Specialist Speech & Language Therapist

To have responsibility for managing own speech and language therapy caseload of adults with a range of learning disabilities with guidance and support from senior colleagues, using person-centred principles. This caseload is of adults with learning disabilities who have communication impairment and/or dysphagia. The caseload includes individuals with complex needs including severe and profound learning disabilities e.g. autism, sensory and/or physical impairment, behavioural and emotional problems, dementia, behaviours which challenge (including verbal and physical aggression directed at self or others), in addition to severe learning disabilities. To develop, organise and deliver training programmes with guidance and support from senior colleagues to carers, support staff and other professionals and also to people working mainstream services who have contact with adults with severe learning disabilities. These training programmes will be both formal and informal and will focus on communication and/or dysphagia. Some of the training is delivered with other members of the multi-disciplinary team. It includes giving information about communication, and communication breakdown and training others in skills that can aid communication. This includes Total communication (i.e. the use of sign, symbols, photos, objects, etc to back up speech) and other specialist techniques, in order to develop appropriate communication environments to facilitate the communication of individuals with a severe learning disabilities. It also includes developing and delivering training in the use of IT to facilitate effective communication e.g. the production of communication passports. To represent speech and language therapy and take an active role in, multi-disciplinary working, such as multi-disciplinary allocation meetings, clinical audit groups, core groups supporting the most complex clients, etc. To be responsible for managing own speech and language therapy caseload of adults with severe learning disabilities with guidance and support from senior colleagues. The degree of communication impairment may range from mild to severe.

Managing the caseload includes

Assessment and diagnosis of the communication difficulties of the individual, using both specialist speech and language therapy assessments and also observational and informal assessment skills, in order to form an overall picture of the individuals communication strengths and difficulties, both in understanding and expression, in a variety of situations and settings. Assessment includes the use of video and audio recording where appropriate. The speech and language therapy assessment may contribute to a multi-disciplinary assessment of the individual. In gathering this information there may be conflict of opinion about the individuals communication strengths and needs. The therapist therefore needs to analyse the information given in order to make a judgment about the most appropriate action to take and negotiate this with the people involved. Intervention and/or advice regarding the specific communication difficulties of the individual. Intervention includes; - Specialist speech and language therapy interventions working on the individuals speech and/or language skills. - Using specialist communication programmes including the use of systems designed to be an alternative to, or to augment, speech, including sign and symbols. - The use of specialist programmes such as Intensive Interaction for individuals who have little or no understanding of language. - The setting up and use of microelectronic communication aids. Direct communication work with the person, including both individual and group work. Collaborating with the person with learning disabilities where possible and the people in their communication environment, i.e. the people who support the person, to develop and use appropriate strategies to promote more effective communication. Supervising others who may be implementing the communication programme. Reviewing and evaluating progress, at regular intervals, in order to update the communication programmes as necessary. Discharging as appropriate. The caseload will include working with individuals with dysphagia and supervision will be provided through the Clinical Supervision arrangement. Peer Supervision is also available through current agreements with neighbouring NHS SLT Teams and Independent Sector Organisations specialising in Learning Disabilities. The speech and language therapist is responsible for assessment, including risk assessment, intervention and provision of a care plan to manage the persons dysphagia. This will require working with the person within their level of capacity for this issue, and their carers, in implementing a care plan which takes into account the persons wishes, their quality of life and their safety. To record details of assessment and intervention. To write comprehensive reports giving details of the individuals communication skills and difficulties, and strategies that have been shown to promote more effective communication. To use the appropriate paperwork and electronic recording systems (SystmOne) to record contacts and details of assessments, care plans and reviews. To organise group work as required as part of speech and language therapy intervention with people with learning disabilities. To work as part of the core team when a person is being seen by several clinicians from the multi-disciplinary team. The purpose of the core team is to co-ordinate care. This may require negotiation of need and priorities where there is a conflict of opinion. The speech and language therapist may be required to be the core team co-ordinator for a few people on their caseload. To develop and deliver training programmes on communication and/or dysphagia for carers, support staff and professionals involved with people with severe learning disabilities. The training is delivered to groups ranging in size from 2 40 people. To alert the SLT Clinical Lead within the CLDT or Service Manager of the CLDT where, due to risk or lack of clarity, there is a need for the development of a policy of procedure in order to ensure delivery of a safe and effective speech and language therapy service to people with learning disabilities and to contribute to the development of relevant procedure and policies. To assist others as appropriate, in making information accessible to people with learning disabilities i.e. people who are unable to read and/or have some difficulty in understanding complex language. This assistance may take the form of advice on how to make the materials (it does not necessary mean making materials for other groups of professional). To contribute to Vulnerable Adult Case Conferences and Strategy meetings and advise on issues relating to communication. This may involve working directly with the vulnerable adult and writing detailed reports on the communication issues involved in order to inform a criminal investigation. It may also include working alongside professionals from other agencies, e.g. social services and the police, in advising them of the most appropriate communication strategies to use when questioning the vulnerable adult. To keep clear and accurate case notes (normally electronic) and all other necessary records to meet both professional standards, and the standards of the Record Keeping Policy of Livewell Southwest. This is to include input of statistics as required. To use word processing programmes, email and the Internet as required. To use specialist software particularly packages using symbols and digital photography to make materials for use as part of an individuals communication programme. To ensure all equipment and materials used are maintained in good order and inform the budget holder of the need for additional or replacement items. To ensure that all equipment is kept in such a way to meet Health and Safety at Work Regulations. To contribute towards making information accessible to individuals with learning disabilities, e.g. leaflets about the service provided etc To advise other agencies on appropriate materials to use on request. To adhere to national and local Standards and Guidelines relating to Professional Practice. To be aware of and adhere to current legislation and employers procedures. To attend Mandatory Training as required by the employer. To identify own training requirements and update clinical knowledge by engaging in continuing professional development activities including reading appropriate literature, attending local in-service training meetings of speech and language therapists, regional Special Interest Groups and training as appropriate. To participate and take the lead in service development for the SLT team and the CLDT. To participate in supervision, personal appraisal and peer review. To take an active part in the speech and language therapy peer clinical supervision group by leading on and contributing to case discussions, review of literature etc. To seek supervision from other members of the LD MDT relating to shared areas of understanding and practice. To receive supervision from an SLT Clinical Lead consultant with extensive LD experience, as appropriate. To provide supervision to band 5 SLTs and SLTa. To demonstrate ongoing personal development through participation in internal and external development opportunities, reflecting and recording outcomes in a personal log as required for Continuing Professional Development by the Royal College of Speech and Language Therapists and the Health Professions Council. To keep an up to date record of evidence for meeting the criteria set out in the Knowledge and Skills Framework (KSF) for the post. Please note - This isn't the full Job Description; This can be found within the supporting documents section, including the additional information for all posts