Speech-Language Therapist, Crossroads Center for Children

Posted: 03/21/18 | SHARE:

Description:

A speech-language therapist must be able to consistently and successfully perform all essential functions of the position. All positions follow the school calendar.

  1. Assure that IEP mandates are fulfilled.
  2. Assist in the development and implementation of behavior plans.
  3. Administer standardized speech-language assessments for center based children as well as those who are serviced through the evaluation clinic.
  4. Travel as required to evaluation sites.
  5. Develop and write required reports.
  6. Participate in relevant meetings.
  7. Establish/monitor group and individual lesson plans, data collection and charting systems.
  8. Conduct individual and group therapy lessons.
  9. Assist the classroom team in the generalization of skills.
  10. Maintain communication with parents.
  11. Maintain all records required
  12. Perform practices consistent with Crossroads’ instructional philosophy.
  13. Maintain the safety and well-being of all children in care.
  14. Participate in research related activities.
  15. Maintain a positive and professional demeanor at all times.
  16. Assist in training new Speech-Language Therapists as needed and supervise fellow speech-language therapists who are pursuing CCC.
  17. Assure that professional responsibilities are fulfilled.
  18. Perform any other duties as requested by your supervisor.

STANDARDS FOR ESSENTIAL DUTIES AND RESPONSIBILITIES

  1. Assure that IEP mandates are fulfilled.
  • Schedule and comply with mandated speech-language levels.
  • Write and deliver appropriate individualized lessons to address the IEP objectives.
  • Secure and utilize listed adapted equipment.
  • Perform required speech-language evaluations.
  • Utilize testing modifications as listed.
  • Follow any specialized instructions mandated by the IEP.
  • As requested, attend any scheduled committee meeting, representing and reporting on each student’s current program, progress, or recommendations for change.
  • Utilize any established behavior monitoring system consistently.
  • Actively participate in establishing, implementing, and monitoring an individual behavior management plan for any student requiring individual attention in this area.
  • Select and administer annually, appropriate standardized assessment tools to assess each student’s level of functioning in the areas of pragmatics, receptive and expressive abilities, articulation, and language.
  • Review the results of your testing and the student’s progress with parents in a scheduled parent conference.
  • You may be required to travel to locations in any of the counties in which we are approved to conduct evaluations in.
  • Actively participate in weekly team meetings to discuss student progress and current program issues (Analysis).
  • Report and discuss the results of all testing with support service staff, supervisor and parents.
  • Gather and discuss pertinent information and requests from parents regarding programming.
  • Provide direct written input on current testing, student progress and recommendations for your discipline, including specific objectives and a plan for service delivery.
  • Assist the teacher in integrating information from all disciplines into the writing of a transdisciplinary report.
  • Annual (or semi-annual) reports are to include specific testing results, a statement of current functioning, progress on current goals/objectives, recommended service levels and specific goals/objectives for all required areas.
  •  Attend staff meetings, analysis meetings, and consistency trainings as scheduled by the Executive Director, Director of Education, Clinical Director, and etc.
  • Assess daily through observation and charting, the student’s ability to perform the task as defined in each IEP objective.
  • Write an appropriate detailed plan to address each academic objective, based on your assessment.
  • Create an effective data collection system to monitor student progress on each objective.
  • Create an IGP for each child and enter data into the IGS curriculum computer program for review during analysis.
  • Utilize appropriate theme or topic units for delivery of systematic opportunities to develop identified skills.
  • Create challenging opportunities for students to develop and practice skills in the areas of need.
  • Coordinate activities with the teacher and other support staff.
  • Establish therapy schedules within the school day routine which compliments the established program
  • Assist and consult with the classroom team and fellow support service staff, modeling techniques and methods appropriate for maintenance and carryover of skills for individual students.
  • Utilize the established method(s) of communication, to communicate each student’s current goals and progress on a regular basis.
  • Share suggestions with the parents for effective carryover at home.
  • Establish and/or maintain a student specific file to contain a current IFSP/IEP, therapy notes, lesson plans, any outside speech-language reports, parent requests, and any other essential information.
  • Complete any monthly service and/or billing records and hand in when requested.
  • Always keep children within view and monitor them closely.
  • Perform toileting requirements as needed.
  • Monitor children during low frequency events such as field trips, family event days, graduation, etc.
  • Collaborate with staff members to develop research projects.
  • Collect data and perform literature reviews on research project topics.
  • Present information gathered at state, national and local conferences/workshops.
  • Assist in the orientation of new speech-language therapists.
  • Maintain all professional licenses and complete required courses if needed.
  • Serve as a mandated reporter.
  • Attend workshops or conferences for professional development.
  • Maintain strict confidentiality for all students and employees.
  1. Assist in the development and implementation of behavior plans.
  1. Administer standardized speech-language assessments for center based children as well as those who are services through the evaluation clinic.
  1. Travel as required to evaluation sites.
  1. Develop and write required reports.
  1. Participate in relevant meetings.
  1. Establish/monitor group and individual lesson plans, data collection and charting systems.
  1. Conduct individual and group therapy lessons.
  1. Assist the classroom team in the generalization of skills.
  1. Maintain communication with parents.
  1. Maintain all records required.
  1. Perform practices consistent with Crossroads’ instructional philosophy
    • Only recommend treatments and strategies that have empirical support for their effectiveness.
    • Utilize strategies and techniques based on the philosophy of applied behavior analysis consistently throughout the day.
  1. Maintain the safety and well-being of all children in care.
  1. Participate in research related activities.
  1. Maintain a positive and professional demeanor at all times.
  2. Assist in training new Speech-Language Therapists as needed and/or Supervise fellow speech-language therapists who are pursuing CCC. 
  1. Assure that professional responsibilities are fulfilled.
  1. Perform any other duties as requested by your supervisor(s).

 

Qualifications:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of position skill and/or ability required.

  • EDUCATION and/or EXPERIENCE – Bachelor or Master Degree in Communication Disorders and/or Sciences or Speech-Language Pathology from an accredited college or university.
  • CERTIFICATES, LICENSES, REGISTRATIONS, etc.: Certificate of Qualification as a Teacher of the Speech and Hearing Handicapped and/or CCC
  • COMMUNICATION SKILLS: Command of the English language exhibiting the ability to verbally communicate, read and interpret general education periodicals/professional journals, technical procedures, or government regulations; write and comprehend routine instruction, short correspondence, reports, etc. Ability to effectively present information in one-to-one and small group situations to parents, students, and other employees of the organization, etc.
  • OTHER SKILLS & ABILITIES: Ability to define problems, collect data, establish facts, draw valid conclusions, solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret an extensive variety of instructions furnished in written, oral, diagram, or schedule form.

Additional Information

PHYSICAL REQUIREMENTS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential function of this job.

  • sit, stand, stoop, kneel, crouch and crawl
  • have full usage of sensory abilities (vision, hearing, speech, tactile senses)
  • perform bodily movements without restriction, with full use of all limbs
  • ability to successfully apply strategies based on crisis prevention and intervention methodology.

 

WORK ENVIRONMENT: Due to the behavioral disorders of some of the children we serve, persons may be at risk of intentional or unintentional acts of aggression (e.g., hitting, kicking, and biting). The noise level in the work environment is usually moderate.

To Apply

Submit resume and any other desired documents to Carolyn Zimmer, Director of Related Services at CarolynZ@Crossroadcenter.org

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