Autism Support Specialist - FTE
Behavioral Health Market Context
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Job Description
on provides instructional activities and lessons to a wide variety of students in kindergarten through age 21 with Autism Spectrum Disorder. Activities and lessons reflect state standards, district curricula, lesson objectives and student academic achievement goals and conform with existing behavior and 504 plans and IEPs. Develops specific instruction, activities and support in a classroom, resource room or other setting for students with Asperger's Syndrome and high-functioning autism.
Provides guidance techniques and resources other teachers can use in regular classroom settings. Administers classroom, and district/state assessments. Maintains a safe and productive classroom environment
ESSENTIAL DUTIES AND RESPONSIBILITIES
Essential duties of this position include the following tasks. Employees in this position perform some or all of the following tasks. Other duties may be assigned at any time.
• Administers various assessment tools to determine student eligibility for services, functional needs and current academic knowledge levels. Adequately and clearly interprets assessment results using plain, concise language for diverse audiences.
• Initiates behavioral data collection and then designs and implements behavior support plans that address each student's sensory needs. Modifies behavior support plans as necessary based on subsequent data collection.
• Uses research-based educational and behavioral interventions for students with ASD. Develops intervention strategies that affirm and respect family cultural and linguistic diversity, values and parenting styles. Direct intervention planning for persistent challenging behaviors.
• Uses applied behavior analysis principles within a variety of instructional formats, including discrete trial teaching, pivotal response training, functional routines and incidental teaching, to teach necessary skills identified through individual student assessments. Promotes appropriate social skill development and generalization of social skills throughout the school day.
• Designs strategies to improve appropriate social interaction instruction, social skill group instruction and play skill instruction.
• Adapts and modified general and special education curriculum and materials for a variety of student learners with ASD.
• Participates as a team member, collaborates with other team members and facilitates team processes including conflict resolution, understanding team member roles and acknowledging contributions of all team members. Provides continuous communication with all team members to ensure positive progress of each student.
• Selects and/or assists in the selection of appropriate educational assessments and tools for related service providers so they can determine academic and functional needs of students with ASD.
• Completes and/or assists related service providers in the completion of required assessment components used to determine initial ASD educational eligibility and subsequent eligibility reevaluation.
• Develops with IEP teams appropriate and functional IEPs matching student assessment information and connected with applicable and appropriate curriculum requirements. Participates in IEP meetings as requested or assigned.
• Identifies and prioritizes general training needs for district staff, parents and other service providers including general health providers and mental health workers. Determines appropriate format for training including 1:1, interactive, during staff meetings and/or s a variety of presentation formats and resources and delivers training at both in-district and out-of-district venues. Training includes implementing and sustaining appropriate, research-based instructional interventions and customizing curriculum content for individual students.
• Assists in designing appropriate leisure and recreation skill instruction that promote student self-advocacy.
• Designs, describes and demonstrates necessary learning environments and social interactions for a variety of ASD student learners and classroom environments including:
• constructing visual supports for learning environments so those environments can predict events, activities and expectations for ASD students while promoting student independence
• providing strategies for student independence
• defining expectations for appropriate behavior
• managing student behavior using basic behavioral principles
• establishing and using research-based strategies for crisis intervention
• Works collaboratively with district administrators to ensure compliance with federal and state laws, and regulations and district policies and procedures regarding students with ASD.
• Identifies appropriate local and state…
Provides guidance techniques and resources other teachers can use in regular classroom settings. Administers classroom, and district/state assessments. Maintains a safe and productive classroom environment
ESSENTIAL DUTIES AND RESPONSIBILITIES
Essential duties of this position include the following tasks. Employees in this position perform some or all of the following tasks. Other duties may be assigned at any time.
• Administers various assessment tools to determine student eligibility for services, functional needs and current academic knowledge levels. Adequately and clearly interprets assessment results using plain, concise language for diverse audiences.
• Initiates behavioral data collection and then designs and implements behavior support plans that address each student's sensory needs. Modifies behavior support plans as necessary based on subsequent data collection.
• Uses research-based educational and behavioral interventions for students with ASD. Develops intervention strategies that affirm and respect family cultural and linguistic diversity, values and parenting styles. Direct intervention planning for persistent challenging behaviors.
• Uses applied behavior analysis principles within a variety of instructional formats, including discrete trial teaching, pivotal response training, functional routines and incidental teaching, to teach necessary skills identified through individual student assessments. Promotes appropriate social skill development and generalization of social skills throughout the school day.
• Designs strategies to improve appropriate social interaction instruction, social skill group instruction and play skill instruction.
• Adapts and modified general and special education curriculum and materials for a variety of student learners with ASD.
• Participates as a team member, collaborates with other team members and facilitates team processes including conflict resolution, understanding team member roles and acknowledging contributions of all team members. Provides continuous communication with all team members to ensure positive progress of each student.
• Selects and/or assists in the selection of appropriate educational assessments and tools for related service providers so they can determine academic and functional needs of students with ASD.
• Completes and/or assists related service providers in the completion of required assessment components used to determine initial ASD educational eligibility and subsequent eligibility reevaluation.
• Develops with IEP teams appropriate and functional IEPs matching student assessment information and connected with applicable and appropriate curriculum requirements. Participates in IEP meetings as requested or assigned.
• Identifies and prioritizes general training needs for district staff, parents and other service providers including general health providers and mental health workers. Determines appropriate format for training including 1:1, interactive, during staff meetings and/or s a variety of presentation formats and resources and delivers training at both in-district and out-of-district venues. Training includes implementing and sustaining appropriate, research-based instructional interventions and customizing curriculum content for individual students.
• Assists in designing appropriate leisure and recreation skill instruction that promote student self-advocacy.
• Designs, describes and demonstrates necessary learning environments and social interactions for a variety of ASD student learners and classroom environments including:
• constructing visual supports for learning environments so those environments can predict events, activities and expectations for ASD students while promoting student independence
• providing strategies for student independence
• defining expectations for appropriate behavior
• managing student behavior using basic behavioral principles
• establishing and using research-based strategies for crisis intervention
• Works collaboratively with district administrators to ensure compliance with federal and state laws, and regulations and district policies and procedures regarding students with ASD.
• Identifies appropriate local and state…
Qualifications
Benefits
- •1.0 FTE for 191 days/year
Responsibilities
- •Position: ID 6612- Autism Support Specialist - 1.0 FTE for 191 days/year
- •Autism Support Specialist - 1.0 FTE for 191 days/year
- •Position provides instructional activities and lessons to a wide variety of students in kindergarten through age 21 with Autism Spectrum Disorder
- •Activities and lessons reflect state standards, district curricula, lesson objectives and student academic achievement goals and conform with existing behavior and 504 plans and IEPs
- •Develops specific instruction, activities and support in a classroom, resource room or other setting for students with Asperger's Syndrome and high-functioning autism
- •Provides guidance techniques and resources other teachers can use in regular classroom settings
- •Administers classroom, and district/state assessments
- •Maintains a safe and productive classroom environment
- •Employees in this position perform some or all of the following tasks
- •Other duties may be assigned at any time
- •Administers various assessment tools to determine student eligibility for services, functional needs and current academic knowledge levels
- •Adequately and clearly interprets assessment results using plain, concise language for diverse audiences
- •Initiates behavioral data collection and then designs and implements behavior support plans that address each student's sensory needs
- •Modifies behavior support plans as necessary based on subsequent data collection
- •Uses research-based educational and behavioral interventions for students with ASD
- •Develops intervention strategies that affirm and respect family cultural and linguistic diversity, values and parenting styles
- •Direct intervention planning for persistent challenging behaviors
- •Uses applied behavior analysis principles within a variety of instructional formats, including discrete trial teaching, pivotal response training, functional routines and incidental teaching, to teach necessary skills identified through individual student assessments
- •Promotes appropriate social skill development and generalization of social skills throughout the school day
- •Designs strategies to improve appropriate social interaction instruction, social skill group instruction and play skill instruction
- •Adapts and modified general and special education curriculum and materials for a variety of student learners with ASD
- •Participates as a team member, collaborates with other team members and facilitates team processes including conflict resolution, understanding team member roles and acknowledging contributions of all team members
- •Provides continuous communication with all team members to ensure positive progress of each student
- •Selects and/or assists in the selection of appropriate educational assessments and tools for related service providers so they can determine academic and functional needs of students with ASD
- •Completes and/or assists related service providers in the completion of required assessment components used to determine initial ASD educational eligibility and subsequent eligibility reevaluation
- •Develops with IEP teams appropriate and functional IEPs matching student assessment information and connected with applicable and appropriate curriculum requirements
- •Participates in IEP meetings as requested or assigned
- •Identifies and prioritizes general training needs for district staff, parents and other service providers including general health providers and mental health workers
- •Determines appropriate format for training including 1:1, interactive, during staff meetings and/or s a variety of presentation formats and resources and delivers training at both in-district and out-of-district venues
- •Training includes implementing and sustaining appropriate, research-based instructional interventions and customizing curriculum content for individual students
- •Assists in designing appropriate leisure and recreation skill instruction that promote student self-advocacy
- •Designs, describes and demonstrates necessary learning environments and social interactions for a variety of ASD student learners and classroom environments including:
- •constructing visual supports for learning environments so those environments can predict events, activities and expectations for ASD students while promoting student independence
- •providing strategies for student independence
- •defining expectations for appropriate behavior
- •managing student behavior using basic behavioral principles
- •establishing and using research-based strategies for crisis intervention
- •Works collaboratively with district administrators to ensure compliance with federal and state laws, and regulations and district policies and procedures regarding students with ASD
- •Identifies appropriate local and state…
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