ABA Paraeducator - Pre-K

ABA Para educator - Pre-K

The ABA Para educator provides behavioral and instructional support to students with Autism Spectrum Disorder (ASD) and related developmental disabilities. This role operates across a continuum of specialized care, supporting early intervention at the pre-K level, foundational academic and behavioral development at the elementary level, and high-level specialized programming at the intermediate and secondary levels. Under the supervision of a BCBA and Lead Special Education Teacher, the ABA Para educator implements individualized Behavior Intervention Plans (BIPs), facilitates skill acquisition, and ensures a safe, structured learning environment tailored to the unique developmental, age-appropriate, and program-specific needs of the students.

Key Responsibilities:

• Program-Specific Support and Instruction
• Early childhood:
  Facilitate early intensive behavioral intervention, focusing on foundational school-readiness skills, play-based learning, toilet training, and early functional communication (e.g., PECS, AAC devices).
• Elementary:
  Support students with academic modifications, communication development, behavioral regulation, socialization, and integration into the school community.
• Intermediate:
  Assist students by focusing on emotional regulation, peer interaction, and independent executive functioning.
• High school:
  Support adolescents and young adults, focusing on self-advocacy, functional life skills, vocational readiness, community-based instruction, and post-secondary transition goals.
• Universal ABA practices:
  Provide 1:1 and small-group instruction using Evidence-Based Practices (EBPs) rooted in Applied Behavior Analysis (ABA), such as Discrete Trial Training (DTT) and Natural Environment Teaching (NET).

Data Collection and Implementation

• Collect precise, real-time data on target behaviors and skill acquisition programs (e.g., frequency, duration, ABC data, trial-by-trial) using district-sanctioned digital data collection platforms or paper logs.
• Execute instructional programs and behavioral protocols with fidelity to ensure treatment integrity and data reliability across all program settings.

Classroom and Program Support

• Prepare, organize, and adapt instructional materials (e.g., token economies, visual schedules, communication boards, task boxes).
• Support students through critical transitions, including school-to-school transitions, hallway navigation, recess/leisure times, lunch, and arrival/dismissal routines.
• Maintain a highly organized, predictable, and safe therapeutic learning environment.

Collaboration and Communication

• Maintain active, open communication with the supervising BCBA and Lead Special Education Teacher regarding student trends, behavioral spikes, or program mastery.
• Collaborate with multidisciplinary teams, including Registered Behavior Technicians (RBTs), Speech-Language Pathologists (SLPs), Occupational Therapists (OTs), Physical Therapists (PTs), and general education staff to promote skill generalization.
• Strictly adhere to FERPA regulations to maintain absolute student confidentiality.

Safety and Compliance

• Maintain active certification in district-approved crisis intervention and physical management protocols (i.e., CPI).
• Safely implement de-escalation techniques and, only when necessary and trained, emergency physical intervention procedures.

Education & Experience:

• Associate degree, OR at least 60 college credits, OR High school diploma with successful completion of the Para pathways (formerly Para Pro) Assessment required.
• Minimum of 1 year of experience working with individuals with autism or developmental disabilities, preferably in an ABA or specialized school setting.

Knowledge, Skills, and Abilities:

• Foundational understanding of ABA principles (reinforcement schedules, prompting hierarchies, functions of behavior).
• Ability to pivot seamlessly between early childhood needs, elementary academic/social benchmarks, and the functional or vocational profiles of older students.
• Proven ability to remain calm, objective, and supportive during high-stress, crisis, or physically demanding behavioral episodes.
• Physical capacity to frequently run, bend, kneel, sit…