JOB SPECIFICATION

AUTISM SPECIALIST

THE POSITION

Under the direction of the Executive Director of Special Education & SELPA, provide coaching, instruction, assessment and program planning involving the utilization of Evidence Based practices for Special Education students with a primary disability of autism; monitor and evaluate student progress and behavior, research, obtain and provide instructional materials for Special Education services; serve as an informal resource for students, teachers, and parents, District personnel and community organizations; work within a self-contained classroom.

The Autism Specialist will also collaborate with IEP teams including general education teachers and assist in the development of goals and objectives based on observation, assessment data, and parent input.  This person will ensure effective programming for students by observing, analyzing data and modifying curriculum and instructional strategies on an ongoing basis. The Autism Specialist will also facilitate student progress meetings and/or IEP meetings with parents, instructional assistants, and IEP team members.

This position also provides supervision/education to the District’s Autism Program support staff as needed.

RESPONSIBLE TO:  Executive Director of Special Education

EXAMPLES OF DUTIES

The duties listed are typical, but not exclusive:

• Participate in IEP meetings including annuals, triennials, parent request and/or other team requests for IEP’s.
• Observe, consult and assist staff in the planning and implementation of individual student autism programs for children with exceptional needs, with a focus on applying best practices in functional behavior observation and assessment.  Collect, interpret, and analyze data.  Support IEP teams in development of sound data collection measures, and consult with teams in analysis of collected data, to inform behavioral interventions and academic programming.
• Provide topic-specific training to teachers and para-educators on Evidence Based Practices (EBP) including visual support strategies, communication strategies, teaching strategies (based on Applied Behavioral Analysis, and other evidence based practices) and behavioral support strategies to promote skill generalization across settings 1 to 2 times per month.
• Schedule therapy sessions as needed and oversee implementation.
• Participate in diagnostic activities with multi-disciplinary team; develop specialized programs for each assigned child (IEP development and attendance at IEP meetings).
• Collaborate with teachers and DIS to develop and monitor systematic behavioral support strategies for all classrooms to implement (e.g. token systems, specific compliance or redirection programs).
• Collaborate with all ASD classroom teachers and DIS service providers to develop student specific behavior support plans; communicate with School Psychologist if Functional behavioral Analysis (FBA) and/or Behavior Support Plan (BSP) is warranted.
• Collaborate with teachers to conduct fidelity checks on para-educator’s implementation of Evidenced Based Practices within classroom routine (e.g. work systems, teaching strategies, communication strategies, visual schedules, prompt hierarchies, social narratives, data collection, etc.).
• Maintain familiarity in Evidenced Based Practices in instructive methodology for students with autism.
• Establish and maintain cooperative relations with other staff members.
• Assist administration in upholding and enforcing school rules and policies.
• Assist in the evaluation for the need for ABA based intervention services and provide written reports.
• Prepare progress reports.
• Assist in the evaluation of instructional assistants under the supervision of the Coordinator.
• Observe and follow all TVUSD policies and procedures.
• Perform other duties as assigned by TVUSD administration.

QUALIFICATIONS GUIDE

Knowledge of:

• Practices and procedures of instruction, assessment, evidenced based practices, and program planning for Special Education students with a primary disability of autism.
• Basic subjects taught in District schools including mathematics, reading, writing, language arts and spelling.
• Correct English usage, grammar, spelling, punctuation and vocabulary.
• Applicable laws, codes, regulations, policies and procedures.
• Research methods.
• Oral and written communication skills.
• Interpersonal skills using tact, patience, courtesy and collaboration.
• Record-keeping, data collection, and report preparation techniques.
• Operation of standard office and classroom equipment including a computer and assigned software.

Ability to:

• Exercise mature judgment and individual initiative.
• Provide instruction, assessment and program planning for Special Education students with a primary disability of autism, within the context of a collaborative, multi-disciplinary team.
• Monitor and evaluate student progress and behavior, with a focus on applying best practices in functional behavior observation and assessment.
• Research, obtain and provide instructional materials for special education services.
• Serve as an informational resource for teachers, students, parents, District personnel and community organizations.
• Understand and relate to students with special needs.
• Learn District organization, operations, policies and objectives.
• Learn department and program objectives and goals.
• Interpret, apply and explain policies, procedures, rules and regulations.
• Communicate effectively both orally and in writing.
• Establish and maintain cooperative and effective working relationships with others.
• Analyze situations accurately and adopt an effective course of action.
• Prioritize and schedule work.
• Maintain data, records, and prepare reports.
• Operate standard office and classroom equipment including a computer and assigned software.
• Maintain consistent, punctual and regular attendance.
• Move hands and fingers to operate a computer keyboard.
• Hear and speak to exchange information.
• See to read a variety of materials.
• Exert 50 to 75 pounds of force frequently to lift, carry, push, pull, or otherwise move objects.

EDUCATION AND EXPERIENCE REQUIRED:

• California Education Specialist-Moderate/Severe; Severely Handicapped; Mild/Moderate with an Added Authorization in Autism Spectrum Disorders (ASD); or Learning Handicapped with ASD.
• Experience teaching students with Autism Spectrum Disorder or serving students with ASD in a related capacity.
• Board Certified Assistant Behavior Analyst (BCaBA) or BCBA (Board Certified Behavior Analyst) highly desirable.
  • Extensive knowledge of Autism Spectrum Disorder and advanced level training in Autism Spectrum Disorder and research based interventions such as: ABA (applied Behavior Analysis), including DTT (Discrete Trial Training), Functional Communication, PECS (Picture Exchange Communication System), Task Analysis, TEACCH (Treatment and Education of Autistic and related Communication Handicapped Children), SCERTS (Social Communication/Emotional Regulation/Transactional Support) PRT (Pivotal Response Training) or CPRT (Classroom Pivotol Response Teaching), Video Modeling, etc.
  • As part of your employment in the District, you will be required to obtain an English Learner Authorization on your credential by February 1st of your second year of employment.  While in the process of obtaining the English Learner Authorization, you must hold an emergency English Learner Authorization.

WORK YEAR:                       184 Days

SALARY:                               Certificated Salary Schedule “A”

BOARD APPROVED:                       June 14, 2016