BASIC FUNCTION & RESPONSIBILITY: The Autism Program Paraprofessional is responsible for providing direct instruction to assigned students in both general education and special education settings.  Paraprofessionals will help create and maintain a structured classroom environment designed to promote intellectual, emotional and social growth, as directed by the teacher and specialist. They will deliver instruction in many areas, such as: reading, ELA, Math, Science and Daily Living Skills. They will be trained and required to understand basic principles of Applied Behavior Analysis (ABA), such as: discrimination, differential reinforcement, extinction, shaping, etc. and trained on common functions of problem behavior and strategies to address problem behavior.

ENTRY QUALIFICATIONS: 

Education/Certification:

• High school diploma or equivalent

Experience:

• Six months of related experience, preferred

CHARACTERISTIC DUTIES & RESPONSIBILITIES: The essential functions, pursuant to the Americans with Disabilities Act, may include the characteristic duties, responsibilities, knowledge, skills, and abilities noted herein; however, this is not a comprehensive listing of all functions and tasks performed by positions found in this job description.

INSTRUCTIONAL STRATEGIES: 

• Implements student instructional protocols as prescribed with high integrity as verified via direct observation by the Teacher and Specialist
• Implements student behavior protocols consistently as verified via direct observation by the Teacher and Specialist
• Records data accurately and in accordance with the IEP directed data recording schedule
• Analyzes trends in data and recommends curriculum modifications (in collaboration with Teacher and Specialist)
• Participates in all required trainings to be able to implement Applied Behavior Analysis, address problem behaviors, and ensure the safety of students – including summer institutes, as needed
• Uses and maintains student adaptive equipment and/ or augmentative devices needed for students
• Operates equipment used in the classroom for instructional purposes
• Participates in toilet training and other daily living activities that students are learning in the classroom/school setting.
• Remains constantly alert, attentive and ready to respond to students’ needs and any behavioral crisis. 
• Interacts professionally with parents, as needed, through face-to-face meetings, phone calls, or written home-school logs.
• Remains calm, positive and composed when students engage in problem behavior
• Recognizes signs of frustration, anxiety and anger in order to implement antecedent strategies and teach alternative behaviors which may prevent problem behavior
• Utilizes approved physical management procedures as necessary to contain a student during a crisis period and to maintain student and others safe and reports such episodes to the Teacher using professional language (SAMA)
• Other related duties as assigned by the Teacher, Specialist, Campus.

STUDENT SUPPORT:

• Assist teacher(s) with emotional/behavioral needs of students
• Monitor student behavior and maintain discipline as necessary, including intervening in crisis situations, and restraining aggressive and/or dangerous student behavior as needed
• Foster independence by scaffolding support as directed by the AU Teacher
• Communicate with families under the direction of the classroom teacher
• Assist in resolving parent/student issues and concerns in a timely manner
• Assist in managing student behavior in the classroom and common campus areas in accordance with student code of conduct and student handbook
• Be a positive role model for student; support the mission of the school district

SUPPORT OF ADMINISTRATIVE, FISCAL, AND/OR FACILITIES FUNCTION:

• Assist teacher with preparation of instructional equipment and displays; ensure specific materials and supplies are ready; maintain safe instructional area; perform clerical duties as requested
• Provide assistance to campuses/departments as requested 

ORGANIZATION IMPROVEMENT:

• Work collaboratively to improve programs

 KNOWLEDGE, SKILLS & ABILITIES:

• Knowledge of district, campus, and classroom policies
• Knowledge of techniques used in assisting students with autism
• Skill in communicating effectively both verbally and in writing
• Skill in operating standard computer and software
• Ability to administer SAMA de-escalation and restraint techniques
• Able to organize and prioritize work responsibilities

SUPERVISION EXERCISED:  None

Mental Demands/Physical Demands/Environmental Factors:

• Tools/Equipment Used: Personal computer and peripherals; standard instructional equipment; [P.E. teachers: automated external defibrillator (AED)]
• Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting
• Motion: Frequent walking
• Lifting: Regular light lifting and carrying (less than 15 pounds); may lift and move textbooks and classroom equipment.
• Environment: Work inside, may work outside; regular exposure to noise

Mental Demands: Maintain emotional control under stress; work prolonged or irregular hours