Interventionist, Autism

JOB DESCRIPTION

Job Title

Interventionist, Autism - Grant Funded

Evaluation Type

Professional

Department

Special Programs & Services

Pay Grade

A3

FLSA

Exempt

Date Revised

May 2024

Supervisor

Autism Specialist Supervisor

BASIC FUNCTION & RESPONSIBILITY: The role of the Autism Interventionist is to facilitate, assess and support instructional programs for students with Autism Spectrum Disorder (ASD) in general and special education; provide training and work collaboratively with teachers, aides and support staffs to demonstrate best practices, strategies and techniques to enhance instruction for students with social, communication, behavioral and learning challenges; provide preventative classroom lessons which include but not limited to bullying prevention, problem solving, self esteem, developing social skills, etc; and do other related work as required. The Autism Interventionist will work with individuals, parents and/or small groups. The Autism Interventionist will help to design and implement district-wide programming appropriate for students with ASD with an emphasis on inclusive practices.

ENTRY QUALIFICATIONS: Bachelor's degree from an accredited college or university (Master's degree preferred), valid Texas Special Education certification, and five years of related experience, experience in Applied Behavior Analysis 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.

KNOWLEDGE, SKILLS & ABILITIES:

• Designs and implements multi-faceted interventions for students with ASD
• Provide direction to campus-based support teams
• Develop and monitor consistent intervention tracking systems
• Coach campus leaders and staff on inclusive practices
• Understands the behavioral characteristics typically associated with Autism (poorly developed social skills, difficulty with expressive and receptive communication, presence of restrictive and repetitive behaviors)
• Knowledge of evidence-based practices aligned with methods in applied behavior analysis to teach foundational skills across all curricular areas
• Ability to communicate (written and verbal) effectively with parents and professionals
• Understands and works with the various support systems available in the community
• Understands Special Education regulations
• Possesses excellent interpersonal skills and the ability to handle emotionally charged situations
• Ability to train others to apply effective behavior management and teaching techniques
• Possesses a basic understanding of educational curriculum and instructional methods
• Proficient skills in keyboarding, word processing, and file maintenance
• Effective communication, interpersonal skills and basic math skills
• Ability to use personal computer and software to develop spreadsheets and databases and do word processing

Student Management:

• Attend Admission, Review, and Dismissal (ARD) committee meetings and other meetings as appropriate.
• Develop PLAAFPs and IEP Goals and monitor progress in accordance with district guidelines.
• Provide direct services to students as assigned, which may include but are not limited to discrete trial training, social skills instruction, in class support, functional routine training, pivotal response training, and increased adult supervision.
• Advise and support campus staff in development of programming and problem resolutions for individual students.
• Assist campuses in resolving parent/student issues and concerns in a timely manner.
• Assist in managing student behavior in accordance with Student Code of Conduct and student handbook.

Professional Growth and Development:

• Plan, conduct, and/or assist with staff development programs for individual school or district-wide personnel when appropriate.
• Participate in professional development that increases effectiveness and improves District performance.

Other Responsibilities:

• Comply with policies established by federal and state law, including but not limited to State Board of Education and local Board policy.
• Perform other job-related duties as assigned.

SUPERVISION EXERCISED: None.

MENTAL DEMANDS/PHYSICAL DEMANDS/ENVIRONMENTAL FACTORS:

• Tools/Equipment Used: Personal computer and peripherals; standard instructional equipment
• Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting
• Motion: Frequent walking, possible physical containments of students who are a danger to themselves or others
• 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

The foregoing statements describe the general purpose and responsibilities assigned to this job are are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.

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