LOCATION: Yongsan, Seoul, South Korea
This position is located at USAMEDDAC-K, DEPUTY OF OUTLYING HEALTH CLINICS EDIS, SEOUL, KOREA.
NOTE: This position is scheduled to relocate to Pyeongtaek, Republic of Korea due to the Yongsan Relocation Plan within the next two years.
As a selectee, recruited from the United States, you are entitled to certain foreign area benefits, such as Living Quarters Allowance (LQA) or government quarters, home leave, etc.
Seoul is the capital and largest metropolis in South Korea. It is a mega-city with a population of more than 10 million people. Seoul is the heart of Korea's culture and education as well as politics and economics. It is the home to many old historic sites like Gyeongbokgung and Changdeokgung Palaces, and places of traditional culture like Bukchon Hanok Village, Insa-dong, and Namdaemun Market. The shopping and entertainment districts of Myeongdong and Apgujeong, and Asia's largest underground shopping center COEX Mall also draw a large number of tourists every year. The Hangang River, which runs through the center of the city, is also a distinctive landscape of Seoul that offers a myriad of resting areas for citizens.
As a Serves as Physical Therapist (PT) for the Educational and Developmental Intervention Services (EDIS) program you will provides Early Intervention Services (EIS) to infants/toddlers birth to three years and their families who are eligible for early intervention under Department of Defense criteria; and/or Related Services (RS) to children ages 3-21 years in support of the DoD Educational Activity (DoDEA) special education program. Clients may include infants, toddlers and/or school aged children with moderate to severe physical, developmental, behavioral, and/or learning disabilities; neuromuscular and motor dysfunction; cognitive delays; speech and language difficulties; and social/emotional disorders. EIS provides a family-centered approach to services that supports and fosters confidence and competence in families to meet their child’s developmental needs through a parent support and education model. RS supports and assists students to benefit from their school based special education program, recommending assistive technology and support services to promote gait and mobility (which may include splinting and/or orthotics), muscle strength, joint range of motion, and activities of daily living.
1. Child Find, Screening and Evaluation Services: Analyses the local community to establish and implement activities to identify children in the local EDIS Area of Responsibility (AOR) who may require early intervention services (EIS). Coordinates and participates in Child Find activities with community agencies (e.g., DoD child development centers, MTF’s, DoD family support services) and the DoD school system to ensure infants and toddlers with special needs are identified and referred for evaluation, and school-aged children are referred for possible special education eligibility and services. Participate in the Area of Responsibility (AOR) EDIS public awareness program to include providing information on early identification of infants, toddlers and children with disabilities. Provides education to promote available resources/services within the community. Utilizes professional diagnostic and therapeutic techniques to perform screening and evaluation of infant and toddler functional developmental abilities and child/student motor functioning. Administers pediatric assessment tools to include, but not limited to: Peabody Developmental Motor Scale: Battelle Developmental Inventory-2; Bayley Scales of Infant Development; Bruininks-Oseretsky Test of Motor Proficiency; and School Functional Assessment. Student assessment includes subjective evaluation processes such as parent and teacher interviews and medical records review. Evaluate referred children/students who may have complex medical diagnosis (e.g., for early intervention or educational eligibility) and treatment planning.
For EIS, Utilizes the Routines-Based Interview (RBI) to conduct a comprehensive family-centered assessment of the resources, priorities, and concerns of the family-centered assessment of the resources, priorities, and concerns of the family and identification of the supports and services required to enhance the family’s capacity to meet the needs of the eligible infant or toddler. Conducts family interviews and selects, administers, scores, and interprets individually appropriate developmental assessments to determine children's present level of development. Collects data from other team members and agencies involved in the evaluation process to obtain an authentic assessment of the child’s functional skills and abilities within the family environment and day-to-day routines/activities. Discusses assessment results with parents and provides written and oral evaluation reports. and provides evaluation feedback to referral sources.
For RS, independently evaluates referred students educational need for physical therapy based on school concerns and student assessment. The PT conducts functional assessments in the areas of gross motor skills, balance, postural control and endurance; strength, range of motion; muscle tone, gait and mobility, and reflex status. Evaluations and assessments are in response to a DoDEA request for EDIS evaluation in support of the child’s special education program. The PT makes appropriate educational recommendations to the Case Study Committee (CSC). Special education eligibility and the need for PT are determined by the CSC team which is inter-disciplinary/inter-agency and includes the Family and the EDIS provider.
2. Intervention Services: For EIS, Collaborates in an interdisciplinary team, including the parents, for the development of an Individualized Family Service Plan (IFSP), that utilizes information from the RBI to identify child and family outcomes (goals), ensuring the IFSP is completed in a timely manner and is reviewed/updated at least every six months. Provides EIS to infants and/or toddlers and their families in natural environments including the home, child care center, or other community settings as identified in the IFSP. Develops and adapts intervention strategies to each Family (e.g., implement the use of assistive devices, orthotics/splints), and adapt the environment (e.g., seating, toys) to promote play and exploration and optimize the child’s functional development (e.g., ability to meet their own needs, develop positive social-emotional relationships, acquire and use knowledge and skills). Incorporates strategies into daily routines, utilizing resources readily available within the Family environment. Delivers intervention services consistent with credentials and licensure, program guidance and philosophy. Provides consultation and technical assistance to other early intervention team members and agencies within the AOR (e.g., Child Development Services, etc.). Ensures services specified in the IFSP are delivered in accordance with requirements and designed to meet the identified goals. Ensures the development of plans to effectively transition children from the EIS to preschool services or other programs as children turn 3 years old or families move to new communities. Maintains appropriate ongoing contact with families to detect and respond to changes in family or child needs and adapts the IFSP to meet changing child and family needs and priorities. Coordinates services across agency lines for infants and toddlers with disabilities and their families. Informs families of their due process rights provided under Individuals with Disabilities Education Act (IDEA) and applicable DoD regulations. Provide families with the knowledge, skills and support they require to meet and advocate for the needs and rights of their child in all settings.
For RS, in conjunction with the family and school personnel, contribute to the development of the Individualized Education Program (IEP) based on professional knowledge and subject matter expertise, establish short and long-term achievement goals. Based on the analysis of the child’s gross motor, neuromuscular, psychosocial and cognitive functioning; plan, discuss and implement appropriate treatment using advanced intervention techniques. Attend CSC meetings and provide ongoing consultation with inter-disciplinary/inter-agency team members that impact the student’s program. Coordinates delivery of the student’s PT services with teacher and school staff. Coordinate on specific program strategies and methodologies based on the decisions of the CSC IEP team to ensure services of the greatest benefit to the student. Monitors the student’s performance and progress, making appropriate recommendations for IEP modifications to the CSC team as indicated. Provides direct therapy, consultation, environmental modifications and classroom support as required by the IEP. Utilizes clinical observation skills of student functioning in areas such as mobility (ability to move in the educational setting), balance and postural security; muscle tone, reflexes, strength, range of motion, behavioral/cognitive components (attention span, following directions, memory), and application/use of orthotics/splints. Formulates intervention based on the individual's needs, using a wide variety of treatment modalities (e.g., therapeutic activities, exercises, and games) designed for each child's disability and interest. Provides instruction to parents, classroom teachers, and other professionals to support consistency and generalization of skills across settings. Monitor and assess student and program requirements to refine and develop new approaches to care within the specialty area.
Both EIS and RS, independently maintains documentation of all services, completes data entry in the government automated system for capturing data and documentation of services to children with special needs.
3. Service Coordination and Education: For EIS, the incumbent serves as a member of an interdisciplinary team (frequently as the Primary Provider) to develop an appropriate IFSP and deliver services for an infant/toddler and their family. Serves as service coordinator for assigned families and as liaison to school-based or other community-based service delivery programs. Responsible for driving to client homes, day care centers, schools, or other community or natural settings to deliver services. Initiates appropriate contacts and prepares reports, letters, and documents as required. Participates in the Army EDIS Comprehensive System of Personnel Development (CSPD). Completes required CSPD training modules toward certification of competence as an early interventionist. Participates in the Local Intercomponent Coordinating Council (LICC) to facilitate the development of community resources and programs that enhance the quality of life for families of children with special needs.
Both EI and RS: Keep current with developments in the pertinent subject matter for practice and licensure. Refine programs and develop new approaches and programs within the specialty area; review evaluation and treatment practices and modify practice as needed. Identify and develop process improvement activities; read current professional publications or journals and participate in continuing education conferences. Participate in MTF training and continuing education programs for the EDIS team, hospital personnel, DoDEA and the community. Maintain current professional licensure and credentials.
Applicants must have completed successfully (1) a physical therapy curriculum approved by a recognized professional accrediting organization at the time the curriculum was completed, and (2) the clinical affiliation requirements prescribed by the school. The curriculum may have been a bachelor's degree program, a post-baccalaureate certificate program, or an entry-level master's degree program.
Specialized Experience Requirements: Bachelor's degree with five years of experience or master's degree with two years of experience in physical therapy with relevant concentration in pediatrics. Two years of that experience must be in providing physical therapy for children in ages ranging from birth through 5 years with special health care needs or disabilities.
Graduate from an approved PT program
Prefer 3 yr experience.
Extensive professional knowledge of the theories and principles of child development; including knowledge of biological and environmental impacts on child development and appropriate techniques and strategies for prevention/intervention, accommodation, and adaptation, Individuals with Disabilities Education Act (IDEA), Parts B and C, and current best practices in early intervention services and special education/related services.
Professional knowledge, experience, certification and licensure in the field of Physical Therapy services.
Professional knowledge of child development principles, concepts and theory including the neurophysiologic process, the effect of personality and cognition, the effect of socio-cultural systems, and environmental influences that provides insight into the child's behavior problems and psychosocial needs.
Knowledge and skill in administering formal pediatric standardized tests for determining the child's developmental, physical and psychosocial strengths and weaknesses. Evaluation instruments include, but are not limited to: Peabody Developmental Motor Scare; Battelle Developmental Inventory-2; Bayley Scales of Infant Development; Bruininks- Oseretsky Test of Motor Proficiency; School Functional Assessment
Expert knowledge in evaluating, assessing and providing intervention services for infants, toddlers and school age children with developmental delays, disabilities and/or special education support.
Knowledge and ability to design activities and strategies that can be implemented in natural environments and through natural routines.
Knowledge of professional trends and development of equipment and devices applicable to the service provision environment.
Knowledge in the therapeutic use of, designing and fabricating, adapting and fitting splints/orthotics, assistive devices, and adaptive equipment, modifying wheelchairs, and altering the environment to achieve treatment goals and functional independence of the child to the extent possible.
Knowledge in administering functional assessments in the areas of gross motor skills, balance, postural control and endurance; strength, range of motion; muscle tone, gait and mobility, and reflex status.
Knowledge in formulating intervention based on the individual's needs, using a wide variety of treatment modalities (e.g., splinting/orthotics, therapeutic activities, exercises, and games) designed for each child's disability and interest.
Ability to teach parents, educators, and formulate home programs.
Knowledge in various team structures and inclusionary practices; i.e. interdisciplinary, multidisciplinary, and trans-disciplinary within the home, classroom, and other community locations.
Specific knowledge of family centered approach to care, its concepts and methods of service delivery, as it applies to early childhood development and intervention.
General knowledge of computer applications to include word processing, spreadsheets and databases. Good interpersonal communication skills, both oral and written.