QUALIFICATIONS

• Master’s degree in related field (e.g., ABA, psychology) with two years’ related work experience;
• Registered in good standing as a Behaviour (R.B.A.) with the College of Psychologists and Behaviour Analysts of Ontario;
• Field experience in Autism and behavioural science;
• Clinical experience in behaviour therapy, assessment, direct instruction and consultation regarding ABA;
• Demonstrated expertise in the development and delivery of training and professional development for staff;
• Experience working with children and youth who have special education needs, in particular those who have autism spectrum disorders;
• Excellent organizational and coordinating skills;
• Knowledge of the elementary and secondary education system in Ontario;
• Familiarity with special education issues, particularly for children and youth with autism spectrum disorders;
• Proven ability to work collaboratively in a team environment;
• Strong communication and interpersonal skills;
• Strong analytical and problem-solving skills and ability to adapt to changes; and
• Proficient computer skills.

SPECIAL REQUIREMENTS

• Provision of own vehicle for Board business; requires a valid Ontario driver’s license.
• Requires regular travel.
  Travel: This position requires travel to various schools and use of car is required for which employees shall receive a monthly travel allowance in accordance with the Collective Agreement.

OVERALL PURPOSE

The Toronto District School Board invites applications for the full-time position of Registered Behaviour Analyst initially assigned to the central Autism Services Team supporting LC 1 and 4 and LC2 and 3.
The ASD Team is a multi-disciplinary team offering comprehensive service delivery models for elementary and secondary students with Autism Spectrum Disorder.
Reporting to the Centrally Assigned Principal of Special Education, the Registered Behaviour Analyst (RBA) will work as a member of the ASD team to provide consultation and support to improve outcomes for students with ASD. The RBA will also provide support to students as it relates to behavioural needs without ASD Diagnosis.
The role will be responsible for training and building capacity in the use of ABA practices and instructional methods.

SUMMARY OF DUTIES

• Model appropriate ABA instructional methods to teachers and support staff in the classroom, co-teaching strategies, debriefing, co-planning, etc.;
• Provide comprehensive behavioural consultations and/or assessments regarding strategies and interventions to support students with complex and significant behavioural challenges:
• Complete Functional Behaviour Assessments and develop Behaviour Support Plans;
• Identify behaviour management and reduction strategies for students with various diagnoses/complex profiles;
• Write individualized skill acquisition plans and behaviour reduction programs as a resource for teachers;
• Build system capacity to support teachers to improve their practice when supporting students with behavioural needs;
• Support data collection and analyse data to determine function of behaviour and efficacy of implemented strategies;
• Provide consultation and expertise in the area of ABA practices and instructional methods within an educational context;
• Support the implementation of TDSB and Ministry of Education initiatives such as PPM 140, PPM 156, PR699, etc.
• Collaborate with school staff and multidisciplinary Special Education and Inclusion teams to support the development and implementation of individualized behavior intervention plans, monitor student progress, and promote positive behavioral outcomes;
• Provide time-limited parent training on the student specific strategies recommended to support both the classroom teaching team and home setting, as appropriate;
• Provide support to principals, school staff, school support teams, special education staff, instructional leaders, teachers and parents;
• Train team members on data gathering and implementation of Behaviour Support Plans through the lens of Behaviour Analyst;
• Develop and lead professional development sessions to build the capacity of academic and support staff in the areas of ABA strategies, functional behaviour assessment, and the effective use of resources and best practices, as well as staying current with relevant research and evidence-based practices;
• Prepare reports and maintain appropriate records;
• Attend meetings and in-service seminars/professional development activities as required;
• Supervise BA candidates and supervise those with Certificate of Authorizing Supervised Practice within the TDSB, as appropriate; and
• Other duties as assigned by the Centrally Assigned Principal