Speech Language Pathologist

As a Speech-Language Pathologist at Ivymount School, your main responsibilities include providing individualized speech therapy services as specified in each student's Individual Education Plan (IEP), conducting assessments, developing treatment plans, and collaborating with multidisciplinary teams. You will also contribute to annual IEP reports and strategies for addressing specific communication needs. Your role is crucial in ensuring that students receive effective, evidence-based therapy and support.

To qualify for the Speech-Language Pathologist role at Ivymount School, candidates must have a Master's degree in Speech-Language Pathology, Maryland State licensure in Speech-Language Pathology, and either a Certificate of Clinical Competence (CCC) or eligibility for Clinical Fellowship Year (CFY). Clinical experience in school-based therapy and with students with Autism Spectrum Disorder is also necessary, along with excellent communication skills and cooperative participation within an interdisciplinary team.

Yes! Ivymount School welcomes Clinical Fellows and encourages new graduates to apply for the Speech-Language Pathologist position. Our supportive environment provides high-quality individualized assistance to help you navigate your initial professional experiences while delivering impactful services to our students.

Ivymount School is dedicated to the growth of its Speech-Language Pathologists by providing exceptional training and professional development opportunities. You will have access to annual tuition and workshop/conference reimbursement, onsite training sessions, and comprehensive professional development resources designed to enhance your skills and keep you updated on the latest evidence-based practices.

As a Speech-Language Pathologist at Ivymount, you can expect a comprehensive benefits package that includes health insurance, dental and vision coverage, retirement plans, paid time off, professional development assistance, and tuition reimbursement. We prioritize the well-being and professional growth of our staff, creating a dynamic and supportive work environment.

When developing IEPs, I first consider each student's unique communication needs and their educational goals. I analyze assessment data and collaborate with teachers and specialists to create tailored interventions. My approach is focused on evidence-based practices, ensuring that we set achievable yet challenging goals for the student while providing support throughout the process.

In my experience, I prioritize evidence-based practices by staying current with research and integrating proven strategies into my therapy. For instance, when working with students on the Autism Spectrum, I implement methods such as social stories or visual supports to influence their communication and social skills. I continuously assess the effectiveness of these strategies and make adjustments as necessary.

I approach challenging behaviors with understanding and structure. I use positive behavior support techniques, analyze triggers, and adjust my methods accordingly. By establishing clear expectations, using visual aids, and maintaining a calm environment, I aim to redirect the behavior while ensuring that the student remains engaged with their learning goals.

Collaboration is key in a multidisciplinary team. I focus on open communication, sharing progress updates, and seeking input from colleagues. Regular team meetings allow us to brainstorm and develop integrated strategies for our students. I also value each team member's expertise and consider their insights when developing comprehensive support plans.

I measure progress through a combination of qualitative observations and quantitative data. I regularly assess communication skills using standardized tests and informal assessments, tracking progress against IEP goals. Additionally, I analyze student performance during sessions and gather feedback from teachers and parents to ensure that the interventions are effective and aligned with the student's needs.

When working with non-verbal students or those using Augmentative and Alternative Communication (AAC) devices, I focus on creating personalized communication systems that reflect their preferences and needs. I utilize various AAC tools and promote functional communication through interactive activities, ensuring that students learn how to effectively utilize these devices in their daily interactions.

In a successful therapy session, I worked with a student struggling with expressive language. We used a storytelling activity that incorporated their interests. I incorporated visual supports and modeling techniques, which fostered engagement and encouraged their participation. The success was evident as the student not only produced more words but also showed enjoyment in the process, making it a memorable session.

Involving parents is crucial for the success of a child's therapy. I encourage open communication by providing regular updates on progress and strategies they can use at home. I also invite them to participate in goal-setting discussions during IEP meetings, ensuring they are active partners in their child’s learning journey.

One challenge may be addressing diverse needs within a classroom. To tackle this, I will leverage collaboration with team members and employ differentiated strategies to target individual student goals. Staying adaptable and open to feedback can also help refine approaches and improve outcomes.

I am drawn to Ivymount School because of your commitment to individualized support for neurodiverse students. The emphasis on professional development and the opportunity to collaborate with skilled professionals across various therapeutic fields aligns perfectly with my values and career aspirations. I am excited to contribute to your mission while furthering my skills as a Speech-Language Pathologist.