Speech-Language Pathology Assistant

Primary Purpose:

A licensed assistant in speech-language pathology will perform assigned duties under the supervision of a licensed speech-language pathologist who has been approved by the department to serve as the assistant’s supervisor. Assess students and provide therapeutic intervention to eliminate or reduce problems or impairments that interfere with their students’ ability to derive full benefit from the educational program.

Qualifications:

Education/Certification:

*Bachelor’s degree in speech-language pathology or audiology from an accredited college or

  university

*Valid license as a speech-language pathology assistant (SLPA) granted by the Texas Department of 

  Licensing and Regulation (TDLR) 

Special Knowledge/Skills:

*Knowledge of evaluation, habilitation, and rehabilitation of speech-language disorders and conditions

*Ability to instruct and manage student behavior

*Excellent organizational, communication, and interpersonal skills

Experience:

*1 year preferred

Major Responsibilities and Duties:

Therapy

Implement treatment plans designed by the supervising SLP.

Administer routine tests if the test developer does not specify a graduate degreed examiner, and the supervisor has determined the assistant is competent to perform the test.

Document student progress during therapy sessions, maintaining accurate and organized records.

Prepare and organize therapy materials, equipment, and activities for treatment sessions.

Communicate with members of the student’s treatment team to support the child’s progress.

Assist with clerical duties related to therapy.

Collect data for progress reporting.

Provide carry-over activities which are the therapeutically designed transfer of a newly acquired communication ability to other contexts and situations.

Participate with the supervisors' research projects, staff development, public relations programs, or similar activities as designated and supervised by the supervisor.

Write lesson plans based on the therapy program developed by the supervisor. The lesson plans shall be reviewed and approved by the supervisor.

Follow ethical and legal guidelines to the scope and practice established by the supervising SLP, Director of Special Services, and the American Speech-Language-Hearing Association.

Consultation

Consult with supervisor regarding the accomplishment of therapy goals, the needs of the student, and involvement in the remedial process.

Collaborate with classroom teachers to plan and implement classroom activities to improve communication skills of students.

The assistant may attend, with written approval of the supervisor, a student's annual review ARD meeting if the meeting involves a student for whom the assistant provides services.  If an assistant attends a meeting as provided by this rule, the supervisor is not required to attend the meeting. A supervisor must attend an ARD meeting if the purpose of the meeting is to develop a student's initial Individual Education Program (IEP) or if the meeting is to consider the student's dismissal, unless the supervisor has submitted the supervisor's recommendation in writing on or before the date of the meeting.

Present IEP goals and objectives during an ARD committee meeting that have been developed by the supervisor and reviewed with the parent by the supervisor prior to the meeting as noted in number 14 above. 

Student Management

Create an environment conducive to learning and appropriate for the maturity level and interests of students.

Establish control and administer discipline according to the Student Code of Conduct and student handbook.

Program Management

Compile, maintain, and file all physical and computerized reports, records, and other required documents.

Comply with policies established by federal and state laws, State Board of Education rule, and board policy. Comply with all district and campus routines and regulations.

Other

Follow district safety protocols and emergency procedures.

Maintain regular and reliable attendance. 

Other duties as assigned. 

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Standard testing equipment; standard office equipment including computer and peripherals

Posture: Frequent sitting, kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion: Frequent walking, grasping/squeezing, wrist flexion/extension

Lifting: Regular light lifting and carrying (under 15 pounds), occasional heaving lifting (45 pounds or more) and positioning of students with physical disabilities; controlling behavior through physical restraint; assisting non-ambulatory students

Environment: Exposure to biological hazards, bacteria, and communicable diseases; may require districtwide travel

Mental Demands: Work with frequent interruptions; maintain emotional control under pressure