OCCUPATIONAL THERAPIST

Job Description

Job Description

ST. COLETTA OF GREATER WASHINGTON CLASS SPECIFICATION

occupational therapist

Definition

Under general supervision from the Occupational Therapist Lead, the incumbent is responsible to evaluate, plan and administer occupational therapy treatments for the purpose of aiding students’ physical, developmental, intellectual and emotional habilitation. The therapist is expected to work independently, write objective and attainable IEP goals and to administer varied occupational therapy treatments for the purpose of meeting the agreed upon goals and objectives. It is important to note that while providing OT services the therapist is responsible for the supervision of a student(s) that may require the ability to keep up with a running student and or to lift or assist with lifting the student. This is essential to perform this task . An important aspect of the job is gaining knowledge of and implementing the assigned student’s Individual Education Plan goals and objectives as well as ensuring accurate data collection and documentation of same.

In accordance with the federal wage-hour laws, this is a salaried position and is not subject to the Fair Labor Standards Act’s (FLSA) minimum wage and overtime pay requirements.

Other Performance Measures:

Successful performance on the job requires following safety guidelines and policies to reduce accident or injury to self or students, school dress standards, proper attendance and leave policies and compliance with other policies set forth in the Employee Handbook. Creativity, initiative and effective problem solving is also important to the success of the incumbent. Attend and participate in weekly team, staff and development meetings; read and accept responsibility for weekly staff notes and all policies and procedures. Complete all paperwork accurately and timely. Perform bus duty detail as assigned. Support the overall school mission through volunteer opportunities and contribute to the smooth operation of the school day.

Examples of Essential Functions

• Develop, coordinate and implement individual occupational therapy intervention plans that support the IEP goals and objectives using an integrated service model.
• Conduct comprehensive assessments and evaluations using a variety of assessment tools and resources; develop written evaluations.
• May assist in the planning and developing of training programs and in-services, as well as with presentation.
• Recommend, design and assist in the procurement of adaptive equipment, assistive technology and augmentative/alternative communication systems necessary for students to meet IEP goals.
• May assist in planning and developing, and present in-service occupational therapy training programs; instruct in techniques and procedures in occupational therapy; and prepare reports as required by the various jurisdictions.
• Advise and ensure the development and follow-through of appropriate classroom adaptations in order to provide maximum learning and accessibility to the program.
• Educate students and their guardian/family to home exercises, self care and daily living activities, as appropriate emphasizes muscle education involving reach, grasp, release, opposition, coordination, relaxation and balance; adapts games, arts and crafts, housekeeping tasks, and other activities as therapeutic exercise.
• Attend interdisciplinary treatment planning meetings, maintains age specific competency, recommend and dispense adaptive equipment.
• Timely completion of all paperwork including therapy logs, service tracker forms, ETF documentation, Medicaid documentation, billing and progress reports.
• Foster an open teaching relationship with classroom staff and provide in-service technical assistance to parents and school faculty and staff as needed.
• Contribute to functional behavioral assessment and intervention plans.
• Other duties as assigned, including participation in the morning and afternoon bus detail.

Required Qualifications:

· Knowledge and understanding of students with intellectual disabilities, autism and multiple disabilities.

· Knowledge of the current Federal guidelines for Special Education.

· Ability to evaluate problems and progress of students and assessment outcomes.

· Ability to independently problem solve and navigate the steps needed to accomplish the tasks of the position.

· Requires strong interpersonal skills and the ability to communicate verbally and in writing.

· Ability to maintain required documentation of student records and complete appropriate Medicaid documentation.

· Licensed as an Occupational Therapist through the Board of Occupational Therapy with the District of Columbia.

· Certified as an Occupational Therapist through the National Board for Certification in Occupational Therapy, Inc.

· Successful completion of the required training courses within a specified period of time.

· Tuberculosis screening to assure no significant risk to the health and safety of others.

· Successfully passing a criminal background investigation and pre-employment and random drug screenings.

Examples of Knowledge, Skills and Abilities

• Knowledge of therapeutic techniques, activities, and equipment used in occupational therapy work.
• Knowledge of the theory of mental and physical rehabilitation underlying the practices of occupational therapy.
• Knowledge of the skeletal anatomy, kinesiology, neurology and the objectives of occupational therapy assessment and treatment.
• Knowledge of human development, current treatment protocols for common diagnoses, and sensory integration.
• Ability to plan, organize and conduct an occupational therapy treatment program and to apply occupational therapy techniques in observing, testing, and evaluating students.
• Ability to utilize various forms of data collection, including video tapes and charts.
• Ability to establish and maintain professional, caring and cooperative relationships with students and their guardians/families.
• Ability to maintain required documentation of student records and complete appropriate Medicaid documentation.

Physical Ability

Tasks involve the ability to exert moderate physical effort in light work, typically involving some combination of bending, stooping, squatting, reaching, kneeling, crouching and crawling, and which may involve lifting, carrying, pushing and/or pulling of objects and materials of moderate weight (45 lbs.). Lifting and positioning of physically disabled individuals. Most tasks require oral communication, visual and hearing perception, and the ability to get around the classrooms, cafeteria, gym, facility, etc. The ability to lift or assist with lifting students is essential.

Sensory Requirements

Most tasks require visual perception and discrimination. Some tasks require oral communications ability. Some tasks require the ability to perceive and discriminate sounds.

Minimum Acceptable Education and Experience :

Master’s degree in occupational therapy, and licensed as an Occupational Therapist through the Board of Occupational Therapy with the District of Columbia. Prior experience working with children with intellectual disabilities, autism and/or multiple disabilities is a plus.

Hours of Work - 7:50 AM to 4:00 PM- Monday, Tuesday, Thursday, Friday

7:50 AM to 3:10 PM – Wednesday

PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Physical Mobility

Physical Effort

Activity

% of Day

Lifting: Amt of Weight

% of task required

Stand

15

Up to 10 lbs.

45

Walk

15

Up to 20 lbs.

25

Sit

60

Up to 45 lbs.

10

Bend

10

More than 100 lbs.

no

Climb stairs

15

Balance

100

Push/Pull: Amt of Weight

% of task required

Stoop

20

Up to 10 lbs.

50

Kneel

10

Up to 20 lbs.

25

Talk

100

Up to 50 lbs.

10

Hear

100

More than 100 lbs.

no

Ability to perform a 2-person transfer.

Vision Ability

Activity

% of time task required

Close vision

100

Distance vision

100

Color vision

100

Peripheral vision

100

Depth perception

100

Ability to adjust and focus

100

Manual or Finger Dexterity

Activity

% of time task required

Finger, handle or feel objects, tools or controls

50

Reach with hands and arms

30

Operate computer

40

Operate office equipment

20

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Environment

% of Time

Comments

Noise level- The noise level in the work environment is usually moderate to high.

100

Air conditions- Indoor air level-air conditioning/heat. Outdoor-variable conditions.

100

While performing the duties of this job, the employee may be exposed to weather conditions.

Tasks are regularly performed with exposure to adverse environmental conditions, such as violence when working with severely disabled or emotionally disturbed children.

100