Autism/aba Consultant

**POSITION TITLE**:Autism/ABA Consultant - **Long Term Occasional - 0.4 FTE***

**LOCATION**:Home Base: Oxford Office

**REPORTS TO**: Coordinating Principal(s) of Student Engagement

**SALARY**: $67,725.00-$82,828.00, commensurate with experience

**TERM**:Immediately - June 28, 2023 or return of incumbent whichever is earlier.

**FTE**:0.4 FTE (14 hours per week)

**JOB SUMMARY**:
Under the direction of the Coordinating Principal of Student Engagement, the incumbent is responsible for providing support to specific students with Autism Spectrum Disorders (ASD) on a short term basis in various educational settings. The incumbent will be responsible for progressively working to stabilize classroom situations, establish specific strategies and/or programs that support long term student success and ensure the appropriate implementation of the strategies and/or programs to build staff capacity. The Coordinating Principal of Student Engagement will be assigned the responsibility for deployment, supervision, and assessment of progress. The length of time spent in any individual school varies due to the unique needs of each situation. Program and strategies direction would be determined in consultation with the Autism ABA Special Education Coordinator, Student Engagement Teacher, and Behaviourist, and reinforced by the Autism Therapist. The position involves dealing with confidential information and requires ongoing flexibility and diversity.

**QUALIFICATIONS**:
**Education & Experience**:
Undergraduate degree in Psychology or Human Services field. Training in Applied Behavioural Analysis (ABA) principles is an asset. A minimum of 5 years of recent, demonstrated experience in an educational setting with respect to students with ASD is required. Travel to various school locations is required.

**Skills Required**:

- High degree of understanding the characteristics of the full spectrum of ASD
- Superior knowledge of the range of evidence-based practices in autism treatment
- High degree of knowledge of child development and augmentative communication systems as they relate to the behavioural treatment of individuals with ASD
- Demonstrated flexibility to work in various school settings and work collaboratively in a team environment
- Experience providing and/or facilitating adult learning and training
- Ability to work independently with instruction and mínimal supervision, take direction and demonstrate initiative
- In depth working knowledge of assistive and adaptive technologies
- Demonstrated conflict resolution skills, behavioural management and behavioural modification knowledge and skills, Behavioural Management System (BMS) training (or CPI trained or equivalent)
- Demonstrated experience with ABA-based programming and strategies (supporting needs in communication, behaviour, social skills and transitioning)
- Strong interpersonal skills and the ability to interact appropriately with students, parents, colleagues, other school staff and Upper Canada District School Board’s (UCDSB) personnel
- Ability to remain calm and non-confrontational under pressure
- High degree of confidentiality, diplomacy, tact and discretion is essential
- Good organizational and time management skills
- Willingness to learn and to accept challenges
- Ability to learn and implement new ideas and concepts for student success

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**Duties & Responsibilities**:

- Incorporates methods of Applied Behaviour Analysis (ABA) in collaboration with the ABA Special Education Coordinator to implement the Ministry recommendations of Policy/ Program memorandum 140 (PPM 140)
- Works as a member of a multi-disciplinary team in support of other members of the ASD team, brings expertise in the area of ABA instructional methods
- Builds professional capacity of school staff with respect to using evidence-based teaching strategies to improve communication, social skills and life skills of students with ASD
- Assists with and models specific ABA-based intervention plans, program delivery, and strategy implementation in a classroom setting for the purpose of stabilizing the classroom environment
- Supports and models the UCDSB’s inclusion, integration and universal design approaches in the classroom
- Provides ongoing support to schools, reinforces methods and practices of Functional Behaviour Assessment and supports complex case management
- Through observation, identifies and recommends environmental supports and structures to meet student needs
- Gathers and maintains data/records/forms such as regular reports of student progress, and implementation of special programs; reports to the Coordinating Principal of Student Engagement as required
- Collaborates and communicates with school and regional UCDSB staff regarding student progress, implementation of special programs and strategies, and changes in the student’s needs
- Attends meetings and provides input of a professional nature, when and where required; meetings may extend beyond the no