Speech and Language Pathologist

Speech, Hearing, and Language Program Implementation

Implement PEP's speech, hearing, and language program. Duties and responsibilities include aligning practice with the agency mission, vision, guiding principles, the trauma-informed Sanctuary Model, the Neurosequential Model, and the Re-ED philosophy. Assist with the planning and delivery of program services. Work collaboratively with classroom team members to provide an integrated program of education and mental health services and supports inclusive of academic, social-emotional, and behavioral programming within an ecologically-based model. Work collaboratively with all team members, including agency and center staff, parents, and other professionals to implement the program and achieve the best possible outcomes for every student. Assist staff in the identification of children with speech and/or language handicaps. Participate in a standardized hearing screening process and a differentiated referral system. Provide a multi-factored evaluation that includes evaluation of communication status and hearing. Provide diagnosis and appraisal of specific speech and/or language disorders, including but not limited to: receptive and expressive language disorders in morphology, syntax, semantics, pragmatics and/or; refer for auditory processing difficulties, if deemed appropriate; articulation disorders of single or multiple phonemes/phonological problems; fluency disruptions; voice disorders; and disorders associated with hearing loss and organic abnormalities. Participate in evaluation team meetings and IEP conferences for students eligible for speech and language as a related service. Schedule and provide appropriate speech and language services for students with communicative handicaps based on state eligibility criteria. Serve as a consultant to teachers in the facilitation of speech and language development. Consult with the professional staff of the agency in the development of appropriate in-service training programs for teachers, other staff members, and parents on problems relating to speech and language development. Provide information to parents, children, and teachers regarding speech and language handicaps. Cooperate with appropriate community agencies, resources, and facilities concerned with children having speech and language handicaps. Maintain systematic procedures for appropriate record-keeping, screening/evaluation, and review of student progress. Meet minimum job expectations such as being on time, adequate staff relations, adequate parent relations, and demonstrate other professional responsibilities. Comply with agency policies and procedures. Implement the Therapeutic Crisis Intervention Model with fidelity and effectiveness to support treatment and to reduce/avoid restraints. Complete assigned duties competently and within expected time frames. Maintain a current and valid certificate/license. Follow procedures for providing respectful and appropriate assistance to students for personal grooming, hygiene, and toileting. Participate (and pass requirements where applicable) in all required trainings, including but not limited to, Vehicle Safety, First Aid, CPR, Therapeutic Crisis Intervention, Blood Borne Pathogens, and Standards of Practice. Participate in staff development activities, parent conferences, team meetings, and staff meetings as scheduled or assigned. Ability to work respectfully with a culturally diverse population of clients. Utilize safe work practices for self and others. Demonstrate word processing skills and program navigation skills. As a representative of the agency and profession, present self with decorum and in dress that is appropriate to the day's activities. Adhere to PEP and ESC policies and procedures.

Qualifications include a master's degree and state license required. Experience working with behaviorally challenged children/youth. Communicate accurately and effectively, both written and orally. Utilize good judgment under routine and stressful conditions. Demonstrate effective decision-making skills. Work professionally, effectively, and collaboratively with others.

Physical requirements include the ability to participate in physical interventions, when necessary, and with fidelity to the methods taught through the Therapeutic Crisis Intervention model. Physical interventions are low in frequency but require intense physical exertion. The object is to safely control/maintain a struggling and aggressive young person ranging from 50 to 250+ pounds. Physical requirements include, but are not limited to: kneeling, possibly for extended periods of time on hard surfaces, bending, twisting, and holding. Ability to participate in therapeutic outdoor education/field trips which may involve hiking, biking, climbing, and swimming. Ability to use a computer and keyboard (eye-hand coordination and repetitive movements related to keyboarding). Ability to move around the classroom/center/community and sit and stand for more than an hour at a time. Ability to visually and auditorily assess and monitor the mental health status of students for safety purposes. Ability to meet driver eligibility standards and operate an agency leased vehicle.