WATCHING OUT FOR YOUR PERSONAL & PROFESSIONAL GROWTH
SPG’s SLPs/SLPAs, OTs/COTAs, and PTs/PTAs are mentored and supervised by a licensed/certified Clinical Supervisor, all of whom are available for on-site and remote support, help with accessing resources/materials, problem-solving, and caseload management issues. Recent grads and therapists who are new to pediatrics are welcome and encouraged to apply. Our Clinical Supervision team offers unparalleled hands-on support in school and clinic settings. In addition, opportunities for multidisciplinary team collaboration, professional growth, and networking with an incredible group of professionals are an integral part of the SPG experience.
SLP / SLPA
SLPs provide diagnostic, remedial, and consultative services for children/students (ages 0-21 years) who have been identified with a communicative impairment. SPG offers job opportunities in a variety of settings including schools, clinics, preschool centers, non-public schools, charter schools and home-based. Tele-health opportunities are available in specific areas.
SLPAs conduct speech-language screenings (without interpretation) and follow and implement documented treatment plans or protocols developed by a credentialed or licensed SLP. SLPAs providing direct treatment assistance to speech/language impared students are under the direct supervision of an assigned credentialed or licensed SLP.
Additional SLP job responsibilities may include: case manager role, IEP team participation, and classroom collaboration with 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 may also 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.
OT / COTA
OTs evaluate and provide direct treatment and consultation services to children/students, from 0 to 22 years old, who are experiencing delays, or developmental challenges. Interventions and modifications help maximize each individual’s functional performance in a variety of settings. SPG offers job opportunities in a variety of settings including schools, preschool centers, non-public schools, charter schools, and in-home. Tele-health opportunities are available in specific areas.
COTAs implement treatment plans for children/students developed by a registered and licensed occupational therapist and document progress and data collection under the supervision of an assigned OT. COTAs should demonstrate the skills required to perform the tasks delegated to them and must be knowledgeable about the legal scope of their work as well as the level of competence.
Additional OT job responsibilities may include IEP team participation, and classroom collaboration with education staff to determine accommodations and modifications for students/ children with a disability, injury, and or impairment. OTs may also provide supervision for COTAs and OT students.
Additional COTA job responsibilities may include documentation of client progress towards meeting established goals, assistance in scheduling activities, performing checks and maintenance of equipment, preparing and arranging therapy materials, and pursuing professional growth through workshop/training attendance.
PT / PTA
PTs identify, evaluate, and treat students 0-22 years of age who demonstrate need in areas of motor development affecting their ability to participate physically, safely, and socially in activities of daily living. SPG offers job opportunities in a variety of settings including schools, clinics, preschool centers, non-public schools, charter schools, and home-based. Tele-health opportunities are available in specific areas.
PTAs address treatment goals identified by a PT and are under the direction and supervision of a PT in clinics and school-site settings. PTAs should demonstrate the skills required to perform the tasks delegated to them and must be knowledgeable about the legal scope of work as well as the level of competence. PTAs must be able to self-reflect on their current level of competence.
Additional PT responsibilities may include: IEP team participation, collaboration with educational and medical teams to determine appropriate interventions to improve physical function and independence, education outreach in differences between medical and school-based physical therapy service delivery, safety and injury prevention. Supervise PTAs and PT students.
Additional PTA responsibilities may include: attending regularly scheduled and documented case conferences between the supervising PT and PTA in regard to students on caseload, data collection, daily notes.
Board Certified Behavior Analysts (BCBAs) design and implement functional, individualized behavior programs for students with behavioral needs. They supervise Registered Behavior Technicians (RBTs) as well as BCaBAs.
BCaBAs work under the supervision of a Board Certified Behavior Analyst (BCBA) when developing behavior intervention plans for students with academic needs and behavioral challenges.
Registered Behavior Technicians (RBTs) provide one-to-one direct services to students with academic needs and behavioral challenges. They work under the supervision of a BCBA or a BCaBA.
Additional job duties of BCBAs may include conducting Functional Behavioral Assessments, creating Behavior Intervention Plans, as well as creating and conducting behavior-related trainings to teachers, school staff and other providers.
BCaBAs supervise Registered Behavior Technicians (RBTs) and Behavior Technicians (BTs). Job duties also include conducting assessments, and developing behavior intervention plans for students with academic needs and behavioral challenges, utilizing the principles of Applied Behavior Analysis (ABA).
RBTs use ABA principles when working directly with students to reduce maladaptive behaviors (i.e. aggression, spitting, self-injury, etc.) and to increase adaptive behaviors (i.e. functional communication, social skills, self-help skills, academic skills, et.)
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.