievable steps, within a strengths-based and play-based approach.
• Track progress across sessions and adjust strategies based on the child’s responses, sharing regular updates with the family.
• Supported the child’s progress from tolerating 10 minutes of seated literacy work to completing 30-minute reading and writing activities with minimal support.

• Completed 36 hours of crisis responder training in active listening, emotional validation, collaborative problem-solving, suicide risk assessment, safety planning, and culturally responsive practice.
• Provide text-based crisis support to youth and adults in weekly shifts.
• Help texters move from distress to a calmer, more regulated state using active listening, emotional validation, and reflective responding within a trauma-informed and person-centered approach.
• Conduct suicide risk assessments by asking directly about suicidal thoughts, plans, access to means, action, and timelines, and work alongside clinical supervisors as per protocol during imminent risk conversations.
• Collaborate with texters to identify coping strategies and develop personalized safety plans, and connect them with community resources and referrals.
• Collaborate with the 9-8-8 Suicide Crisis Helpline through Kids Help Phone’s role as a national 9-8-8 network partner, supporting both young people and adults who reach out via the 9-8-8 texting line.
• Participate in clinical supervision and post-conversation debriefs to strengthen skills and maintain self-care.

• Delivered monthly interactive science lessons to a second-grade class of approximately 25 students, partnering with the classroom teacher to connect activities to the curriculum.
• Facilitated hands-on, inquiry-based learning in which students made predictions, conducted simple experiments (e.g., using balloons to describe molecules and the three states of matter), and discussed their observations, building scientific reasoning through direct experience rather than memorization.
• Aimed to spark curiosity and confidence in science, with a focus on students less engaged by traditional instruction.
• Adapted explanations and activities to diverse learning needs, attention spans, and English language levels using visuals and small-group work.

Created and executed developmentally appropriate lesson plans for children ages 1-7, including sensory play, art projects on curriculum-based content, story time and early literacy, counting games, and music and movement, targeting fine and gross motor, language, and social-emotional skills.

• Led daily routines, including arrival, circle time, meals and snacks, nap, outdoor play, and transitions for groups up to 25 children.
• Provided individualized support to children with diverse developmental needs, adapting activities and using visual cues, modeling, and positive reinforcement to support participation.
• Supported emotional regulation and social skills through co-regulation, coaching children through peer conflicts, and positive behavior guidance.
• Shared daily observations and progress updates with lead teachers and parents.

• Facilitated classroom learning and daily activities for students in grades K-5, providing small-group and one-on-one support in reading and science.
• Assisted lead teachers with lesson preparation, classroom materials, and transitions between activities.
• Promoted an engaged, inclusive classroom through positive behavior supports and clear expectations.

• Supported classroom activities for children ages 6 months-7 years, including story time, art, and outdoor play.
• Promoted positive student behavior and an inclusive early learning environment through redirection and clear, consistent expectations.
• Assisted with caregiving routines including meals, naps, and diapering, and maintained a safe, well-supervised environment.

• Lead the club's marketing team in developing outreach strategies for mental health awareness events.

• Contributed to the University of Washington and Seattle Children’s Hospital adolescent mental health initiatives and public health discussions.
• Worked alongside mental health professionals, pediatricians, and clinical researchers to create accessible mental health resources for high school students in the Seattle area during the COVID/post-COVID period.