Speech-Language Pathologist - Per Diem (Home/Community Based Program)
Read straight from AHRC Nassau's careers page, verified 12h ago.Seekless can tailor your résumé to it.
Seekless can write your résumé for this posting first.
Before you apply
SalaryNo pay range posted
LocationBrookville, NY, US; New Hyde Park, NY, US; Westbury, NY, US; Woodbury, NY, US
Work modeon-site
SeniorityEntry
DepartmentTherapy Services
Company size501–1,000 people
PostedFeb 25, 2025 · 1y ago
Verified live12h ago
May no longer be actively hiring
Posted by the company on Feb 25, 202560% of this company's open roles have been listed for 90+ daysNo pay range listed, though New York requires one
At a glanceSummarised by Seekless from the posting.
Master's degree in Speech-Language Pathology from an accredited program
New York State licensed and registered Speech-Language Pathologist
Certificate of Clinical Competence (CCC) from the American Speech and Hearing Association (ASHA)
Certification by the New York State Education Department as a Teacher of Speech and Hearing Handicapped (TSHH) OR Teacher of Students with Speech and Language Disabilities (TSSLD)
NYS Medicaid enrolled provider
Knowledge of diagnosis and treatment of speech-language disorders as normally acquired through completion of a Master's degree in speech-language pathology
Minimum (1) year related work experience with preschool and school age special needs population
Experience in PROMPT
Overview
Perform speech-language evaluations and conduct therapy sessions in accordance with students’ IEP/IFSPs. Communicate appropriately with professional staff and families of assigned students. Maintain accurate documentation in compliance with the regulations established by NYSED, DOH and other oversight agencies
Responsibilities
STANDARD 1: Professional Duties
•
Assess students’ needs through a variety of formal and informal measures.
•
Analyze assessment results to form appropriate diagnoses and generate objective goals for students’ IEP/IFSPs.
•
Develop and implement appropriate therapeutic activities and strategies for facilitation of speech, language and pragmatic skills.
•
Provide speech-language services in accordance with the frequency, duration and location specified on students’ IEP/IFSPs.
•
Address the behavioral needs of students through the use of positive behavior supports and adherence to students’ behavioral support plans.
•
Demonstrate the ability to be an effective member of an interdisciplinary team.
•
Inform team members of students’ progress on goals and provide activities to be carried over into the classroom/home environments.
•
Integrate information and strategies offered by team members and other professionals.
•
Participate in conferences, including parent, team, CPSE, CSE and/or IFSP meetings, as assigned (may include evening meetings).
•
Maintain appropriate professional standards in interactions with families.
•
Maintain ongoing contact with parent/guardian regarding students’ progress and intervention strategies.
•
Conduct in-service training for staff and/or families, as needed.
•
Complete and maintain all required paperwork in an appropriate, accurate and timely manne
•
Organize and complete reports and evaluations in an accurate, concise and timely manner.
•
Demonstrate the ability to recognize problems that occur and report them immediately.
•
Demonstrate flexibility and be readily adaptable to change.
•
Demonstrate effective time management.
•
Supervise interns as requested and maintain contact with university supervisors regarding the student intern’s progress.
•
Maintain required certification and/or licensure through completion of continuing education credits, renewal and payment of annual dues, as required for this position.
•
Participate in speech-language screenings as requested.
•
Determine the need and arrange AAC evaluations for students, as deemed appropriate.
•
Demonstrate knowledge of job responsibilities.
STANDARD 2: Therapy Environment Management
•
Responsible for health and safety of students.
•
Maintain a healthy, safe and attractive environment.
STANDARD 3: Professional Behavior
•
Perform other duties, as assigned.
•
Conduct self at all times in an appropriate manner
•
Adhere to program-specific policies and procedures
STANDARD 4: Professional Development
•
Participate in continuing education activities and seek support to enhance knowledge in areas pertinent to students in the program.
•
Participate in program required in-services and act in an appropriate manner
STANDARD 5: Adhere to general policies of the organization/regulators including:
•
Corporate Compliance
•
Code of Ethical Conduct
•
Departmental in-service education program requirements
•
Quality improvement activities
•
Policies and procedures (attendance, punctuality, appearance, professional attitude, etc.)
•
Regulatory requirements
•
Emergency/disaster preparedness protocols
•
Fire prevention and safety protocols
•
Infection control practices and procedures
•
Annual physical examination, medically approved Tuberculin test and risk assessment, and required immunizations
•
Active supervision of students
STANDARD 6: Performs other related duties as required.
•
Demonstrate an understanding of the special needs of all students.
•
Modify strategies, activities and/or therapeutic interventions to meet the students’ individual needs.
•
Display initiative and interest in departmental advancement/needs.
•
Respond quickly to students and/or parent/guardian’s request, refer to appropriate member of the care team, if necessary, and inform supervisor of actions taken.
•
Promote positive co-worker relationships, teamwork and cooperation.
•
Demonstrate flexibility as well as the ability to handle numerous responsibilities.
•
Take individual responsibility for providing outstanding service quality.
•
Maintain child and family confidentiality.
•
Be consistently courteous and considerate, in person and on the telephone, in interactions with students and others such as family, visitors, vendors, and other employees.
•
Exhibit the “At Your Service” attitude, i.e., smile, use positive eye contact, and be friendly, open and approachable.
STANDARD 7: Supervision
•
Take an active role in supervision sessions by contributing ideas, asking questions, seeking clarification and implementing recommendations.
STANDARD 8: Cultural Competencies
•
Demonstrate the ability to communicate and effectively interact with people across cultures, ranges of disability, genders, ethnicity and races.
•
Demonstrate the ability to recognize and manage personal behaviors to create an inclusive, equitable and welcoming environment.
•
Demonstrate the ability to successfully deliver culturally responsive services to students and families.
Qualifications
•
Master’s degree in Speech-Language Pathology from an accredited program required.
•
New York State licensed and registered Speech-Language Pathologist required.
•
Certificate of Clinical Competence (CCC) from the American Speech and Hearing Association (ASHA) required.
•
Certification by the New York State Education Department as a Teacher of Speech and Hearing Handicapped (TSHH) OR Teacher of Students with Speech and Language Disabilities (TSSLD) required.
•
NYS Medicaid enrolled provider required.
•
Knowledge of diagnosis and treatment of speech-language disorders as normally acquired throughcompletion of a Master’s degree in speech-language pathology required.
•
Minimum (1) year related work experience with preschool and school age special needs population preferred.
•
Experience in PROMPT preferred.
Physical aspects may include but are not limited to lifting and transferring of a student.