Job Title: Clinical Assessor
Reports to: Regional Director
FLSA Classification: Exempt

JOB SUMMARY
Supervises the provision of evidence-based mental health services and programs for children with autism spectrum
disorders and/or similar developmental disabilities in response to physician recommendations in home, school and/or
other natural settings. Develops ABA assessments in order to prescription hours of service. .

ESSENTIAL JOB FUNCTIONS

Adheres to CSD Quality Standards of Care.

Conducts ABA assessments per month for new clients to: prescribe a clinical recommendation of hours for an effective
ABA program; identify the domain areas of deficit; and develop treatment goals. Develops these clinical
recommendations by: administering the Vineland-II and other assessment tools such as, the VB-Mapp and ESDM;
reviewing other clinical reports, such as Diagnostic Reports; conducting interviews with caregivers; observing and
interacting with the client. Gathers all necessary documents from the caregivers and files them in the client’s medical
file. Collects the client’s availability and gives it to the Client Service Coordinator and/or other relevant parties.

Remains current regarding new research, current trends and developments related to autism, special education, and
related fields.

Performs other duties as assigned by the direct supervisor. Attends staff meetings, in-services, trainings and other meetings as requested. 

Responsible for meeting insurance provider’s assessment and access to treatment expectations; specifically, remains current on policies, procedures and documentation.

Maintains open and frequent communication with Regional Directors, Intake Services Coordinator and Director of Operations to ensure timely and appropriate service provision to patients.

Remains current regarding new research, current trends and developments related to autism, special education, and related fields.

Performs other duties as assigned by the direct supervisor. Attends staff meetings, in-services, trainings and other meetings as requested.

MINIMUM EDUCATION OR TRAINING EQUIVALENT TO

Preferred Master’s degree from an accredited college or university in one of the following disciplines: psychology, childhood
development, childhood education, special education, pediatric therapy (physical, occupational, or speech therapy), or
related field.

Bachelor's degree with relevant experience in required. 

- Three years of related professional experience working with individuals with autism spectrum disorders and/or other related developmental disabilities in a multi-disciplinary team setting.
Special Qualifications (Skills, Abilities, Licenses):
• - Knowledgeable of methodologies found to benefit children with autism spectrum disorders, including Applied Behavioral Analysis (“ABA”), Early Start Denver Model (“ESDM”), Treatment and Education of Autistic and related Communication-Handicapped Children (“TEACCH”), Picture Exchange Communication System (“PECS”), and Pivotal Response Training (“PRT”).
• - Knowledgeable of other community resources and agencies that serve children.
• - Sensitive to working with an ethnically, linguistically, culturally, and economically diverse population.
• - Able to travel to and work in multiple program service areas; reliable transportation needed (proof of valid driver license, current auto insurance identification card, and acceptable driving record per NIAC standards is required).
• - Able to communicate effectively verbally and in writing; bilingual ability preferred.
• - Able to consistently demonstrate good judgment and decision-making skills.
• - Able to exercise confidentiality and discretion pertaining to the work environment.
• - Able to appropriately interpret and implement policies, procedures, and regulations.
• - Knowledgeable and skilled in computer/word processing software.
• - Able to obtain criminal record clearance through Department of Justice.
Physical Requirements:
• - Frequent bending, reaching, squatting, kneeling, twisting in order to observe, assess, and interact with infants/toddlers.
• - Frequent speaking and listening to clients, staff, and other professionals in meetings and on the phone.
• - Occasional walking to, bending to enter, sitting, and using upper and lower limbs to drive car to and from home visits and meetings.
• - Occasional sitting and maintaining close visual attention to write reports and work at the computer.
• - Occasional lifting, carrying, and loading/unloading toys and materials used in home visits.

 

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