ABA Teacher

Under the supervision of the Lead Special Education Teacher, the primary duty of the ABAT is teaching students in the school using the principles of Applied Behavior Analysis. The ABAT is responsible for helping students achieve the goals and objectives outlined in Individualized Education Plans (IEPs), Behavior Management Guidelines (BMGs), and Behavior Intervention Plans (BIPs). The ABAT will train to serve as the Case Manager for 1 to 2 students and will learn how to be responsible for helping to design and modify curriculum, building materials to support the curriculum, and using the curriculum and materials to teach new skills.

General Responsibilities:

• Ensure the supervision and safety of assigned students.
• Complete high-quality work with minimal errors.
• Follow and be familiar with the guidelines in the Employee Handbook.
• Follow and be familiar with the guidelines in the Parent Handbook.
• Comply with HIPAA and FERPA guidelines.
• Demonstrate competency on foundational ABA skills contained in the 90-Day Checklist.
• Drive students and staff in Crossroads School vehicles as needed. (During school hours only)
• Complete end-of-day tidying responsibilities of the classroom.
• Perform other duties as assigned.

Teaching Responsibilities:

• Implement behavior analytic teaching procedures including:
  • Discrete trials
  • Task analyses
  • Incidental teaching
  • Direct Instruction
  • Shaping
  • Errorless teaching

• Implement behavior analytic teaching procedures across all domain areas including:
  • English Language Arts
  • Math
  • Science
  • History
  • Activities of Daily Living
  • Communication skills
  • Social skills
  • Vocational skills
  • Leisure and recreation skills (including swimming)
  • Adaptive physical education skills
  • Community skills
  • Fine and Gross motor skills
  • Self-preservation skills

• Ensure skills generalize to other people, settings, and time. Strategies include:
  • Teaching in multiple settings
  • Teaching with multiple examples
  • Teaching with multiple people
  • Teaching with common stimuli

• Teach appropriate functional alternatives to challenging behavior. Strategies include:
  • Teaching functional communication responses
  • Differentially reinforcing alternative behavior
  • Teaching the tolerance of delays to reinforcement
  • Teaching problem solving skills
  • Teaching self-management skills

• Record data as specified in IEPs, BIPs, and BMGs.

• Implement 1:1 and small-group instruction including leading academic and social skills groups.

Case Management Responsibilities:

• Participate in training to become a Case Manager.

Communication:

• Follow lines of communication specified in the Organizational Chart.
• Share relevant information with colleagues and supervisors.
• Asks questions when something is unknown or unclear.
• Actively recognize the accomplishments and contributions of others.
• Accept performance feedback gracefully.
• Check and respond to email daily.
• Practices confidentiality and maintain a high standard of ethics.
• Show support for Crossroads Continuum.
• Serve as an ambassador for Crossroads Continuum.
• Communicate parent concerns immediately to the Lead Special Education Teacher and/or EBSC.

Attendance, Participation, and Timeliness:

• Demonstrate punctuality and an appropriate attendance record.
• Complete timecards according to protocol.
• Meets assigned deadlines with minimal prompts.
• Attend and actively participate in meetings.
• Attend monthly in-service trainings.
• Attend Crossroads School and Crossroads Continuum events (e.g., Open House, Annual 5K Walk/Run).

Educational and Experiential Requirements:

• High school diploma or GED
• Experience working with children with autism and related disabilities preferred.
• A valid driver’s license.

Skill and Ability Requirements:

• Interest in building a career in nonprofit service for individuals with developmental disabilities.
• Caring, compassionate, hardworking, and punctual.
• Proficient oral and written communication skills.
• Ability to work independently and as a member of a team.
• Ability to multitask and prioritize to meet deadlines.
• With training, ability to become proficient in computer skills including Microsoft Word, Excel, and PowerPoint.
• After in-house training, must be able to continue to meet criteria for certification in CALM V&P.

Physical Requirements:

• The ability to move quickly and confidently to intervene when protective holds and/or movements are necessary.
• The ability to pursue a bolting student.
• The ability to successfully complete CALM training, which requires:
  • Lifting half of body weight
  • Pivoting
  • Squatting
  • Kneeling
    • Remaining in kneeling position for an extended time
    • Standing from kneeling while supporting student weight without pushing off ground with hands
  • Shuffling frontwards and backwards
  • Assisting a student to the floor (Only used in the school)
  • Stabilizing a student in a standing, seated, prone, or supine position (Only used in the school)