Pediatric Speech Language Pathologist

Brighton Center; San Antonio (TX); On-site; USD 65,000 - 104,000; Full time

Job summary

Brighton Center is seeking a Pediatric Speech-Language Pathologist to provide direct and consultative services to infants and toddlers across multiple locations in Bexar County. You will work with families to promote functional communication and development in natural settings.

This role requires Texas licensure and a master's degree in speech-language pathology. Travel to various sites may be required; the position follows HHSC/ECI guidelines and emphasizes a collaborative, family-centered

Qualifications

• Texas Licensure in Speech-Language Pathology is required.
• Proficiency in Microsoft Office (Word, Excel, Outlook, Access) and Adobe.
• Bilingual in Spanish is preferred.

Responsibilities

• Provide direct therapy services following IFSP for children with disabilities or delays.
• Use coaching strategies to empower parents/caregivers in natural environments.
• Document services within required timelines and ensure compliance with HHSC/ECI rules.
• Travel within Bexar County as needed to deliver services.

Skills

Family-centered care

Coaching model

Spanish bilingual (preferred)

Education

Master's degree in Speech-Language Pathology

Tools

Microsoft Office

Adobe

Job description

Job Details

Job Location: Higgins - San Antonio, TX 78217

Position Type: Full Time

Education Level: Master's

Salary Range: $65,080.77 - $104,129.24 Salary

Job Shift: Typically, M-F 8am to 5pm

Job Category: Health Care Pediatric Speech Language Pathologist (Treatment)

GENERAL DESCRIPTION OF POSITION

This position is responsible for providing direct and consultative therapeutic services to infants, toddlers, and families so that the child will progress in the acquisition and mastery of functional skills in order to reduce or overcome limitations resulting from disabilities or developmental delays. Requirements of early intervention service provision come under the authority of the Individuals with Disabilities Education Act and are regulated by the Health and Human Services Commission (HHSC). This position serves as a member of an interdisciplinary team to evaluate, assess, determine eligibility, develop, and carry out treatment plans, document progress and required processes, educate families and community partners, and collaborate with physicians and other care providers. Services are provided in the setting where the child lives, learns, and plays and as such performance of job duties requires independent navigation and travel to locations across Bexar County and provision of services in a variety of locations under a variety of conditions. Pediatric Speech-Language Pathologists also provide developmental training for program staff.

ESSENTIAL FUNCTIONS

This position requires face to face interactions with staff, board, vendors, and the general public on a daily basis to accomplish all essential functions of the position.

• SERVICE DELIVERY (70%)
  • Provide direct therapy services in accordance with the Individual Family Service Plan (IFSP), to children with disabilities or developmental delays. Services will be provided within 28 days from the enrollment date.
  • Therapy is provided using the coaching model to include providing parents and/or caregivers with appropriate strategies which help the child participate in their natural environment in compliance with HHSC/Early Childhood Intervention (ECI) rules, regulations and program standards.
  • Provide educational material and support to families, so the child can learn throughout the day in a variety of typical activities, and to support the attachment between the parent or primary caregiver and child.
• Documents all services within the required timelines, to include collaborative documentation, in compliance with the standards set by the agency, HHSC/ECI program, Medicaid and private insurance rules and regulations.
• Service delivery will take place within Brighton ECI’s service area, however, in accordance with the Bexar County Consortium plan as well as the needs of the program, travel may be required across teams or zip codes.
• EVALUATIONS and IFSP (25%)
  • Serve on an interdisciplinary assessment team to correctly administer the Developmental Assessment of Young Children, Second Edition (DAYC-2) to determine annual eligibility for development delay or discipline specific evaluation tool with clinical judgement if child has a qualifying diagnosis. Determine eligibility in accordance and within timelines defined by HHSC/ECI rules and regulations and program policies and procedures.
  • Accurately score protocol, establishes eligibility, and share results with the parent/caregiver appropriately.
  • Submit all evaluation documentation including evaluation tool and eligibility calculator to the appropriate personnel in accordance with program deadlines.
  • Participate in the development of Individualized Family Service Plan (IFSP) by assisting the family in developing outcomes for their child and identifying needs within their daily routines in compliance with HHSC/ECI rules, regulations, and program standards.
  • Documents all services within the required timelines and in compliance with documentation standards set by the agency, HHSC/ECI program, Medicaid and private insurance rules and regulations.
• Participate in monthly team meetings, discipline, agency, and staffing meetings to ensure family and child outcomes are met and required information is secured. (3%)
• Other duties to support the delivery and quality of services that are provided to Brighton families, including but limited to participating in initial enrollments or serving a service coordinator when needed. (2%)

QUALIFICATIONS

• Required: Degreed and current Texas Licensure in speech-language pathology. Proficiency in Microsoft Office including Word, Excel, Outlook and Access as well as Adobe.
• Preferred: Prior experience in ECI, Special Education, Early Childhood Education, or a family-centered service organization. Bilingual in Spanish.

NECESSARY SKILLS

• Ability to demonstrate, understanding and apply our Core Values which are at the heart of our organization and are embedded in all roles.
• High quality of work, organization and planning skills, problem solving and decision-making skills, self- improvement and initiative, adaptability and flexibility, excellent communication skills (written and verbal), ability to work well with others and independently.
• Comprehensive knowledge of typical and atypical development in children birth to three years old
• Comprehensive knowledge of childhood conditions that relate to the provision of early intervention services
• Comprehensive knowledge of and understanding of team and family dynamics.
• Ability to contribute as a leader and facilitator on teams which include parents, caregivers, and other professional staff.
• Ability to comprehend and adhere to family-centered, activity-based early intervention practices.
• Ability to work sensitively with families from a variety of cultural orientations.
• Ability to learn, interpret, and apply rules and regulations.
• Ability to maintain data quality/integrity.
• Ability to communicate effectively (written and verbal) with families, staff, and community members.
• Ability to professionally represent the agency and provide overview of all agency services to clients in an effective and persuasive manner.
• Ability to work with others in a supportive, professional and collaborative manner.
• Ability to maintain a good working relationship with all co-workers and the general public and to use good judgment in recognizing scope of authority.
• Fosters teamwork and proactively addresses conflict seeking timely resolution.
• Demonstrates behavior that is professional, ethical and responsible.
• Ability to align with Brighton Center Core Values.
• Ability to perform under minimal supervision with considerable requirements for initiative, discretion, independent thought, judgment and self-motivation in matters of significance to families as well as the agency.
• Ability to make effective presentations on behalf of the organization both internally and externally.

TOP COMPETENCIES

• Interpersonal Skills
• Written Communications / Presentation Skills
• Customer Focus
• Decision Quality and Problem Solving
• Managing and Measuring Work
• Time Management
• Action Oriented / Drives for Results
• Managing through Processes and Systems

PERFORMANCE INDICATORS (PI)

Performance indicators, often referred to as key performance indicators (KPIs), are measurable values that demonstrate how effectively an individual, team, department, or organization is achieving its objectives and goals. These indicators provide quantifiable measures that reflect how effectively an employee is performing their duties and contributing to the overall goals and objectives of the organization. In a performance review, performance indicators serve as benchmarks against which an employee's performance is assessed. These indicators may vary depending on the nature of the job role and the goals of the organization.

Performance indicators should be specific, measurable, achievable, relevant, and time-bound (SMART) to ensure clarity and objectivity in the review process. By tracking and assessing these indicators, organizations can gain insights into employee performance, identify areas for improvement, and make informed decisions about compensation, promotions, and career development opportunities.

Name: Direct Service

Description (What is being measured?, How it is being measured?, and How is it scored?) Expectation: 5-5.5 Daily Impact Rate

Weight: 25%

Name: Parent Satisfaction

Description (What is being measured?, How it is being measured?, and How is it scored?) Expectation: 3-4.74

Weight: 25%

Name: Timely Documentation

Description (What is being measured?, How it is being measured?, and How is it scored?) Expectation: 90-99%

Weight: 25%

Name: Federal and State Timelines

Description (What is being measured?, How it is being measured?, and How is it scored?) Expectation: 95-99%

Weight: 25%

I have received and understand the performance indicators outlined for my performance review. I understand that these are only indicators of my performance for the purpose of my semester reviews and are not fully inclusive of all the responsibilities of my position. I understand that I am responsible and will be held accountable to performing all of the duties of my position as indicated on my position job description. I understand that these performance indicators serve as benchmarks for assessing my job performance and contributions to the organization. I acknowledge that my performance will be evaluated based on these indicators and that my ongoing development and success within the organization depend on my ability to demonstrate proficiency in these areas.

MENTAL & PHYSICAL DEMANDS

Ability to maintain emotional control under stress and empathize with staff, supervisors and families we serve.

Ability to effectively prioritize tasks and calendar according to impending deadlines.

Ability to use critical thinking and problem‑solving skills.

Ability to ensure personal accountability.

Ability to compute and compile reports and perform calculations.

Ability to use reasoning and analytical skills.

Ability to meet the physical demand of working with young children, such as bending, climbing, crawling, grasping kneeling, reaching, squatting, standing, stooping, twisting and sitting on the floor.

Ability to lift and/or move up to 40 lbs.

Ability to work flexible hours.

Ability to drive personal vehicle and have/maintain personal auto liability insurance.

Ability to stand for extended periods.

Ability to remain seated for extended periods of time.

Ability to monitor a computer screen for extended periods of time.

Some weekend hours may be required for outreach purposes.

TOP COMPETENCIES

• Interpersonal Skills
• Written Communications / Presentation Skills
• Customer Focus
• Decision Quality and Problem Solving
• Managing and Measuring Work
• Time Management
• Action Oriented / Drives for Results
• Managing through Processes and Systems