JOB DESCRIPTIONS: Physical Therapist | Occupational Therapist | Physical Therapy Assistant | Certified Occupational Therapy Assistant

POSITION TITLE: Physical Therapist

In FCPS, physical therapists are related service professionals who provide educationally related services to special education students ages 2 through 21 when these services are needed for a student to benefit from the educational program.

Educational and Licensure Requirements:

The physical therapist must meet the requirements set forth by the Virginia Board of Medicine specific to the practice of physical therapy. See 18VAC85-30-10 et seq., 1997 or superseding regulations specific to the practice of physical therapy. Ongoing continuing education is expected to maintain updated knowledge and skills for practice as a school-based therapist.

Role:

The physical therapist works on the acquisition of basic motor skills necessary for functional mobility and gait in the school environment as well as the student's physical capability for participating with peers during physical education, recess, and community integration activities. More specifically, the physical therapist focuses on motor skill development, sitting posture, wheelchair use, ambulation, and transfer skills as they relate to accessing the school environment. To improve school functioning, the physical therapist emphasizes work on strength, range of motion, balance, and endurance.

Responsibilities:

The physical therapist is responsible to the Program Specialist, PT/OT, the Therapy Specialist, and the administrator(s) in assigned schools.

General:

1. Travels to assigned schools

2. Responds to requests for consultations on students or consults on specific program needs

3. Responds to evaluation referrals for students with disabilities. The therapist selects appropriate evaluation tools, evaluates students, interprets findings, and reports results

4. Develops a present level of function and Individualized Educational Plan (IEP) goals and objectives in conjunction with the IEP team

Service Delivery:

1. Implements service delivery on assigned students based on the goals, objectives, percentage of time, and placement as determined by the IEP committee

2. Makes scheduling decisions for service delivery based on individual student and school needs

3. Utilizes an approach that encourages student participation in the least restrictive environment

4. Exhibits a knowledge of clinical theory and its application as it relates to the student's educational needs

5. Uses knowledge of the program of studies (POS)/standards of learning (SOL) to suggest adaptation of strategies and materials

6. Participates in the selection, design and/or construction of necessary adaptive equipment

Communication:

1. Maintains oral and written communication with educational personnel, parents, and community agencies regarding assigned schools and students. This can include, but is not limited to telephone calls, year-end reports, informal notes, and home programs

2. Obtains a physician's referral and parent permission for release of information on assigned students prior to beginning service delivery

3. Works cooperatively with educational staff to identify areas where support is needed and provides training in the therapeutic management of students, such as positioning, safety. and use of mobility equipment

4. Provides suggestions for classroom, recess, physical education, and community activities

Program Management:

1. Maintains records on referred students including dates of referral, dates of response, and outcomes

2. Maintains a current schedule which is shared with assigned schools and the PT/OT program office staff

3. Maintains organized working files on assigned students

4. Follows documentation guidelines for student attendance and intervention notes

5. Supervises therapist assistants as per state regulations

6. Supervises public health training assistants

7. Participates in the clinical supervision of physical therapy students and physical therapist assistant students

8. Recommends equipment, materials, and test supplies necessary for assigned schools and students

9. Serves on committees that benefit the learning environment for students, therapists, and other school personnel

10. Attends scheduled meetings for staff development and training

Professional Growth and Ethics:

1. Adheres to established federal, state, and local laws and regulations

2. Refines and develops professional skills through inservice training, professional reading, and continuing education

3. Maintains confidentiality of student information

4. Exchanges professional information with peers through formal and informal means, and through mentoring of new therapists

5. Works within the standard operating procedures (SOP) and practice standards identified in the PT/OT Handbook

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POSITION TITLE: Occupational Therapist

In FCPS, occupational therapists are related service professionals who provide educationally related services to special education students ages 2 through 21 when these services are needed for a student to benefit from the educational program.

Educational and Certification Requirements:

The occupational therapist must hold a bachelor's or master's degree in occupational therapy from an approved and accredited occupational therapy program. The occupational therapist can practice one year from the date of graduation or until the certification examination administered by the National Board for Certification in Occupation Therapy (NBCOT) is passed. The occupational therapist must hold a current Virginia certificate to practice as issued by the Virginia Board of Medicine. See VR465-08-01 or superseding regulations specific to the practice of occupational therapy. Ongoing continuing education is expected to maintain updated knowledge and skills for practice as a school-based therapist.

Role:

The occupational therapist works on the acquisition of/or compensations for deficits in fine motor skills, sensory motor skills, visual motor and visual perceptual skills, and self-care skills. More specifically, occupational therapists work with students on foundation skills needed for school participation through task analysis, individually selected motor activities, and consultation with team members to modify the environment, the instructional methodology, or to support student achievement on a particular classroom/vocational project.

Responsibilities:

The occupational therapist is responsible to the Program Specialist, PT/OT, the Therapy Specialist, and the administrator(s) in assigned schools.

General:

1. Travels to assigned schools

2. Responds to requests for consultations on students or consults on specific program needs

3. Responds to evaluation referrals for students with disabilities. The therapist selects appropriate evaluation tools, evaluates students, interprets findings, and reports results

4. Develops a present level of function and Individualized Educational Plan (IEP) goals and objectives in conjunction with the IEP team

Service Delivery:

1. Implements service delivery on assigned students based on the goals, objectives, percentage of time, and placement as determined by the IEP committee

2. Makes scheduling decisions for service delivery based on individual student and school needs

3. Utilizes an approach that encourages student participation in the least restrictive environment

4. Exhibits a knowledge of clinical theory and its application as it relates to the student's educational needs

5. Uses knowledge of the program of studies (POS)/standards of learning (SOL) to suggest adaptation of strategies and materials

6. Participates in the selection, design and/or construction of necessary adaptive equipment

Communication:

1. Maintains oral and written communication with educational personnel, parents, and community agencies regarding assigned schools and students. This can include, but is not limited to telephone calls, year-end reports, informal notes, and home programs

2. Works cooperatively with educational staff to identify areas where support is needed and provides training in the therapeutic management of students, such as positioning, safety. and use of mobility equipment

3. Provides suggestions for classroom, art, life skills, and career related activities

Program Management:

1. Maintains records on referred students including dates of referral, dates of response, and outcomes

2. Maintains a current schedule which is shared with assigned schools and the PT/OT program office staff

3. Maintains organized working files on assigned students

4. Follows documentation guidelines for student attendance and intervention notes

5. Supervises Certified Occupational Therapy Assistants (COTAs) as per established guidelines

6. Supervises public health training assistants

7. Participates in the clinical supervision of occupational therapy students and occupational therapy assistant students

8. Recommends equipment, materials, and test supplies necessary for assigned schools and students

9. Serves on committees that benefit the learning environment for students, therapists, and other school personnel

10. Attends scheduled meetings for staff development and training

Professional Growth and Ethics:

1. Adheres to established federal, state, and local laws and regulations

2. Refines and develops professional skills through inservice training, professional reading, and continuing education

3. Maintains confidentiality of student information

4. Exchanges professional information with peers through formal and informal means, and through mentoring of new therapists

5. Works within the standard operating procedures (SOP) and practice standards identified in the PT/OT Handbook

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A. Participates in the assessment of physical function

1. Demonstrates knowledge of anatomy and physiology as it relates to student's physical disabilities

2. Administers and scores, under the supervision of a physical therapist, standardized evaluative tests (i.e., Peabody Developmental Motor Scales, Bruininks-Oseretsky Test of Motor Proficiency and DeGangi-Berk Test of Sensory Integration)

3. Assists and performs non-standardized assessment techniques under the supervision of a physical therapist (i.e., measurement of joint range of motion, muscle strength, functional assessments within the school environment and/or the community, posture and gait analysis)

B. Determines therapeutic goals in conjunction with the physical therapist

1. Reports and confers with the physical therapist any observation data that relates to student performance

2. Reviews standardized/non-standardized assessment results with the physical therapist

3. Confers with the physical therapist and develops Individualized Education Plan (IEP) goals and objectives as determined by the physical therapy assessment on assigned students

C. Participates in IEP conference

1. Attends and presents physical therapy IEP goals and objectives on assigned students

2. Communicates to parents and team members in a professional and effective manner at IEPs

D. Provides intervention services to students as established through the IEP

1. Adheres to the frequency of intervention as determined by the IEP

2. Carries out IEP goals

3. Demonstrates appropriate planning, space, and equipment when administering therapeutic techniques

4. Practices proper safety techniques and precautions

E. Utilizes the team approach in working with therapist, teachers, parents, aides and attendants

1. Provides carry through and reinforcement of other educational goals and objectives as they relate to functional mobility, communication or self-care

2 Communicates with other team members in a professional and effective manner.

3. Works in conjunction with the physical education teacher in providing intervention during physical education

4. Participates in the development of home programs

5. Administers transdisciplinary interventions with other team members, i.e., co-treatments with occupational therapy, speech, teacher, etc.

6. When appropriate, attend home visits and report observations to physical therapist regarding student's functional abilities within the home environment as it relates to his school performance

F. Consults, instructs and assists classroom teachers, aides and attendants regarding positioning and handling, exercise programs and their utilization

1. Demonstrates knowledge of proper positioning, handling, transfers and exercise programs

2. Participates in the development of classroom gross motor groups

3. Instructs, consults, and assists with activities of daily living (ADL), toileting and personal hygiene programs

G. Participates in therapeutic feeding

1. Demonstrates an understanding of adaptive feeding programs

2. Carries out adaptive feeding programs as designed by occupational and physical therapists

3. Demonstrates proper use of adaptive feeding programs

H. Adheres to rules and regulations

1. Observes designated working hours

2. Complies with leave regulations

3. Establishes written treatment schedule

4. Provides written intervention schedule to physical therapist, program manager and therapy services program specialist

I. Assists in administrative duties

1. Maintains written records that document therapy sessions and provide updated information on student progress

2. Assist physical therapist with and prepare end of the year progress reports on assigned students

3. When necessary, assist physical therapist with written communication to parents or physicians

4. Organize physical therapy schedule for assigned students

5. Performs other administrative duties and paper work as required by physical therapy policies and procedures

6. Assist with ordering supplies and material needed for physical therapy

J. Assists in determining and meeting student's adaptive and positioning equipment needs, including orthotic and prosthetic need

1. Participates in construction, maintenance and repair of adaptive and assistive equipment

2. Demonstrates a knowledge of proper use and handling of equipment, orthotics and prosthetic devices and follows safety procedures in the use of this equipment

3. Instructs others (teachers, aides, attendants) in the proper and safe use of adaptive and assistive equipment, orthotics and prosthetics

4. Serves as a resource to parents regarding adaptive equipment

5. In conjunction with physical therapist, participates with outside resources regarding adaptive equipment

K. Attends and participates in scheduled therapy meetings, inservices and school staff meetings

1. Participates in inservice training of staff regarding body mechanics in the positioning and handling of students and in the use of adaptive equipment

2. Attends county wide therapist meetings and inservices

3. Attends base school staff meetings if requested

4. Attends and participates in scheduled staffing on assigned students

 

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A. Participates in the assessment of fine motor, perceptual motor, sensorimotor and oral motor function

1. Demonstrates knowledge of anatomy and physiology as it relates to students' physical or perceptual disabilities

2. Administers and scores, under the supervision of an occupational therapist, standardized assessments (i.e. Peabody Developmental Motor Scales, Bruininks-Oseretsky Test of Motor Proficiency, DeGangi-Berk, Test of Visual Motor Skills (TVMS), Test of Visual Perceptual Skills (TVPS), Beery, Motor-Free Visual Perceptual Test (MVPT))

3. Assists and performs non-standardized assessment techniques under the supervision of an occupational therapist (i.e. functional assessments within the school environment and/or community)

B. Determines therapeutic goals in conjunction with the occupational therapist

1. Reports and confers with the occupational therapist any observable data that relates to student performance

2. Reviews assessment results with the occupational therapist

3. Confers with the occupational therapist, and develops Individualized Educational Plan (IEP) goals and objectives as determined by the OT assessment on assigned students

C. Participates in IEP conferences

1. Attends and presents OT IEP goals and objectives on assigned students

2. Communicates with parents and other team members in an effective and professional manner

D. Utilizes the team approach in working with therapists, teachers, parents, aides and attendants

1. Provides follow-through and reinforcement of other educational goals and objectives as they relate to functional perceptual motor, sensorimotor, and/or self-care skills

2. Communicates with other team members in a professional and effective manner

3. Works in conjunction with the staff in providing consultative and/or direct assistance to enhance the student's participation in education

4. Participates in the development of home programs

5. When appropriate, makes home visits and reports observations to occupational therapist regarding student's functional abilities within the home environment as it relates to his/her school performance

E. Adheres to rules and regulations

1. Observes designated working hours

2. Complies with leave regulations

3. Establishes written work schedule

4. Provides written work schedule to occupational therapist, program manager and therapy services program specialist

5. Administers transdisciplinary intervention with other team members: speech, PT, teacher, etc.

F. Provides intervention services to students as established through the IEP

1. Adheres to frequency of intervention as determined by the IEP

2. Carries out IEP goals

3. Demonstrates appropriate planning, space and equipment when administering intervention techniques

4. Practices proper safety techniques and precautions

G. Consults, instructs and assists classroom teachers, aides and attendants regarding positioning and handling, intervention programs and their utilization

1. Demonstrates knowledge of proper positioning, handling and intervention programs

2. Participates in the development of classroom fine and visual motor groups

H. Participates in therapeutic feeding

1. Demonstrates an understanding of adaptive feeding programs

2. Has knowledge of oral motor development including sucking, swallowing, chewing and general oral motor function

3. Carries out adaptive feeding programs as designed by occupational therapist

4. Demonstrates an understanding of the proper use of adaptive feeding equipment

I. Assists in administrative duties

1. Maintains written records that document therapy sessions and provides updated information on student progress

2. Assists occupational therapist in writing reports to parents and physicians

3. Organizes occupational therapy schedule for assigned students

J. Assists in determining and meeting students' adaptive equipment needs

1. Participates in construction, maintenance and repair of adaptive equipment

2. Demonstrates a knowledge of proper use and handling of equipment and follows safety procedures in the use of this equipment

3. Instructs others (teachers, aides, attendants) in the proper and safe use of adaptive equipment

4. Serves as a resource to parents regarding adaptive equipment

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