What are the responsibilities and job description for the ABA position at Douglas High School?
JOB TITLE: Applied Behavior Analyst (ABA)
JOB SUMMARY: The ABA provides a highly structured approach to skill development that relies on the principles of applied behavior analysis. ABAs will support students in working to decrease maladaptive behaviors that prevent the student from accessing the curriculum and developing his/her full potential. The ABA collaborates with a variety of professional staff to support students across a continuum of educational and community settings.
FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION: This position is classified as Non-Exempt
REPORTING STRUCTURE: The Applied Behavior Analyst (ABA) reports to the Director of Special Education and Student Support Services and the Building Principal.
QUALIFICATIONS:
1. Bachelor's degree in a related area preferred, though specific experience may be substituted;
2. Registered Behavior Technician (RBT) certification preferred;
3. 1 year of experience in a similar role preferred;
4. Strong understanding of behavioral management techniques and task analysis;
5. Experience working with children with developmental disabilities highly preferred;
6. Ability to communicate clearly and effectively, both orally and in writing to students and adults;
7. Demonstrated familiarity with student instructional and disciplinary procedures;
8. Ability to monitor students' safety and security;
9. Such alternatives to the above qualifications as the Superintendent may find appropriate and in conformity with district requirements and state and federal law.
ESSENTIAL DUTIES & RESPONSIBILITIES:
1. Provides overall support to student (s) and the classroom teacher (s) based on the needs of the classroom and the students' Individual Education Program (IEP), Behavior Intervention Plan (BIP), and 504 Plans, if applicable under the supervision and direction of the member (s) student support services team;
2. Provides instruction and/or discrete trial training (DTT) to identified students and maintains appropriate documentation on outcomes of instruction and extensive behavior analysis data and graphing, when appropriate; 3. Recognizes when teaching/learning and behavioral strategies are not successful and seeks the guidance of the classroom teacher (s) and specialist (s) to adapt assistance accordingly;
4. Incorporates knowledge of student learning styles, child development, skills/knowledge acquisition rates of the student (s) to whom assigned, to assist student learning and to foster independence. Assists with Observations and recording academic, behavioral and social data to measure progress;
5. With district provided training, provides support in crisis situations using district-approved safety/restraint protocol when necessary;
6. Provides verbal support, prompting, redirection, and modeling in helping the student (s) access the activities of the curriculum; Works cooperatively under the direction of the general education teacher and/or the student support services team to deliver universal accommodations and curriculum;
7. Under the direction of licensed teachers and/or service providers, provides additional services, including, but not limited to, toileting, attending specials, recess, lunch, etc. and transportation (field trips, off campus events) support as documented in the student's IEP, provides direct assistance to students to manage personal care;
8. Assists with conducting student assessments as directed by classroom teacher (s);
9. Maintains confidentiality;
10. Supervises students during transitions and during assigned time blocks;
11. Utilizes computer technology for required and assigned tasks, as necessary;
12. Works effectively with school administration, complies with school department procedures and school committee policies;
13. Other duties and responsibilities as assigned by the building principal and/or supervisor,
PHYSICAL WORKING CONDITIONS: Work is primarily performed in a classroom setting; ability to physically support students who utilize specialized equipment such as standers, wheelchairs, supportive seating, etc.; Work involves moderate physical exertion, such as walking, standing, stooping, kneeling, reaching, and carrying objects; Manual dexterity required to manipulate objects.
Approved: School Committee Meeting - March 2, 2022
JOB SUMMARY: The ABA provides a highly structured approach to skill development that relies on the principles of applied behavior analysis. ABAs will support students in working to decrease maladaptive behaviors that prevent the student from accessing the curriculum and developing his/her full potential. The ABA collaborates with a variety of professional staff to support students across a continuum of educational and community settings.
FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION: This position is classified as Non-Exempt
REPORTING STRUCTURE: The Applied Behavior Analyst (ABA) reports to the Director of Special Education and Student Support Services and the Building Principal.
QUALIFICATIONS:
1. Bachelor's degree in a related area preferred, though specific experience may be substituted;
2. Registered Behavior Technician (RBT) certification preferred;
3. 1 year of experience in a similar role preferred;
4. Strong understanding of behavioral management techniques and task analysis;
5. Experience working with children with developmental disabilities highly preferred;
6. Ability to communicate clearly and effectively, both orally and in writing to students and adults;
7. Demonstrated familiarity with student instructional and disciplinary procedures;
8. Ability to monitor students' safety and security;
9. Such alternatives to the above qualifications as the Superintendent may find appropriate and in conformity with district requirements and state and federal law.
ESSENTIAL DUTIES & RESPONSIBILITIES:
1. Provides overall support to student (s) and the classroom teacher (s) based on the needs of the classroom and the students' Individual Education Program (IEP), Behavior Intervention Plan (BIP), and 504 Plans, if applicable under the supervision and direction of the member (s) student support services team;
2. Provides instruction and/or discrete trial training (DTT) to identified students and maintains appropriate documentation on outcomes of instruction and extensive behavior analysis data and graphing, when appropriate; 3. Recognizes when teaching/learning and behavioral strategies are not successful and seeks the guidance of the classroom teacher (s) and specialist (s) to adapt assistance accordingly;
4. Incorporates knowledge of student learning styles, child development, skills/knowledge acquisition rates of the student (s) to whom assigned, to assist student learning and to foster independence. Assists with Observations and recording academic, behavioral and social data to measure progress;
5. With district provided training, provides support in crisis situations using district-approved safety/restraint protocol when necessary;
6. Provides verbal support, prompting, redirection, and modeling in helping the student (s) access the activities of the curriculum; Works cooperatively under the direction of the general education teacher and/or the student support services team to deliver universal accommodations and curriculum;
7. Under the direction of licensed teachers and/or service providers, provides additional services, including, but not limited to, toileting, attending specials, recess, lunch, etc. and transportation (field trips, off campus events) support as documented in the student's IEP, provides direct assistance to students to manage personal care;
8. Assists with conducting student assessments as directed by classroom teacher (s);
9. Maintains confidentiality;
10. Supervises students during transitions and during assigned time blocks;
11. Utilizes computer technology for required and assigned tasks, as necessary;
12. Works effectively with school administration, complies with school department procedures and school committee policies;
13. Other duties and responsibilities as assigned by the building principal and/or supervisor,
PHYSICAL WORKING CONDITIONS: Work is primarily performed in a classroom setting; ability to physically support students who utilize specialized equipment such as standers, wheelchairs, supportive seating, etc.; Work involves moderate physical exertion, such as walking, standing, stooping, kneeling, reaching, and carrying objects; Manual dexterity required to manipulate objects.
Approved: School Committee Meeting - March 2, 2022
ABA Teacher
CROSSROADS CONTINUUM INC -
Marlborough, MA
