Ashland Public Schools is seeking dynamic, special education support professionals, ideally, with experience in applied behavioral analysis to support our students within our specialized programming and in the general education setting at Mindess Elementary School (grades 3-5), through the end of the school year. The ideal candidate will work with our students to decrease interfering behaviors and increase skill acquisition. This position requires implementing individualized educational plans, implementing behavioral intervention plans when needed, monitoring student behavior, data collection and reporting, providing information to appropriate school personnel, physical management, assistance with daily living skills, and communicating effectively with program lead teachers and building administration when needed. 

 

Requirements: 

 

• Candidates for consideration should have:
• ABA experience and associate's degree or higher preferred
• Experience working with children
• Knowledge of all disability types
• Training/willing to be trained in ABA practices

 

Responsibilities: 

 

• Assist with classroom organization, routine, and general classroom routines while providing a safe learning environment for students;
• Assist classroom teachers with data collection, program implementation, and overall generalization of skills;
• Complete/support completion of parent communication logs and District documents as required;
• Use ABA procedures to conduct student programs; 
• Maintain student data;
• Assist in the development, implementation, and evaluation of programs 
• Participate in restraint training; become certified in its implementation and maintain the ability to implement restraint techniques and be familiar with regulations related to restraint use;
• Takes direction from supervising teacher(s) and/or Individual Education Program (IEP) contact person;
• Respects children's confidentiality in all interactions with staff, parents and school community;
• Models and promotes appropriate communication, socialization and conversation skills;
• Works with service providers to ensure carry-over of goals throughout the day;
• Monitors students in unstructured settings such as hallways, cafeteria, recess, etc;
• Uses assistive communication devices with students;
• Assists with functional daily living skills including but not limited to feeding, toileting, dressing, hygiene skills, mobility and vision assistance, and others as required
• Participates in staff training/professional development specific to the children's disabilities as directed;
• Report any concerns to the teacher(s); and
• Other duties and supports assigned by the principal, teacher(s), special education coordinator, or director of special education.