Ashland Public Schools is seeking dynamic, special education ABA/ESP2 support professional with experience in applied behavioral analysis to support our students within our specialized programming and in the general education setting at the Warren School. The ideal candidate will work with our students to decrease interfering behaviors and increase skill acquisition. This position requires implementing individualized educational plans, implementing behavioral intervention plans, monitoring student behavior, data collection and reporting, providing information to appropriate school personnel, physical management, assistance with daily living skills, and communicating effectively with program lead teachers and building administration when needed.
Requirements:

Candidates for consideration must have:

• ABA experience and associate’s degree or higher preferred
• Experience working with children
• Training/willing to be trained in ABA practices

• Assist with classroom organization, routine, and general classroom routines while providing a safe learning environment for students;
• Assist classroom teachers with and facilitate data collection, program implementation, and overall generalization of skills;
• Complete/support completion of parent communication logs and District documents as required;
• Use ABA procedures to conduct student programs and actively take/maintain student data;
• Assist in the development, implementation, and evaluation of student programs
• Participate in de-escalation/restraint training; become certified in its implementation and maintain the ability to implement restraint techniques and be familiar with regulations related to restraint use;
• Take direction from supervising teacher(s) and/or Individual Education Program (IEP) contact person;
• Respect children’s confidentiality in all interactions with staff, parents and school community;
• Model and promotes appropriate communication, socialization and conversation skills;
• Work with service providers to ensure carry-over of goals throughout the day;
• Monitor students in unstructured settings such as hallways, cafeteria, recess, etc;
• Use assistive communication devices with students;
• Assist with functional daily living skills including but not limited to feeding, toileting, dressing, hygiene skills, mobility and vision assistance, lifting/transfers, and others as required;
• Participate in staff training/professional development specific to the children’s disabilities as directed;
• Communicate effectively and work in a collaborative team environment with students’ needs at the forefront;
• Report any concerns to the teacher(s); and
• Other duties and supports assigned by the principal, teacher(s), special education coordinator, or director of special education.