Start Date
Immediate
Expiry Date
03 Oct, 25
Salary
25222.2
Posted On
04 Jul, 25
Experience
0 year(s) or above
Remote Job
Yes
Telecommute
Yes
Sponsor Visa
No
Skills
Children, English, Communication Skills, Psychology, Young People
Industry
Education Management
Job Description
Job title: Early Intensive Behavioural Intervention/Intensive Behavioural Intervention Tutor (for children and young people with autism)
This vacancy is based in Surrey - While access to a car is not essential, it is preferable given the location.
Starting salary: from £18,200 to £25,222.20 (please discuss with the recruitment team). The part time salary is pro rata.
What’s involved?
The role is a fabulous experience with children and young people with autism, learning about and implementing high quality Early Intensive Behavioural Intervention (EIBI) and Intensive Behavioural Intervention (IBI) programmes, utilising procedures based on Applied Behaviour Analysis (ABA). Our layer of supervisory staff and weekly team meetings for each case enable excellent training and supervision to a very high standard.
Each week, tutors spend time working one to one with the child and young people, and also time working alongside other UK Young Autism Project team members, school staff and the children’s parents. All team members are vital to the progress of each child and young adult. Tutors are greatly valued and appreciated.
Tutors follow clear guidelines in how to implement each individual EIBI/IBI programme tailored to each child and learn to provide consistency and ensure teaching is progressive. At the same time, each tutor develops their own bond with their students and can draw on their own creativity in play and activities to keep the child engaged and motivated.
The role includes:
Skills and qualifications required:
Commitment from candidate and UK YAP
Thank you for your interest in the role of EIBI/IBI tutor at UK Young Autism Project. This post requires a commitment of at least 12.5 months, to provide continuity for the children we teach, as well as their families and schools. The children we work with are particularly vulnerable to change and therefore we require consistency across all teams. Alongside this, a minimum 12.5 month period allows you to gain sufficient experience to contribute towards your future ambitions. In addition, it enables sufficient training and handover to your successors. Tutors are usually placed with two cases and those who stay after one year are usually moved to gain new experiences on different teams. UKYAP also offers opportunity to complete student professional work placements within an employed role. We require all employed staff members to show the same level of commitment within the tutor role, including for the required duration of a professional work placement.
Career paths
Employees can follow a career path at UK YAP, to progress to senior tutor after approximately one to two years and to programme consultant after approximately five years. UK YAP is committed to supporting all consultants to complete a Master of Science degree in Applied Behaviour Analysis (ABA) and become Board Certified Behaviour Analysts. Other employees progress into related fields, such as clinical psychology, teaching, educational psychology and cognitive behavioural therapy. We encourage staff to be open with us about their ambitions and we do our utmost to ensure that working as a tutor at UK YAP gives an enriching and educational experience to contribute towards each person’s own goals. In turn we ask for a minimum commitment of 12.5 months to the children we teach.
Training
At commencement of employment, new tutors attend an induction when they are guided through all company policies and procedures. This includes Child and Vulnerable Adult Safeguarding Training and First Aid training. They also attend an initial seminar on the theory of ABA. Tutors then undertake around 60 hours of practical training with established teams, during which they follow a structured programme and complete a checklist of defined skills that they need to acquire to become proficient tutors. During this period, verbal and written feedback is given during and after each session, by both trained tutors and senior staff.
Ongoing training and support are provided through a weekly team meeting for each case, when the whole team work together to share feedback, and review programmes and interventions. Furthermore, regular overlaps are provided by senior staff to ensure progression of tutors and quality control of teaching. Every staff member receives a six-monthly appraisal and tutors attend four additional seminars per year on a range of theoretical aspects of ABA.
For relevant teams, training in de-escalation and physical handling techniques is provided by an in-house instructor using the PRICE protocol (Protecting Rights in a Caring Environment). Refresher courses are provided as required.
Where are the children and young people based?
Our children and young people are based in the Birmingham, Coventry, Northampton, Bristol, Bath, Surrey and London areas.
Children usually learn on their EIBI/IBI programme initially at home. Once they have gained some skills, they then begin to attend an increasing amount of nursery, then later school and college, in their own community with the support of their EIBI/IBI team.
Although our children live across a wide area, each has their own special UK YAP team. Tutors usually belong to two teams as well as the wider structure of UK YAP as a whole. Our staff are warm and friendly and have strong support networks, friendships and social lives.
Conditions
Our staff receive a structured training period and ongoing objectives and appraisals. Travel expenditure after £5.80 per day can be claimed from the company. Mileage is reimbursed at the basic rate of 40p per mile (after spending £5.80) for up to 50 miles. It is possible to make a tax relief claim with HMRC based on your mileage and we can help you with that. There is a standard employment contract ensuring almost five weeks paid holiday, bank holidays and an increasing entitlement to paid sick leave as length of service progresses.
Please contact recruitment@ukyap.org to obtain an application form and further information.
About UK Young Autism Project
At UK Young Autism Project, we believe that it is paramount for a child/young person or vulnerable adult to be kept safe. UKYAP creates an environment where safeguarding the mental and physical welfare of all children, young people, and vulnerable adults is paramount by taking all reasonable steps to promote safe practice and to protect individuals from harm, abuse, and exploitation.
UKYAP strives to be a diverse and inclusive place, where each employee can grow, develop and progress.
UK Young Autism Project provides intensive home-based programmes, using the techniques of Applied Behaviour Analysis (ABA) according to the UCLA Model. The programme encompasses up to 40 hours of one-to-one tuition per week. Each child’s team consists of tutors, a Senior Tutor, and a Consultant. A two-hour team meeting is provided each week in which the whole team is present, with additional home visits from the Consultant. Within these meetings, the curriculum is reviewed and updated and behavioural interventions are assessed and implemented. Skills are generalised into all necessary areas of life.
The UCLA model of Applied Behaviour Analysis is an intensive intervention involving up to 40 hours per week of one-to-one treatment for children with autism and related pervasive developmental disorders. There are a number of elements that are crucial to the process:
UK Young Autism Project is a research-based centre, directed by Professor Svein Eikeseth, Diane Hayward and Liz Holmes, that specialises in teaching young children with autism, other pervasive developmental disorders and related developmental disorders. UK Young Autism Project is a division of UK Behaviour Analysis and Research Group C.I.C. The company directors is Diane Hayward. The intervention programme was developed by Dr O. Ivar Lovaas, PhD, and is based on extensive clinical experience and more than 40 years of scientific research conducted in the Psychology Department at the University of California in Los Angeles (UCLA). The programme is comprehensive and aimed at enhancing intellectual academic, social and emotional behaviours of children, so that they take better advantage of the educational and social opportunities available in their communities and require less professional attention as they grow older.
UK Young Autism Project was a replication site, and has conducted an outcome study as part of the UCLA Multi-Site Young Autism Project, which was directed by Dr Lovaas and Dr Tristram Smith. UK Young Autism Project has evaluated one-year outcomes of treatment for 44 children undertaking this programme (Hayward, Eikeseth, Gale, & Morgan, 2009). Mean IQ for participants increased by 16 points between intake and follow-up. 89 percent of children showed an increase in IQ score between intake and follow-up. These findings are consistent with previous studies demonstrating benefits of ABA treatment for children with autism. Eikeseth, Hayward, Gale, Gitlesen, and Eldevik (2009) have shown that the amount of supervision that children receive from their consultants is reliably associated with increases in IQ, and therefore UK Young Autism Project ensures that The child receives the recommended level of consultancy for his ABA programme. The model of ABA that the children and young people follow is outlined in a published article (Hayward, Gale, & Eikeseth, 2009).
Teaching Method
ABA techniques are used to adapt the environment to create an optimal learning situation for each child and young person. This means that stimuli are presented in a consistent manner and reinforcement is contingent and clear. The term reinforcement, in this report, refers to positive reinforcement, which is: “the increase in the frequency of a response that is followed by a favourable event (positive reinforcer)” (Kazdin, 2001). Skills are shaped through contingent reinforcement. Reinforcement and prompting are used very systematically, and behaviour is monitored through careful record keeping and data collection.
Teaching is intensive because children with autism learn less than other people during each waking hour of his day, when information is presented in naturally occurring incidences, such as social interaction and community settings. One-to-one teaching enables the implementation of a highly individualised curriculum and carefully evaluated interventions. The programme is initially conducted in the home setting and then gradually generalised into the community. These settings are chosen in order to ensure functionality and generalisation of skills learnt. Parents are fully involved in teaching; their input is vital as they have unique knowledge of the child. The role of the parent is very important for successful maintenance and generalisation of skills. Parents learn teaching methods and sustain appropriate interventions throughout the child’s daily routine.
The curriculum for each child and young person is unique. Careful base lining and assessment of skills enables the consultant to programme for his individual needs. Task analysis is used to break down each objective into manageable steps. Tutors then systematically teach appropriate behaviour and skills, using a carefully tailored hierarchy of prompts, which are faded as each step is mastered. Moreover, the curriculum is fully comprehensive, addressing all areas in developmental deficit and all inappropriate behaviour in excess.
Inappropriate behaviour (such as tantrum behaviour) is analysed using functional assessment. Once the function of the behaviour is identified, the whole team and family implement an intervention. The behaviour is carefully monitored to ensure the intervention is having the desired effect. Interventions include procedures such as extinction (removing reinforcement from previously reinforced behaviours); redirection to appropriate behaviour; redirection to incompatible behaviour; and self-monitoring.
Generalisation of skills is an integral part of the programme, ensuring that everything the child or young person learns is sustained, functional, and flexible in the unpredictable world in which we live. Each skill learned is systematically generalised across location, stimuli, presenter, and so on. Delivery of reinforcement is slowly thinned, ensuring optimal maintenance. Social reinforcement is used at all times and eventually behaviour will be sustained by the child or young person’s motivation to interact with the social environment. A vital part of the generalisation of skills is the incremental generalisation into appropriate community and school environments.
The programme is devised and delivered through careful planning. Each child or young person’s special needs require extensive knowledge and experience, and a high level of supervision, both of which are provided by UK Young Autism Project’s expert consultants. It is vital that the supervision of the programme is delivered by professionals with knowledge and clinical experience of ABA, autism, and this type of programme in order for each child and young person to reach their full potential.
Please contact recruitment@ukyap.org to obtain an application form and further information.
Job Types: Full-time, Part-time
Pay: From £18,200.00 per year
Expected hours: No less than 17.5 per week
Benefits:
Schedule:
Work Location: In person
Reference ID: ABA Tutor
Expected start date: 11/08/202
How To Apply:
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