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Job Description
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Closing date: 31 Dec 2022

Speech Language Pathologist

Job Description

JOB GOAL/PURPOSE:

 

The Speech Language Pathologist (SLP) assesses, diagnoses, and provides individualized therapy to students using evidence-based interventions. This specialized clinical position is highly collaborative; providing consultation and education for parents and building partnerships with members of the medical community are essential. The SLP leads adult learning, increases understanding of different conditions, and supports the implementation of effective strategies.

 

DUTIES / RESPONSIBILITIES:

Screening
• Select and use appropriate screening instrumentation
• Develop screening procedures and tools based on existing evidence
• Coordinate and conduct screening programs
• Participate in student support team meetings to review data and recommend interventions
• Review and analyze records (i.e. admissions, educational, medical)
• Review, analyze, critically evaluate, and make appropriate recommendations based on results of screenings

Prevention and Wellness
• Educate colleagues on identifying and increasing awareness of risk behaviors that lead to communication disorders and feeding and swallowing problems
• Educate parents about the link between feeding and articulation to minimize long-term challenges
• Participate on student support teams to help students successfully communicate within academic, classroom, and social settings
• Educate parents about risk factors associated with early stuttering
• Encourage parents to participate in early screening and to collaborate with physicians, educators, and others to recognize warning signs of developmental disorders
• Advocate for modified environments to decrease the risk of occurrence (i.e. decrease noise exposure, use the provided classroom sound system)
• Target prevention of voice disorders (i.e. encourage activities that minimize phonotrauma and the development of benign vocal fold pathology)

Assessment
• Administer standardized and/ or criterion-referenced tools
• Interview students and parents to obtain case history to determine specific concerns
• Utilize culturally and linguistically appropriate assessment protocols
• Engage in behavioral observation to determine the student’s skills in a naturalistic setting/ context
• Analyze and critically evaluate the information collected
• Diagnose communication and swallowing disorders
• Document assessment results
• Formulate impressions to develop a plan of treatment and recommendations
• Discuss eligibility and criteria for dismissal

Treatment
• Design, implement, and document delivery of service in accordance with best available practice appropriate to the practice setting
• Provide culturally and linguistically appropriate services
• Integrate the highest quality available research evidence with practitioner expertise and individual preferences and values in establishing treatment goals
• Utilize treatment data to guide decisions and determine effectiveness of services
• Deliver the appropriate frequency and intensity of treatment utilizing best available practice
• Engage in treatment activities that are within the scope of the professional’s competence. These areas include, but are not limited to:
o Speech Production—motor planning and execution, articulation, phonological processes
o Language—listening, processing, speaking, pragmatics; phonology; morphology; syntax; semantics; prelinguistic communication (i.e. joint attention, intentionality, communicative signaling); paralinguistic communication (i.e. gestures, signs, body language)
o Fluency
o Voice
o Resonance
o Feeding and Swallowing—oral preparation and oral transit phases only
o Auditory Habilitation/Rehabilitation—speech, language, communication, and listening skills impacted by hearing loss
• Collaborate with other professionals in the delivery of services
• Make reasoned decisions to initiate, continue, modify, or cease treatment or the use of techniques or procedures

Modalities, Technology, and Instrumentation
• Support and implement the adaptation of AAC technologies to help individuals who have impaired ability to communicate verbally on a consistent basis across all school settings
• Utilize secure telepractice software with end-to-end encryption to provide individuals with access to services during periods of online learning
• Provide Oral Placement Therapy for students with placement and movement deficits to improve articulator awareness, placement (i.e. dissociation, grading, and direction of movement), stability, and muscle memory, when necessary to develop the underlying skills needed for speech clarity
• Assist the communication needs of the student or parents through the use of an appropriate interpreter, wherever possible

Counseling Within the Scope of Speech and Language
• Empower parents to make informed decisions related to communication or feeding and swallowing issues
• Educate parents and colleagues about communication or feeding and swallowing disorders
• Provide support for students with disorders and their parents
• Provide students and their parents with skills that enable them to become self-advocates and allies
• Discuss, evaluate, and address negative emotions and thoughts related to communication or feeding and swallowing disorders
• Refer students with disorders to school counselors when counseling needs fall outside of those related to (a) communication and (b) feeding and swallowing

Population and Systems
• Use accessible language to facilitate clear communication for improved outcomes
• Collaborate with other professionals about improving communication with students who have communication challenges
• Improve the experience of care by analyzing and improving communication environments
• Support and collaborate with homeroom and subject teachers to implement strategies for supporting student access to the curriculum

Qualification and Experience

• A degree in speech language pathology/ therapy with:
o United States – a Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) with the American Speech-Language-Hearing Association;
o United Kingdom – membership with Royal College of Speech Therapy (RCSLT), preferred registration with Health and Care Professions Council (HCPC);
o Canada - membership with Speech-Language and Audiology Canada (SAC);
o Australia - membership with Speech Pathology Australia (SPA);
o or other mutually recognized affiliate
• At least five years’ experience with children, Preschool to Grade 12, in schools or clinical settings:
o Schools, preferred North American, UK, special, or international
o Clinical, preferred experience with low incidence populations and Alternative and Augmentative Communication (AAC)
• Proficient in English (i.e. native English speaker, CEFR C2, IELTS 8-9, TOEFL 25<); if not a native speaker of English, must provide certificate of proficiency
• Practice as an autonomous professional, exercising professional judgement
• Know when to seek advice or refer to another professional
• Effectively manage workload and resources
• Practice within ethical boundaries
• Practice in a non-discriminatory manner
• Understand the importance of, and maintain, confidentiality
• Change practice, as needed, to consider new developments or changing contexts
• Demonstrate a logical and systematic approach to problem-solving
• Use research, reasoning, and problem-solving skills to determine appropriate actions
• Demonstrates exceptional executive function skills
• Dedication to the Vision, Mission, and Core Values of ISB

Let's work together
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