Speech and Language Pathologist
Keystone Behavioral Pediatrics - Jacksonville, FL

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Summary: The Speech Language Pathologist will utilize leadership, advocacy, and collaboration to provide prevention, assessment, and remediation services for clients who exhibit difficulties in the areas of language, speech, voice, and fluency. These services are designed to help children meet their clinical/educational goals.

A. Planning and Oversight

1. Organizes a program that addresses local school speech-language goals.

2.Works cooperatively with clinic/school personnel to accomplish the goals and objectives of clinic and school.
2.1. Attend meetings, such as faculty meetings, Individual Learning Plan meetings and parent- teacher conferences.
2.2. Schedule interventions using a variety of service delivery models, including classroom intervention, consultation/collaboration and pull-out as appropriate to meet student needs in the least restrictive environment.

3.Coordinates speech-language services with student services provided by other school personnel.
3.1. Collaborate with clinic/school staff, such as teachers and psychologists, to best meet the needs of all students.
3.2. Meet with related school personnel to coordinate specific objectives for individualized learning programs.

4. Maintain records of the speech-language program and prepares periodic reports as required.
4.1. Keep data for program planning and decision-making for students/clients.
4.2. Maintain current files for use by authorized school personnel.
4.3. Safeguard confidentiality of client/student records.
4.4. Complete records for third party reimbursement accurately and in a timely manner as appropriate.

5. Adheres to established rules, regulations, laws and appropriate ethical standards.
5.1. Provide services which hold the well-being of each client/student paramount.
5.2. Guard against conflicts of professional interest.
5.3.Demonstrates knowledge of federal, state and local rules, regulations and laws.
5.4. Complies with established lines of authority within the parameters of professional standards.

B. Testing, Diagnosing and Advising

1. Provide appropriate information on an informal or formal basis regarding speech, language and hearing programs.
1.1. Present information to clinic/school personnel about language disorders as they relate to literacy and interactive communication skills.
1.2. Present information to clinic/school personnel about speech disorders (articulation, voice, fluency) and their impact on communication and learning.
2.3. Provide information to parents and teachers about speech, language and hearing development.
5.4. Provide information to clinic/school staff, and parents about current procedures and program guidelines.

C. Major Function: Managing and Conducting Therapy

1. Collaborates/consults with teachers and therapists in the management of speech- language disorders.

2. Plans evidence-based interventions appropriate for individual students and groups of students.
2.1. Implement the service delivery model most appropriate to the client/students’ degree of severity.
2.2. Provide activities commensurate with client/students’ interests and aptitudes.
2.3. Modify therapeutic instructional approaches and other functions from data gathered during therapy.
2.4. Select/implement evidence-based practices which support the goals and objectives of speech and language services.

3. Use evidence-based methods and techniques appropriate to stated objectives.
3.1. Design, select and/or modify special curricula/therapy content.
4.2. Use a variety of equipment, materials, devices and aids.
4.3.Use systematic and evidence-based intervention strategies to foster communicative competence.
4.4. Provide feedback and reinforcement to client/students.

4. Adjusts intervention strategies based upon student performance.
4.1. Use systematic procedures for review of student progress.
4.2. Change activities on basis of student progress.

5. Promote effective interpersonal relations with clients/students.
5.1. Use language appropriate to the listener.
5.2. Maintain confidentiality of information received.
5.3. Promote respect for cultural differences.
5.4. Encourage others to understand and respect those with disabilities.

D. Adhere to Local, State, Federal Regulations and Ethical Practices

1. Complete procedural documentation appropriately.
2. Demonstrate knowledge and use of testing procedures.
3. Abide by professional code of ethics.
4. Develop appropriate ILP goals based on client/students’ strengths & needs.
5. Manage time efficiently.
5.1. Provide and follow schedules for assigned client/students and inform appropriate personnel of departures from schedule.
5.2. Keep an updated schedule of each client/student’s therapy.

6. Engage in continuing education and professional growth activities related to speech-language-hearing and education.
6.1. Review speech, language literature and make use of new information during therapy and instructional procedures.
6.2. Apply knowledge gained from continuing education activities.
6.3. Explore and disseminate information about new and/or improved methods for serving students.

E. Liaison

1. Provide consultation to parents, teacher and other appropriate school personnel.
1.1. Consult with parents and teachers relative to identified and non-identified students.
1.2. Consult with other personnel such as the program directors, occupational therapist, psychologist and behavior therapist.

2. Seek the assistance of teachers, parents and others to meet the communication needs of students.
2.1. Give written information to teachers, parents and others on ways to foster speech- language growth.
2.2. Talk with teachers formally and informally about individual student’s needs and progress.

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