High Desert ESD celebrates all cultures and languages and is committed to creating a diverse environment and is proud to be an equal opportunity employer. All qualified applicants will receive considerations for employment without regards to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status.

POSITION SUMMARY:

The ABA Program provides services to children with Autism Spectrum Disorder and/or severe communication disorders who benefit from an Applied Behavior Analysis (ABA) instructional approach. Program components include individualized, one-on-one and small group instruction, structured environment, inclusion and family involvement. The curriculum emphasizes communication, social skills, (pre) academics, life skills and sensory-motor needs. Under the direction of the ABA teacher and/or administrator, the ABA Assistant provides supported services in classrooms, resource centers, or other program related areas. The assistant directs involvement in the instructional program for assigned students and their identified needs. Duties and responsibilities depend on class/program assignments.

SPECIFIC JOB CAPABILITIES:

An ABA Assistant must have the ability to support students by implementing individualized behavior and learning strategies under the direction of a teacher or supervisor. They assist with daily program operations, including behavior management, skill development, and integration into various settings. Strong communication skills are a must as responsibilities include reinforcing instructional goals, maintaining student life skills, documenting progress, and supporting assessments and intervention plans. Additionally, they help create a structured and positive learning environment while maintaining ethical standards, confidentiality, and regular communication with the educational team.

MINIMUM QUALIFICATIONS:

• The assistant must be able to work independently with minimum direction.
• The employee must possess good organizational skills and good command of the English language.
• Demonstrated aptitude for the work to be performed and a genuine interest in and ability to relate to students is expected.
• The ability to perform significant reaching, bending, stooping, crouching and lifting 50 pounds is expected. This may include proper restraint of a child.
• Must have access to reliable transportation, and consistent attendance is required.
• Must hold, or have the ability to obtain, a valid driver’s license.
• Applicants must have successful experience in working with culturally diverse families and communities, and/or have otherwise demonstrated a commitment to equity and strengthening engagement of a diverse community and skill in communicating with a diverse population.

PREFERRED QUALIFICATIONS:

• Ability to communicate effectively in Spanish
• Early childhood education, experience, and/or training

• Follow the direction of the teacher, team leader or supervisor in a cooperative manner
• Learn techniques, procedures and routines quickly and competently
• Elicit specific behaviors from children as indicated by the instructional program
• Develop and maintain harmonious working relationships with students, families, volunteers, other staff members and the general public according to program design
• Assist the teacher, team leader or supervisor in working with children, either individually or in groups
• Assist in all phases of the daily operations of the program
• Assist in maintaining the student’s life skills such as dressing, hygiene, toileting and feeding students
• Assist with the integration of children into a variety of settings
• Assist with appropriate assessments of students
• Assist with implementing individualized educational plans, such as IFSP, IEP, 504, PEP, BIP
• Participate in required training around approved non-violent crisis intervention
• Prepare instructional materials and operate instructional equipment
• Work with individual students or small groups of students to reinforce learning of material or skills initially introduced by the teacher
• Record student progress and /or other records as requested
• Manage student behavior across settings using consistent and positive intervention strategies
• Maintain a neat and orderly environment
• Maintain the same high level of ethical behavior and confidentiality of information about students as is expected of fully licensed teachers
• Participate in off site learning programs, such as adapted swimming/horseback riding, etc
• Support the student’s return to their neighborhood school by attending regular school visits to support the student and school staff with the transition (Bridges Program)
• Communicate regularly and appropriately through the use of email
• Respect and maintain confidential information in all situations
• Fulfill other related duties as assigned
• Exhibit regular attendance, as demonstrated by not more than an average of one day per month absent unless on a protected statutory leave
• Be punctual and present for all required duties