Careers

 

Speech-Language Pathologist- Community Based (Fee-for-Service)

  • Job Tracking ID: 512714-660927
  • Job Location: Depew, NY
  • Job Level: Entry Level (less than 2 years)
  • Level of Education: Masters Degree
  • Job Type: Full-Time/Regular
  • Date Updated: December 11, 2018
  • Years of Experience: Less Than 1 Year
  • Starting Date: ASAP



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Job Description:

GENERAL PURPOSE OF POSITION

Provide therapeutic services, as per the guidelines set forth by the American Speech Hearing Association, the New York State Department of Health and/or Department of Education to a diverse population of birth to 5 year olds with identified medical and/or developmental disabilities. Assess, plan, organize and participate in therapy programs that improve communication and cognitive development.

Provide evaluation services, as per the guidelines set forth by the New York State Department of Health and/or Department of Education to a diverse population of birth to 5 year olds with identified medical and/or suspected developmental disabilities. Participate in the planning, goal writing or creation of positive family outcomes that improve communication and cognitive development. Provide a comprehensive written evaluation report and communicate effectively with families and other professionals.

REPORTING RELATIONSHIP

Reports to the Director of Early Childhood Community Services

ESSENTIAL DUTIES AND RESPONSIBILITIES

  • Implement plans of care and activities for children in accordance with Early Intervention or New York State Education Law requirements, Cantalician practices and policies, and the principles and practices of speech therapy.
  • Assure that Individual Family Service Plan (IFSP) outcomes or Individual Educational Plan (IEP) mandates are fulfilled.
  • Document progress toward goals on the IEP and/or document progress towards IFSP outcomes at specified intervals.
  • Within scope of practice, implement plans of care that are chronologically and developmentally appropriate; reflect differentiated instruction techniques; incorporate technology, and are creative.
  • Establish an effective data collection and charting system to monitor child’s progress.
  • Make appropriate service recommendations (e.g., increase/decrease therapy) as a result of informal evaluation, clinical judgment and child’s needs.
  • Review clinical records and case histories.
  • Evaluate effects of treatment at various stages and adjust treatment to achieve maximum benefit.
  • Engage children in activities that are interesting, meaningful and individualized to reflect each child’s communication ability and developmental level.
  • Obtain family’s informed consent to proposed interventions.
  • Devise appropriate annual goals and short-term objectives (PreSchool), and/or assist families in creating Positive Outcomes (Early Intervention)
  • Ensure that intervention strategies are evidence based.
  • Attend Committee on Preschool Special Education (CPSE) meetings - or - 6-month/Annual Reviews for children on your caseload. *
  • Develop and write required reports, according to specified formats, which may include collaborating with other treating professionals to determine child’s current level of functioning.
  • Organize and maintain required daily treatment notes and records for each child.
  • Maintain required signature verification forms.
  • Generate scripts for services or evaluations when deemed necessary.
  • Foster child’s independence ensuring that child achieves the greatest level of independence possible and appropriate for that particular child.
  • Ensure that verbal and written communications including tone, demeanor, and content with child and parents are professional, appropriate and respectful.
  • Model and demonstrate expected child behavior.
  • Instruct family in treatment and procedures to be continued at home.
  • Provide educational information about communication disorders and/or typical developmental milestones.
    • Refer children and their families to community resources and services.
  • Provide care and services to promote a safe environment for children and families.
  • Demonstrate the ability to work independently as well as in conjunction with other staff members and members of the agency team.
    • Consistently comply with all agency policies and procedures.
  • Constantly maintain high professional standards at work with regard to personal behavior and interactions with other staff and families.

  • Your attendance is expected for children on your caseload either in person or via phone. You are responsible for making these arrangements. If you are providing services on a FFS basis/after hours and the meeting is held during an instructional time you will be required to secure permission from your supervisor and use PTO. There is no additional compensation for this meeting.
  • It may also be requested that you attend CPSE or IFSP meetings for children not on your caseload or that you did not personally evaluate. Child’s reports will be made available to you prior to such meeting for your review. In this situation you will receive additional compensation according to the FFS rates.

Experience and Skills:

SKILLS AND ABILITIES

  • Demonstrate a high level of knowledge of speech therapy principles, especially those that apply to young children with disabilities.
  • Possess good time management skills.
  • Show the ability and desire to work as part of an interdisciplinary team.
  • Display a high level of written and oral communication skills.
  • Display a high level of interpersonal skills.
  • Demonstrate a high level of behavior management skills.
  • Demonstrate knowledge of the information and techniques needed to treat and/or evaluate communication disorders. This includes a working knowledge of hearing impairment and assistive technology.
  • Display knowledge of computer and ability to utilize word processing programs.
  • Exhibit familiarity with applicable standardized/non-standardized tests and assessment tools.
  • Demonstrate an ability to administer diagnostic tests with a high degree of efficiency and to accurately score tests.
  • Exhibit the ability to interpret test results appropriately taking into account developmental norms, functional communication, children’s progress or lack of progress and any other pertinent information helpful in determining service recommendations or changes.
  • Display the ability to communicate children’s current level of functioning or other pertinent information orally and in written reports.
  • Demonstrate knowledge of current literature and trends relating to the profession.

EDUCATION AND/OR TRAINING

  • Minimal: Masters degree in Communication Disorders; NYS license; Initial Teacher of Language Disabilities certification; CFY eligible
  • Desired: Masters degree in Communication Disorders/Speech pathology, Certificates of Clinical Competence, and/or Professional Teaching certification
  • Continuing education credits necessary to maintain NYS license and certification; proof of continuing education must be provided to Human Resources.


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