Speech & Language Therapist

• Main Duties and Responsibilities
• Clinical
• To independently manage personal caseload with
• reference to theory, published research and evidence, and agreed best practice with
• supervision available from senior colleagues.

To identify, collect, analyse, and interpret

complex case related information and data from clients, carers and other

relevant sources including cross agency working.

To undertake a range of formal and informal

• assessments as indicated by the presenting speech, language and communication
• difficulties (SLCD) and other factors, including analysis of understanding and
• use of voice, grammar, vocabulary, speech sounds, fluency, social use of
• language, non-verbal communication, carer-child interaction and play skills and
• make judgements from these concerning prioritisation and future management.

To propose differential diagnoses on the basis

of assimilated evidence gathered from a range of assessments - some of which

may be conflicting - and with reference to typical and atypical developmental

norms and research evidence.

To prioritise and decide on appropriate

treatment/management matched to individual client/family need from a range of

options ensuring client/carers are fully involved in the decision making

process.

To provide assessment and communication advice

in schools, nurseries and other locations for implementation by teacher

assistants and other professionals.

To be responsible for the writing and

dissemination of clinical reports based on assessment and treatment findings to

appropriate professionals and relevant others including legal Education Health

and Care Plans and/or documentation for child protection cases.

To be responsible for admission, management and

discharge of clients in relation to personal caseload with appropriate caseload

supervision from senior colleagues.

To explain highly complex and sensitive case

related information to meet a range of levels of understanding of clients and

carers, where anxiety often acts as a barrier and co-operation is not

guaranteed. To recognise that the communication difficulty may be the

first indicator of deeper more complex problems and to counsel parents and

carers accordingly.

To demonstrate empathy and reassurance when

• providing clients and carers with information that has long-term implications
• for lifestyle and educational and social development e.g. children whose
• communication difficulties are not likely to be resolved and which will affect
• their ability to learn with lifelong implications.

To monitor, recognise and evaluate subtle

• changes in the clients condition and adapt the assessment and treatment
• programme accordingly e.g. monitoring changes in sound production, quality and
• pitch.
• To assess the risk to, and vulnerability of,
• patients and families in relation to timing and manner of treatment and amount
• of information provided.

To recognise the need for onward referral for

second opinions, more specialist SLT intervention or multidisciplinary advice.

To negotiate with parents/carers and

• professionals around individual case diagnosis and management where others have
• less specialist knowledge and/or experience in relation to SLCD, and
• differences of professional judgement can occur e.g. levels of priority for
• treatment and impact of the communication difficulty on accessing the
• educational curriculum.

To allocate cases to, monitor and supervise

work of speech and language therapy assistants following completion of NQP

competency framework.

To initiate and/or contribute to multi-agency

• case discussions and management in relation to complex cases when the need for
• this has been identified through assessment and observation, including child
• protection issues, ensuring a well-coordinated care plan and pathway when
• professional and ethical opinions may differ.

To be responsible for raising awareness about

speech and language development and disorders in relation to own personal

caseload, and how to manage these in different contexts. This will include: nursery staff, teachers,

teacher assistants and relevant others.

To undertake periodic supervision with more

experienced colleagues and to reflect on practice with peers.

Professional

To

maintain registration with the Health & Care Professions Council and the

Royal College of Speech & Language Therapists.

To

• progress and develop professional and clinical skills across a range of speech,
• language and communication difficulties (SLCD) by working with more experienced
• staff, undertaking self-directed and more formal CPD activities and maintaining
• personal portfolio.

To

recognise own professional and clinical boundaries and competencies and seek

advice, support and training when necessary with in an individual performance

review framework.

To

maintain professional and service standards with adherence to local and

national guidelines and clinical governance including confidentiality.

To

record and update personally generated clinical observations, assessment

results, and treatment and advice details in client case notes.

To

participate in the Organisations Annual Appraisal Process.

To

follow and implement local and national policies with elements of independent

professional judgement.

To

contribute to local policy and service development through the clinical

governance process.

To be

responsible for maintaining equipment records and the safe use and security of

clinical equipment. To identify and request therapy equipment to meet caseload

demands (according to service guidelines).

To provide

clinical activity data and routine

recording of CPD, travel, and other related activity, observing data protection

guidelines.

To provide

clinical and professional education and assessment of SLT students and other

AHP students as required (first year post qualification) having attended

appropriate training.

To take

part in research and clinical audit as directed by senior staff, undertake

action research with personal caseload and contribute to others research by

providing data.

To be

able to recognise breakdown/conflict when it occurs and seek advice and support

from more senior colleagues to resolve.