Summary Description:

Speech Language Pathologist (SLP) – Steppingstones – Birth to Three Program. Our SLPs provide early intervention services amid a trans-disciplinary team for the benefit of families and their children from birth to age three. Through core evidence-based early intervention practices of coaching, use of natural learning environments, and capacity building resource finding, SLPs help caregivers move positively into the future. SLPs conduct evaluations and assessments, participate in Individualized Family Service Plan (IFSP) development and implementation, and monitor outcomes as team members.

Essential Job Functions:

1. Support HARC in advancing its mission by supporting its community and governmental advocacy efforts; demonstrating care and respect in all interactions and supporting activities that promote HARC’s financial stability, including attending or otherwise supporting major fundraisers.
2. Ensures services of Steppingstones, Birth to Three Program are provided in accordance with current research and understanding of best practices.
3. Performs assessments and evaluations for referred children to determine speech and language skills as related to educational, social, medical and psychological factors.
4. Provides expertise and consultation service for trans-disciplinary team members including assistive technology needs in speech, language and oral motor development.
5. May be the primary service provider (PSP) for families and complete associated service coordination.
6. Assists family and staff in the development of the Individualized Family Service Plan (IFSP).
7. Reviews IFSP outcomes and determines that time frames for speech, language and oral motor development identified are realistic and achievable.
8. Maintains detailed mandated documentation and individual child file through enrollment.
9. Supports parents with strategies, exercises and resources to allow them to help their children learn and increase their speech and language skills.
10. May design and construct special equipment for children and suggest adaptation or modifications in the child’s environment.
11. Works with a trans-disciplinary team to prioritize speech and language goals which are clear and specific and include measurable improvement criteria for completion.
12. Mediates differing professional opinions, guides team in adjustments and determines if per diem staff is required to support unique/specialized situation.
13. Provides parents with speech and language evaluation results, curriculum assessment, and tracks progress updates.
14. Understands and informs parents about the special education law and specific procedures and practices of their local school system during transition. Facilitates a dialogue between school personnel and parents for smooth transitions.
15. Establishes and maintains strong relationships with representatives of various community resources and assists families in obtaining community resources.
16. Attends designated meetings and training for HARC, the State of Connecticut and Birth to Three programs.
17. Performs other duties as instructed by management.
18. Maintain up-to-date training commensurate with the position.
19. Regular attendance and punctuality with limited unscheduled absences is required.

Additional Job Functions:

1. Facilitates dialogue between school personnel and parents.
2. Attends in-service training sessions to gain additional information and knowledge in early interventions.
3. Organizes IFSP review meetings.

Harc conducts background checks and verifies COVID-19 vaccination status as part of the hiring process.

Educational/Knowledge Requirements:

1. Master’s degree in Speech Therapy and CT Licensed Speech Therapist.
2. Must be familiar with Carolina Curriculum for Infants and Toddlers with Special needs and other assessment instruments.
3. Must be familiar with additional evaluation tools including but not limited to Vision and MCHAT Autism screening, Home Routines Family Checklist, BITSEA, Callier-Azusa Scale, Peabody Motor Scales, Mullen Scales of Early Learning, PLS5, Goldman Fristoe, augmentative communication techniques/modalities.
4. May be trained in Part C regulations guiding the school system and how it differs from Part B.
5. Strong understanding of trans-disciplinary, primary service provider model, and family centered practices.
6. Service coordination training is required.
7. Competence in Microsoft Word and Excel for Windows and ability to format and print documents.
8. Must have a valid driver’s license.
9. Must have reliable transportation.

Job Skills/Ability Requirements:

1. Ability to work with a multicultural community and resource multicultural information from the internet.
2. Requires strong understanding of the continuous quality improvement process.
3. Strong ability to work in trans-disciplinary teams.
4. Must be well organized, have good attention to detail, communicate well verbally, and have the ability to prepare written documents using proper grammar and style.
5. Ability to apply basic theories, principles, and techniques in the field of intellectual disability.
6. Ability to communicate warmly and effectively with people with strong skills in interviewing and relationship building.
7. Ability to form conclusions based both on measurable or verifiable criteria and on sensory judgmental criteria in planning, scheduling, evaluating, and otherwise carrying out supervisory and administrative activities.
8. Ability to conduct parent-centered interviews and provide emotional support and reassurance as well as information about the process.

Physical Requirements:

1. Work is physically active, and requires infant/toddler interaction; may be required to lift up to 25-50 pounds.
2. Must be able to work flexible hours.
3. Ability to operate standard office equipment.
4. Ability to complete significant amounts of computer screen work and data entry without restriction.

Personality Traits:

1. Values family partnership, teamwork and trans-disciplinary collaboration.
2. A preference for activities that support and enhance a family’s quality of life.
3. Optimistic, patient, empathetic, communicative, and friendly.
4. Compassionate and motivational leadership style.
5. A preference for working collaboratively with governmental and private social services agencies.
6. A preference for working with children with intellectual disability.
7. A preference for situations involving people and the communication of ideas to plan programs for Birth to Three/HARC or recommend changes and to be able to communicate the changes with various individuals and groups.

Supervision Received From:

Director of Steppingstones – Birth to Three