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Clinical Director Childrens Services JobDescription
Clinical Director of Childrens Services
Under administrative direction and supervision, the Clinical Director of Children and Family Services provides supervisory oversight, program development and improvement, and quality assurance over the Children and Family Special Services Programs. In addition to planning, implementing and evaluating prescriptive developmental and habilitative intervention programs, habilitative supports, and respite for individuals with developmental disabilities, provides supervision to developmental specialists, developmental technicians, and habilitative supports paraprofessionals and habilitative interventionists; coordinates work schedules; and assists in training professionals, paraprofessionals and/or parents in conducting developmental and habilitative supports and intervention programs towards remedial treatment of developmental disabilities. Provision of supervision, program development and improvement, and quality assurance are the primary job responsibilities.

Program Development and Improvement Related
Explores, develops, and integrates developmental disabilities agency services into the school–age individual’s home and community settings; Develops, implements, markets, and refines the company’s community outreach program to enhance the company’s relationships with families, school districts, various community resources, Department of Health and Welfare personnel, service providers, and community leadership; Seeks, identifies and offers community resources, services, and supports to school–age individuals and their families to make a smooth transition from school–age to young adulthood.

Program Related
Plans, organizes, coordinates, and integrates prescriptive therapeutic programs and activities; Participates in a multidisciplinary team for coordinating evaluation, diagnosis and treatment planning; Oversees long/short–term treatment objectives and goals, and integrates with other treatment services; Oversees the development and implementation of individualized prescriptive programs and procedures; Oversees and evaluates the development and implementation of training programs; Oversees and evaluates the data collection process; Trains staff in data collection procedures; Oversees the necessary resources and materials needed to facilitate treatment goals. Coordinates treatment programs with inter–related programs such as social work, psychology, communication disorders, OT, PT; Center, Home and Community–Based Developmental Therapy and Habilitative Intervention: Oversees the development, implementation, and coordination of daily living skills therapy into the center, residential and community setting; Incorporate each child’s Individual Educational Plan (IEP) and integrate it into Individual Plan of Service: Ensure that periodic programming reviews and monitoring occur: Observation of programs and data, and face–to–face supervision of staff providing direct services. Assures a systemized review of program status or progress, evaluates the data reviewed, and directs programmatic modification or adjustments; Observation and review: of the direct services performed by all staff to ensure staff demonstrate the necessary skills to correctly provide the service and support; Reviews the summary on a monthly basis and submits recommendations of changes to the type and amount of support to the plan developer; Completes at a minimum, six (6) month and annual reviews for services and submits to the plan developer.

School–Age Individual Related Programming
Needs Assessment/Evaluation: Supervise administered assessment instruments to determine skill development in the areas of rehabilitation/habilitation of physical and mental disabilities i.e. self–care, receptive and expressive language, learning, mobility, self–direction, and capability for independent living or economic self–sufficiency; as assigned, consults with other professionals; analyzes, interprets and reports on assessment instruments and evaluation of the delayed developmental skills; Develop and implement Individual Program Plans and transition plans which are directed towards outcomes designed to facilitate independence, personal goals, interests, hopes, dreams, and vision for their future for desired outcomes in autonomy, independence, problem–solving skills, self–knowledge, and understanding of their strengths, disability and accommodation needs for transition into alternative settings; Supervision of Daily Routines: Oversees staff supervision involved in treatment activities; Individual Safety: Supervise and trains staff in safety procedures; ensures that the environment is maintained in a safe, sanitary condition; observe and reports any safety/sanitation/maintenance procedures needs; recommends the purchase of materials, supplies and equipment necessary to the operation of the program; Medical Services: Ensures any changes in medical status are immediately reported; takes necessary emergency action when necessary to safeguard the individual’s health.

Support Services
Maintenance of Facility: Supervise developmental specialists and developmental technicians to works with the school–age individuals to develop independence in household chores; assist with everyday cleaning activities. Record Keeping: Insures that necessary program documentation is completed in a timely and complete manner in keeping with GSDC policy.

Appropriate Use of Logs/Written Documentation: Oversee and trains staff in and appropriately uses communication log; records messages for other staff; initialing all posted inter–staff communications after reading the material; reads residential log books and relays necessary messages back and forth. Proper Completion of Forms/Documentation: Oversee and trains staff in and follows procedures for completing needed forms/paperwork.

Staff Supervision: Supervises developmental specialists, developmental technicians, and habilitative supports and intervention personnel; Coordinates and monitors employees’ work schedules, duties, and responsibilities. Developmental Program Training: Demonstrates specific therapy techniques related to the long and short term objectives; participates in staff training procedures. Skill Development: Attends workshops or inservice training sessions designed to increase knowledge/skills as a supervisor; Meetings: Attends a variety of meetings as directed by administration.

Minimal Qualifications
Any combination of education, training and experience that demonstrates competence in each of the following:

Knowledge: The purpose and administration of developmental and standardized assessment instruments; human growth and developmental patterns; developmental disabilities such as intellectual disability, cerebral palsy, epilepsy and autism; various remediation and treatment programs; individual and group developmental therapy and habilitative intervention techniques; methods of maximizing development through habilitative and rehabilitative techniques; the contributions of allied health fields; and the principles and practices of supervision.

Skills: Select, administer and score standardized and non–standardized developmental assessment instruments; elicit information from developmentally disabled/delayed school–age individuals and their families; analyze and interpret the results of instruments; develop measurable objectives and make recommendations for treatment; develop and/or adapt prescriptive treatment programs to meet individual school–age individual’s needs; determine effectiveness of various developmental programs and evaluate progress toward treatment goals; select appropriate resource materials to facilitate multidisciplinary team; conduct individual and group therapy sessions; read and interpret complex materials; establish and maintain effective working relationships with the school–age individual, their families and department personnel; prepare and maintain required reports and documents; and must be able to work late afternoons/evenings whenever necessary. These knowledge and abilities can typically be attained through the completion of professional training in special education, early childhood education, or child development and relevant experience in working with the developmentally delayed and/or disabled population.