Rehab Teacher III - SAP Writer

TX-HHSC-DSHS-DFPS•Brenham, TX

1d•Onsite

About The Position

Join the Texas Health and Human Services Commission (HHSC) and be part of a team committed to creating a positive impact in the lives of fellow Texans. At HHSC, your contributions matter, and we support you at each stage of your life and work journey. The state-supported living centers serve people with intellectual and developmental disabilities who are medically fragile or who have behavioral problems. The centers provide campus-based direct services and support at 13 locations throughout the state. If you are looking for a place to work where you can establish a career that is filled with purpose, this is the job for you! Performs highly complex skill acquisition planning (SAP) and instructional work with individuals with intellectual and developmental disabilities in a State Supported Living Center (SSLC). Develops and implements Skills Acquisition Plans (SAPs) intended to promote future independence of individuals by addressing skill deficits in various domains such as education, vocation, socialization, recreation, self-administration of medication (SAM), and daily living. Works with an interdisciplinary team (IDT) to identify the individuals' skill acquisition needs. Develops, trains and implements the SAP. Produces training aids and manuals and works with other to ensure appropriate adaptive equipment and devices are in place to support SAP implementation. Monitors the individual’s progress in achieving the goals of the SAP across various settings. Monitoring opportunities include holidays, evening and weekend hours, as scheduled. Communicates progress, attends meetings, and completes reports. Oversees and leads the work of others. Ensures and addresses safety issues and concerns. Provides presentations to community providers for discharge planning. Works under limited supervision, with considerable latitude for the use of initiative and independent judgment.

Requirements

Knowledge of behavioral analysis theories and practice, and regulatory guidelines as related to the field of intellectual disabilities.
Knowledge of Skill Acquisition Plans and the active treatment loop.
Knowledge of facility operations and policies, procedures, laws, rules, standards, and guidelines.
Knowledge of intellectual and developmental disabilities (IDD) and ICF/IID standards.
Skill in education/training and active treatment methods, tools, techniques, and processes.
Skill in solving problems, making decisions, and using good judgments when dealing with critical incidents.
Ability to assess clients’ functional levels.
Ability to work with interdisciplinary teams and collaborate with other committees.
Ability to train staff at all levels.
Skill in implementing educational and behavioral treatment and therapy.
Skill in observing and accurately document skills acquisition programming.
Skill in modeling appropriate implementation of plans.
Skill in using computers and relevant software, including Microsoft Word, Excel, Access, and electronic health data systems.
Ability to communicate effectively and provide accurate and complete oral and written reports.
Ability to plan, implement, supervise, and evaluate an individualized program of instruction with, or on behalf of, the client.
Ability to work independently, to work cooperatively in a teamwork situation, and to work harmoniously in general with co-workers.
Ability to monitor staff implementation of plans.
Ability to safely perform cardiopulmonary resuscitation (CPR) and restraint techniques, once trained.
Valid Texas Driver’s License
Master's degree from an accredited college or university with a major in rehabilitation, psychology, sociology, social work, education, or a related field; and Experience working with individuals with IDD services.
Bachelor's degree from an accredited college or university with a major in rehabilitation, psychology, sociology, social work, education, or a related field; and One (1) year of work experience in working with individuals with IDD services.
High school diploma; and Two (2) years of work experience in working with individuals with IDD services.
Applicants must pass a fingerprint criminal background check, pre-employment drug screen, and registry checks, including the Client Abuse/Neglect Reporting System (CANRS), Nurse Aide, Medication Aide, and Employee Misconduct and HHS List of Excluded Individuals/ Entities (LEIE).
Males between the ages of 18 – 25 must be registered with the Selective Service.
All State Supported Living Center Employees are subject to Random Drug Testing.
All applicants must be at least 18 years of age to be considered for employment at a state-operated facility.

Nice To Haves

Experience working with individuals with IDD services.
One (1) year of work experience in working with individuals with IDD services.
Two (2) years of work experience in working with individuals with IDD services.

Responsibilities

Attends work regularly and may be required to work a specific shift schedule or, at times, even a rotating schedule, extended shift, and/or overtime in accordance with agency leave policy and performs other duties as assigned.
Develops and implements Skills Acquisition Plans (SAPs) to teach assigned individuals the skills necessary to prepare for successful reentry into a community setting and/or to have maximized independence in the current setting. SAPs include skill development in domains such as education, vocation, socialization, recreation, self-administration of medication (SAM), and daily living skills. Individual skills include reading and math skills, how to make purchases independently, counting correct change, how to dress independently, food preparation skills, and job-related skills.
Reviews and evaluates historical documentation contained in the electronic health record, including conducting a review of previous behavior support plans to look for challenging behaviors, dietary needs, communication strategies, prior Skill Acquisition Plans (SAPs) and associated outcomes. Analyzes the information and shares it with the Interdisciplinary Team (IDT) for plan development.
Administers, scores, and analyzes formal and informal assessments to evaluate strengths, needs, preferences and best strategies for skill acquisition planning. Assesses functional levels through direct and indirect assessment, using observations and semi-structured interviews. Administers and scores the FSA (Functional Skill Assessment) to assess skills in the areas of leisure/entertainment, hygiene, dining, bathing, dressing, personal care, money, domestic, safety, academic, and campus and community. When assigned, administers and scores vocational/day-programming assessment to assess aspects of mobility, visual acuity, physical capacity, gross motor skills, endurance, impulse control, task orientation and safety. Reviews and interprets vocational/day-programming assessments and works in conjunction with vocational and day-programming teams to incorporate meaningful skill acquisition plans. Analyzes the information and shares it with the Interdisciplinary Team (IDT) for plan development.
Works with the IDT members to develop the contents of the SAP. Ensures the SAP contains the elements of need/barriers, the justification for the SAP, the current level of performance, the breakdown of the skill (task analysis), goals of the SAP/mastery criteria, a material list to train the SAP, teaching instructions for the SAP (prompting strategies/teaching steps), and data collection procedures. Identifies appropriate instructional strategies for the needs and abilities of the individual taking into account their preferred method of communication, personal strengths and preferences, appropriate prompt level and types of prompts based on learning style and level of performance.
Produces training aids and manuals (e.g., written products, competency checks, and formal modeling and rehearsal trainings) which provide the necessary instruction for Direct Support Professionals (DSPs) to implement the SAP. Trials the SAP with the individual to ensure it can be carried out by Director Support Professionals (DSPs) as written. Updates the teaching instructions, training aids and materials as necessary, then trains the DSP to perform the SAP, observing implementation is performed correctly by the DSP. Revises the training aids and manuals based on either progress or lack thereof, or difficulty of DSPs implementing as designed.
Monitors the quality of SAPs through treatment integrity checks, procedural fidelity checks, and a review of monthly progress notes across various settings. Monitoring opportunities include holidays, evening and weekend hours, as scheduled. Uses the interrater agreement check and treatment integrity protocols per SSLC standards to ensure fidelity and to determine if changes to the SAP are needed. Documents the individual’s progress on the SAP in the electronic health record. As assigned, observes individuals during activities, classes, events and trips in the community to assess that SAPs are being implemented properly and to assess the individual's progress on the skills.
At least monthly, communicates progress to the IDT through verbal reports, progress notes in the electronic health records, email and during routine monthly ISP/ISP-A meetings set by the Qualified Intellectual Disability Professional (QIDP). Included in the progress review, makes comments on noted improvements, regressions, or items significant to individual skill acquisition. Consults with the supervisor, as needed, such as in challenging situations. Submits reports as required.
Provides day-to-day oversight of other staff, such as DSPs, in the context of training and assisting them in implementing SAPs. Ensures that DSPs are adequately trained to perform their duties successfully. Serves in a lead role to coordinate or oversee the work of other SAP Specialists, depending on the needs and structure of the SSLC. As assigned, serves in a temporary supervisor role such as in the absence of the assigned supervisor.
Works with habilitation therapies staff to ensure individuals have the communication support and adaptive equipment (aids and devices) needed to implement the SAP. Works with habilitation therapies staff, as needed, to train staff on these supports such as communication buttons, PECS (picture exchange system), and communication dictionaries. Provides feedback to habilitation services staff and gets ongoing assistance to successfully and safely implement the SAP.
Ensures that materials necessary for the implementation of SAPs are available and in working condition. Conducts routine checks on SAP material condition, and submits orders for new materials as needed.
Ensures and addresses safety issues and concerns such as by recognizing and responding to de-escalate agitation and aggression. Responds effectively in crises using verbal de-escalation and the application of Ukeru and Safe Use of Restraints (SUR) to ensure the health and safety of all persons. Communicates effectively with other team members to ensure a culture that promotes the least restrictive interventions necessary. Collaborates with others to provide a safe, clean treatment environment for SAP implementation. Actively promotes safety through the continuous monitoring of the environment and active engagement of individuals, to minimize unsafe situations and injuries.
Provides presentations to community providers regarding transition of individuals, typically during discharge planning meetings. Participates in presentations to community members when SSLC tours are provided, as assigned. Answers questions from Regulatory surveyors about meaningfulness of the SAP, such as what outcomes are being sought. Answers questions during investigations of Abuse, Neglect and Exploitation as related to the implementation of the SAP or personal observation of a specific incident under review.
Other duties as assigned include but are not limited to actively participating and/or serving in a supporting role to meet the agency’s obligations for disaster response and/or recovery or Continuity of Operations (COOP) activation. Such participation may require an alternate shift pattern assignment and/or location.