SLP / SLPA
SPG’s SLPs are mentored, supervised and evaluated by a licensed/certified Clinical Supervisor. Clinical Supervisors are available to all SPG therapists for on-site and resource support, problem solving, and caseload management issues. CFY/RPE candidates are welcome and encouraged to apply. Our CF/RPE Supervisors not only have the time to provide more than the monthly required supervision hours, but they also know and understand the challenges of this all important transition year. SPG offers unparalleled support, opportunities for networking, professional growth and team collaboration.
SLPs provide diagnostic, remedial, and consultative services for children/students (ages 0-21 years) who have been identified with a communicative impairment. Job responsibilities may include case manager role, IEP team participation, and collaborating with classroom teachers to determine accommodations and modifications for children who display speech, language, and hearing difficulties. SLPs write legally defensible assessment reports and develop/implement an Individualized Education Plan (IEP) following due process timelines.
SLPAs conduct speech-language screenings (without interpretation) and follow and implement documented treatment plans or protocols developed by a supervising SLP. They provide direct treatment assistance to communicatively impaired individuals under the direct supervision of a credentialed or licensed SLP. SLPAs can document client progress towards meeting established goals, assist in scheduling activities, perform checks and maintenance of equipment, prepare and arrange therapy materials, and pursue professional growth through workshop/trainings attendance.
School Psychologists conduct psycho-educational assessments for referred students in accordance with California Department of Education and Federal guidelines. They prepare comprehensive, legally defensible written reports of assessment findings with diagnoses and specific recommendations, in accordance with State and Federal guidelines. Job duties may also include providing consultative services and training to administrators, parents, students, school-based personnel and SPG staff.
Registered Behavior Technicians (RBTs) provide one-to-one direct services to students with academic needs and behavioral challenges, or overall classroom support utilizing the principles of Applied Behavior Analysis (ABA). Under the supervision of a Board Certified Behavior Analyst (BCBA) or a Board Certified assistant Behavior Analyst (BCaBA), RBTs work directly with students using ABA to reduce maladaptive behaviors (i.e. aggression, spitting, self-injury, etc.) and increase adaptive behaviors (i.e. functional communication, social skills, self-help skills, academic skills, etc.).
Board Certified Behavior Analysts (BCBAs) design and implement functional, individualized behavior programs for students with behavioral needs. Job duties may include conducting Functional Behavioral Assessments, creating Behavior Intervention Plans, supervising Registered Behavior Technicians, as well as creating and conducting behavior-related trainings to teachers, school staff and other providers.
Board Certified assistant Behavior Analysts (BCaBAs) supervise Registered Behavior Technicians (RBTs) and Behavior Technicians (BTs), conduct assessments, and develop behavior intervention plans for students with academic needs and behavioral challenges, utilizing the principles of Applied Behavior Analysis (ABA). BCaBAs work under the supervision of a Board Certified Behavior Analyst (BCBA).