ABA Teacher 1

As an ABA Teacher 1, you will be working at Crossroads School, a program of Crossroads Continuum. Crossroads School was renamed in 2022 to reflect our continuum of services for individuals with Autism throughout their lifetime. Under the supervision of the Lead Special Education Teacher, the primary duty of the ABAT-1 is teaching students in the school using the principles of Applied Behavior Analysis. The ABAT-1 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-1 also serves as the Case Manager for 1 to 2 students and is 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) •Perform other duties as assigned. Teaching Responsibilities: •Implement behavior analytic teaching procedures including: oDiscrete trials oTask analyses oIncidental teaching oDirect Instruction oShaping oErrorless teaching •Implement behavior analytic teaching procedures across all domain areas including: oEnglish Language Arts oMath oScience oHistory oActivities of Daily Living oCommunication skills oSocial skills oVocational skills oLeisure and recreation skills (including swimming) oAdaptive physical education skills oCommunity skills oFine and Gross motor skills oSelf-preservation skills •Ensure skills generalize to other people, settings, and time. Strategies include: oTeaching in multiple settings oTeaching with multiple examples oTeaching with multiple people oTeaching with common stimuli •Teach appropriate functional alternatives to challenging behavior. Strategies include: oTeaching functional communication responses oDifferentially reinforcing alternative behavior oTeaching the tolerance of delays to reinforcement oTeaching problem solving skills oTeaching self-management skills •Record, summarize, and graph 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: •Maintain case student’s program book per guidelines. •Update case student’s program book per new IEP within 5 school days of it being signed. •Update curriculum sheets as sets and levels are introduced and mastered. •Update behavior data sheets. •Update Behavior Management Guidelines, as assigned by the EBSC. •Maintain case students’ electronic files per guidelines. •Construct Student Day packets per protocol. •Make curriculum and materials changes within a week of Clinics, Student Day, and Supervision Meetings. •Summarize and enter data daily. •Monitor student progress and immediately alert the Lead Special Education Teacher of needed changes. •Update staff on case student’s progress, program changes, and follow-up from Student Day Meetings. •Assist the Lead Special Education Teacher in curriculum development and modification. •Communicate parent concerns immediately to the Lead Special Education Teacher and/or EBSC. •Complete end-of-day tidying responsibilities of case students’ materials and the classroom. •Write quarterly progress reports for case students per protocol. 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. 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: •Bachelor’s degree in Education, Behavior Analysis, or related field preferred. •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. •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: oLifting half of body weight oPivoting oSquatting oKneeling Remaining in kneeling position for an extended time Standing from kneeling while supporting student weight without pushing off ground with hands oShuffling frontwards and backwards oAssisting a student to the floor (Only used in the school) oStabilizing a student in a standing, seated, prone, or supine position (Only used in the school)

Salary : $50,329