Beginning August 20, 2024

8 hrs./day

 

 

DCS SPEECH LANGUAGE PATHOLOGIST ASSISTANT

General Statement of Job

 

An employee in this position administers direct and indirect intervention for students to assist a speech-language pathologist in providing clinical-educational services for students with speech-language disorders. The work is guided by therapeutic protocols, a task-by-task plan written by the supervising speech-language pathologist. The assistant is expected to use individually designed interventions based on the unique clinical-educational needs of each student. The assistant works under the supervision of a speech-language pathologist licensed by the North Carolina Board of Examiners for Speech and Language Pathologists and Audiologists. The assistant requires limited supervision in indirect services.

 

SPECIFIC DUTIES AND RESPONSIBILITIES

 

ESSENTIAL JOB FUNCTIONS

Administers screening protocols.

Transports students to/from testing or therapy area.

Administers therapeutic treatment protocols written by the speech-language pathologist.

Operating under the licensure of a speech-language pathologist, ensures appropriate service and recognizes when changes in a student’s needs require assistance and adjustment from the supervising speech-language pathologist.

Communicates with students and other professionals to meet the emotional needs of students.

Obtains case histories and completes observation checklists.

Manages behavior using appropriately designed management techniques.

Summarizes and records target behaviors during therapy sessions.

Completes random moment-in-time studies as required by MAC program guidelines.

 

ADDITIONAL JOB FUNCTIONS

Performs clerical and administrative functions.

Organizes and manages student data and records.

Tabulates and scores tests.

Arranges the clinical-educational setting to maintain a safe and positive environment.

Manages, operates, programs, and/or monitors equipment and materials.

 

KNOWLEDGE, SKILLS AND ABILITIES

• Thorough knowledge of anatomy and physiology, normal communication development, phonetics, developmental psychology, various types of disabilities seen in schoolchildren, and various speech-language disorders and approaches to therapeutic educational intervention, and roles of supervising speech-language pathologists and assistants
• Working knowledge of behavioral management practices
• Working knowledge of the operation of schools
• Skills in obtaining case histories and completing observation checklists
• Skills in administering speech-language screening and therapeutic protocols
• Skills in managing, operating, programming, and/or monitoring clinical-educational equipment and materials, including assistive listening devices, augmentative communication devices, voice equipment, and computer-based equipment and software
• Ability to communicate effectively with students, families and professionals
• Ability to prepare and maintain accurate records
• Ability to arrange the therapy setting to maintain a safe and positive environment

 

MINIMUM TRAINING

Completion of an Associate’s Degree in Speech-Language Pathology Assisting from an accredited institution of higher learning, community college, or equivalent program; or evidence of successful completion of a Bachelor’s Degree from an accredited institution as well as evidence of successful completion of courses developed by the North Carolina Department of Community Colleges. Assistants must achieve a passing score on a competency test approved by the North Carolina Board of Examiners for Speech and Language Pathologists and Audiologists.

 

SPECIAL REQUIREMENTS

Registration as an assistant with the North Carolina Board of Examiners for Speech and Language Pathologists and Audiologists by a supervising speech-language pathologist who is licensed by the North Carolina Board of Examiners for Speech and Language Pathologists and Audiologists, and subject to rules and regulations for speech-language pathology assistants adopted by the Board of Examiners.

 

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED 

TO PERFORM ESSENTIAL JOB FUNCTIONS

 

Physical Requirements: Must be able to use a variety of equipment, classroom tools, and technology, including those for children with special needs. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Due to the amount of time spent standing and/or walking, physical requirements are consistent with those for Light to Medium Work.

 

Conceptual Awareness: Requires the ability to observe, compare, and contrast various people, data, or items.

 

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from colleagues or supervisors.

 

Language Ability: Requires the ability to read and prepare a variety of instructional materials, correspondence, reports, handbooks, forms, lists, etc. 

 

Intelligence: Requires the ability to rationalize and solve problems with a variety of variables, aligned with policies, procedures, and professional expectations.

 

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English.

 

Numerical Aptitude: Requires the ability to use mathematical operations and apply mathematical skills to solve work-related problems; including but not limited to adding, subtracting, and utilizing decimals and percentages.

  

Motor Coordination & Dexterity: Requires the ability to coordinate hands and eyes rapidly and accurately. Must have minimal levels of eye/hand/foot coordination.

 

Visual and Spatial Aptitude: Requires visual acuity to complete essential duties, including the ability to conceptualize visual representations, size, shape, and color.

 

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with persons acting under stress.

 

Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification.  It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees in this job.