Position: Speech Language Pathologist
Term: Full time/Part time
Where: Monarch House - Vancouver
Description: Speech and Language Services at Monarch House Autism Centre Job Description: The role of the Speech-Language Pathologist (SLP) is to enable individuals to communicate to the best of their ability, thereby enhancing their social relationships and maximizing their quality of life. The SLP will have expertise in several key domains in the autism field, including Expressive Language, Receptive Language, Assistive and Augmentative Communication, Social Pragmatics, Neuro-Motor Development, Articulation and Fluency. The SLP examines the client’s individual skills and development, and the environment in which those skills are being used. The role of the SLP at Monarch House Autism Centre is to work as part of an interdisciplinary team to assess, recommend interventions, and treat clients in these various domains. Treatment is provided in consultative, direct one-on-one, and group program options. Qualifications (guidelines for professional practice) Master’s Degree in Speech Language Pathology Autism Spectrum Disorder specific coursework, training or workshops. Experience with the delivery of a variety of communication interventions to clients with Autism Spectrum Disorders or other developmental disabilities Appropriate college membership and other professional associations related to the field. Current Drivers License Clearance from a criminal record check Strong interpersonal and communication skills with a variety of age groups. Hours: Tuesday (1:00-7:00) – Saturday (9:30-2:30) Compensation – 30 – 37/hour The Assessment and Intervention Pathway for Clients: Assessment: The SLP will use the information gathered by the Care Coordinator to get a sense of the child’s current functioning level, parental concerns and presenting issues. The SLP will participate in an interdisciplinary assessment process (involving professionals from various disciplines (OT, BC, PT) involved in the child’s treatment at Monarch House). The initial phase of assessment includes a parental interview and considers all treatment goals identified by the parents. The SLP will then participate in the interdisciplinary direct assessment with the child. Through-out assessment, appropriate tools to evaluate the client’s current level of functioning will be used. These include standardized tests, parent questionnaires and informal observations. The SLP will collect, score, collate and record the information gathered during the assessment process. Intervention recommendations: The SLP will make recommendations that are best fit the needs of the client and priorities of the family, based on the information gathered during the assessment. The SLP will meet with other members of the team and coordinate recommendations for intervention. Intervention goals will be identified and represented in a Behaviour Plan of Intervention. The recommendations will be discussed in a team meeting with the family. Treatment / Intervention parameters: All treatment will be provided based on the best practices identified in the area of intervention for individual’s diagnosed with ASD. Implementation: All ages: Sessions will be used for modeling, training and implementation of recommendations. This should take the form of direct teaching with the client and modeling for BI staff. Consider video taping sessions for BI staff to refer to and assist families in transferring strategies to the home and community settings. Monitoring and ongoing evaluation: Assessment of intervention effectiveness will occur on a regular basis. The SLP will use a variety of methods, including: observation, standardized tests, criterion or curriculum referenced materials, informal measures or checklists to collect reliable information that best reflects the clients functioning level in the various domains. The SLP will use professional judgment and experience to gather relevant information based on appropriate developmental milestones. The SLP will use anecdotal notes and milestones charts to document acquisition of targeted or related skills to measure growth and progress and determine ongoing treatment goals and teaching strategies. SLP will participate in each client team meeting. Treatment: Treatment will be one-on-one direct or a minimum of one therapy session every two weeks for 45 minutes (or a minimum of to 26 sessions a year per client). Focus will be on program effectiveness, shaping BI delivery of instruction, generalization of skills to home and community environments, and continued identification of new goals. Participate in team meeting. Adulthood Treatment will be provided as appropriate for the intervention and client needs. Termination: If a client terminates treatment services with CBI a comprehensive termination report will be created within one month of the client’s final session. The report will identify: • the child’s progress across the 7 domains while in the CBI program, • strengths, • needs • the family’s current and past achieved goals • and identifying successful teaching strategies. Case load management and expectations: Speech and Language Pathologist 7.5 hrs/day, 37.5 hrs/week Daily patient visits = 5 X 1 hour treatment slots daily (included in this is 2.3 Ax week initiated, total or 10 month) Total patient contact hours per week at full capacity= 25 hours, per week, 100 hours a month. Other duties: 1.5 hours daily (report time, implementation plans, charting/progress notes, parent or community emails, phone calls, other professional contacts, training/mentoring/modeling for staff, professional development, projects, resource creation) Clinical Competencies and performance measurement/metrics, Identified Clinical Competencies for Speech Language Pathologists: • Completes a variety of standardized or criterion referenced tools and interprets results for families and other team members (Measured by review of assessment protocols, customer satisfaction reports to identify target concerns) • Ability to work with family’s objectives and concerns and incorporate them into intervention plans (Measured by family satisfaction/feedback form, client self reporting if appropriate) • Complete clear and concise reports in a timely manner that address intake and assessment concerns (Measured by report reviews, family satisfaction, client self reporting if appropriate) • Ability to work with a team approach in an interdisciplinary setting (Measured by peer review questionnaire and/or general performance review by Director) • Develop creative and effective intervention strategies and successfully deliver with a variety of age ASD clients (Measured by client participation levels, observation of intervention sessions, behavioural data, client skill acquisition data, chart reviews) • Able to work with families and other caregivers to transfer and generalize strategies to a variety of settings (Measured by behavioural data collected from different settings and family members) • Able to connect with clients and their families to reduce family/home stressors (measured by family anecdotes, family stress survey, change in the intake screening measure) • Able to increase the frequency and/ or complexity of communicative initiations and exchanges in clients with ASD and other communication disorders (measured by frequency data, assessment data and anecdotal progress notes, use of video tape tracking) • Able to replace interfering behaviours with effective communication strategies to get needs met (measured by functional behavioural assessment data, anecdotal notes, progress notes, video tape tracking and family satisfaction reporting)
Fill by: Apr 1, 2013
Contact: Chelsea Ganam