Therapist - Occupational / ECI DEBT

Reports to: Program Administrator

About the Role

Responsible for ensuring participating districts adhere to all state and federal requirements for physical therapy for physically delayed children (0-3) referred to the ECI DEBT Program. Ensures children are served appropriately in keeping with their rights and needs.

Responsibilities

• Participates in the assessment process for children referred for services due to delayed and/or atypical motor responses/behaviors impacting feeding, fine motor, and physical development.
• Participates in Individualized Family Service Plan (IFSP) meetings for children exhibiting atypical motor behavior to share assessment information and assist in IFSP development.
• Prepares written recommendations for children with diagnosed/identified atypical motor behaviors and their families, shared with parents, primary caregivers, staff, and related personnel.
• Collaborates with teachers, service coordinators, parents, and team members regarding the motor status of children identified with motor delays to establish and review therapeutic needs.
• Serves as service coordinator to assist families with case management needs and identify other appropriate available resources.
• Maintains and submits all required documentation, including therapy reports/notes, monthly service reports, and child/family service logs.
• Works within a modified transdisciplinary team approach/setting.
• Demonstrates a cordial, supportive, and flexible attitude when communicating with parents, community personnel, and staff.
• Works in variable environments related to temperature, humidity, cleanliness, and other uncontrollable conditions.

Requirements

• Bachelor’s or Master’s Degree (dependent on year of licensure).
• Current Texas licensure in Occupational Therapy.
• Experience in pediatric therapy preferred.
• Physical ability to perform heavy to moderate lifting (up to 50 lbs.), light to moderate carrying (up to 50 lbs.), talking, walking, bending, kneeling, floor-sitting, pulling, pushing, sitting, stooping, standing, climbing, reaching, and grasping.
• Ability to assist with personal hygiene, feeding, mobility, positioning, and seizure activity.
• Ability to learn and implement early intervention strategies and techniques.
• Good judgment and emotional control under stress.

Skills and Abilities

• Knowledge of children (0–3) who are developmentally delayed, including normal child growth and development and the impact of handicapping conditions.
• Experience working with parents/families and understanding of the IFSP process.
• Knowledge of community resources for children with physical disabilities (e.g., Medicaid, SSI, CIDC, Childcare, Assistive Technology).
• Knowledge of infant/toddler assessments, curriculum, strategies, and techniques in occupational therapy.
• Strong written and verbal communication skills, including vocabulary, grammar, and spelling.
• Ability to work harmoniously in team settings.
• Knowledge of safety policies and assistive technology designed to improve children’s functional abilities.
• Expertise in interpreting medical and diagnostic assessments and administering appropriate therapeutic assessments.

General Employee Requirements

• Support and align work with the district’s mission, vision, and beliefs.
• Follow and support board policies in areas of responsibility.
• Manage district resources effectively to maximize student learning.
• Participate in ongoing development to improve work quality and district contribution.
• Model integrity, work ethic, and professionalism as an example for students.

Working Conditions

• Maintain emotional control under stress.
• Occasional prolonged or irregular hours.
• Variable environmental conditions (temperature, humidity, cleanliness).