Neuroaffirming Program Specialist

Benefits:

• 401(k) matching
• Competitive salary
• Employee discounts
• Opportunity for advancement
• Paid time off
• Training & development
• Wellness resources
• 401(k)

At LEAPS Services, our Specialists build relationships, create meaningful learning opportunities, support independence, collaborate with families, and take an active role in helping each self-advocate move toward individualized goals.

This position combines direct service, caseload management, program implementation, community-based learning, family collaboration, progress monitoring, and professional documentation.

This is an active role with significant responsibility. It requires creativity, organization, flexibility, initiative, strong communication, and the ability to think beyond the activity happening in front of you.

For the right professional, it is also an opportunity to see the direct impact of thoughtful, individualized support.

Individualized Support
- Provide individualized, person-centered, and neuroaffirming support across LEAPS programming, at the LEAPS Community Hub, and throughout community-based environments.

Use real-life experiences to intentionally develop skills related to:

• Independence and daily living
• Communication
• Self-advocacy
• Social development
• Emotional regulation
• Executive functioning
• Community access
• Functional academics
• Vocational readiness
• Decision-making
• Problem-solving
• Personal responsibility
• Other individualized goals

Specialists are expected to actively teach, model, facilitate, coach, and create opportunities for independence rather than simply supervise or accompany self-advocates.

Maintain an assigned caseload of approximately 5–7 self-advocates
.

Caseload includes:

• Reviewing individualized goals
• Monitoring progress
• Reviewing session documentation
• Identifying patterns or changes
• Recognizing when progress has stalled
• Identifying emerging skills and opportunities
• Preparing meaningful activities connected to goals
• Communicating concerns early
• Collaborating on modifications to programming
• Following through on recommendations and action items

This position may be a strong fit for someone who:

• Enjoys working directly with neurodivergent youth and adults
• Wants meaningful responsibility rather than a passive support role
• Can balance relationship-building with professional accountability
• Is comfortable working both independently and collaboratively
• Enjoys being active and working in community environments
• Can organize and manage multiple responsibilities
• Is creative and able to turn everyday experiences into learning opportunities
• Understands that progress is not always linear
• Can adapt when a plan isn't working
• Communicates professionally with families and team members
• Takes documentation seriously
• Is willing to receive feedback and continue developing professionally
• Can take initiative without needing constant direction
• Values autonomy, dignity, inclusion, and self-advocacy

Bachelor's degree from an accredited college or university required.

Preferred undergraduate fields include, but are not limited to:

• Psychology
• Child Development
• Human Development
• Sociology
• Social Work
• Education
• Special Education
• Behavioral Science
• Applied Behavior Analysis
• Communication Sciences
• Rehabilitation Services
• Family Studies
• Counseling or related human-services fields

Candidates with degrees in other disciplines may also be considered when they demonstrate substantial relevant professional experience working with neurodivergent individuals, individuals with developmental disabilities, or related populations.

Master's degree preferred, but not required.

Relevant graduate degrees may include:

• Master of Social Work (MSW)
• Master's in Psychology
• Master's in Counseling
• Master's in Special Education
• Master's in Education
• Master's in Applied Behavior Analysis
• Master's in Human Development
• Master's in Rehabilitation Counseling
• Master's in Clinical Psychology
• Master's in Marriage and Family Therapy or related field
• Other closely related behavioral, educational, developmental, or human-services graduate programs

Graduate education is especially valued when combined with strong direct-service experience and demonstrated ability to translate professional knowledge into practical, neuroaffirming, person-centered support.

Candidates should have a minimum of five years of relevant professional experience working with neurodivergent individuals, individuals with intellectual or developmental…