Autism Support Interventionist
Position Definition: The person filling this position will provide direct, intense treatment that will focus on helping students learn to respond to their daily environment in a practical and productive manner. Emphasis will be placed on a child's current needs, functions, and support systems as they relate to social, emotional, and behavioral needs.
Relationship: The Autistic Support Interventionist is directly responsible to the Supervisor of Special Programs and Services.
- Bachelor’s Degree in Education, Psychology, Social Behavior, Applied Behavior Analysis (ABA), or related field, required.
- Minimum one (1) year experience working with children with autism, required, three (3) years preferred.
- Demonstrates a proficient understanding and utilization of Microsoft Office Suite and other software packages for use in the Special Programs and Services Department.
- Demonstrates the ability to work collaboratively with external and internal stakeholders.
- Demonstrates the ability to maintain complete confidentiality.
- Demonstrates excellent interpersonal skills, demonstrated by patience, understanding, and congeniality.
- Demonstrates excellent oral and written communication skills.
- Demonstrates the ability to organize, plan, and manage job responsibilities in order to complete assignments with minimal supervision.
- Demonstrates the ability to implement and comply with PA Individual Education Plan process.
- Demonstrates the ability to prioritize assigned tasks.
- Completes tasks with attention to detail and accuracy.
- Demonstrates the ability to work independently and maintain departmental deadlines.
- Demonstrates the ability to make professional decisions.
- Demonstrates the ability to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems.
- Proficient in the use of technology to communicate with students, parents, staff, administrators, and community members.
- Demonstrates the principles of applied behavior analysis (motivation, antecedents, behaviors, consequences, functional behavior analysis (FBA) reinforcement).
- Basic knowledge of different types of observation strategies, data collection, and analysis methods.
- Consults with other members of the IEP team regarding student behavior and intervention strategies.
- Possesses the skills to provide the highest level of customer service, with patience and knowledge of the department’s services.
- Ability to attend work regularly at assigned work hours subject to lawful leave rights and responsibilities.
- Ability to stand, bend, stoop, sit, lift, reach, and communicate (vision, hearing, and speech) to effectively carry out functions, duties, and responsibilities.
- Ability to independently ambulate in and around work areas.
- Ability to travel to and from assigned work locations without employer support.
- Ability to exhibit appropriate manual dexterity to effectively carry out functions, duties, and responsibilities.
- Ability to conduct a safety restraint protocol which requires: a normal degree of flexibility, the ability to stand, walk, run, and shuffle for at least several minutes, the ability to kneel on one and two knees and then stand up, the ability to bend the trunk at 45 degrees and twist to either side, the ability to grasp firmly and raise hands above the head and the ability to learn and correctly demonstrate multi-step physical skills.
Functions/Duties/Responsibilities: To perform this job successfully, an individual must be able to perform each essential function/duty/responsibility at acceptable standards. In accordance with both state and/or federal law, reasonable accommodations will be considered upon employee request.
- Collaborates with teacher to:
- assess key motivators and how they are utilized within the classroom;
- assess key behaviors and the conditions surrounding them;
- develop and prepare necessary materials to implement appropriate behavioral interventions (data sheets, manipulatives, and reinforcers);
- write the behavior plan and develop observable and measurable behavioral goals;
- develop fidelity checklist and data sheets for behavioral plan implementation/monitoring;
- model and guide staff in implementing behavior plan and intervention strategies;
- record data on student behavior goals and intervention fidelity;
- progress monitor student behavior goals and intervention fidelity;
- develop and share plans for student transitions to other classrooms/programs;
- work in collaborative professional teams;
- work with students and lead by example in applying ABA and student-specific interventions;
- utilize intervention techniques; and
- contribute to the development and maintenance of an environment that is non-threatening, safe, nurturing, and where students feel respected, accepted, and welcome.
- Liaisons with community agencies and resources.
- Writes/develops/monitors additional data collection tools (break room log, sensory strategies log, and daily behavior tracking).
- Seeks additional consultation from other IEP team members regarding persistent student concerns.
- Provides “crisis” assistance to other CLIU classrooms in the building (if relevant).
- Willingness to be flexible and assist classroom team in their direct care duties, on occasion.
- Collaborates with classroom teacher in completing incident reports, Physical Restraint reports, and Positive Behavior Plans and revisions.
- This job description in no way states or implies that these are the only duties to be performed by the employee occupying this position. Employees will be required to perform other duties as assigned by the Supervisor of Special Programs and Services.