Direct Support Professional - Weekends

Chileda's mission is to improve the quality of life for individuals with cognitive and behavior challenges. Chileda's goal is to help students increase their appropriate social behaviors and develop independent living skills through an enriched learning environment and individualized behavior programming. Chileda's population includes children and young adults with special needs, including Autism, Traumatic Brain Injury, Attachment Challenges, related developmental delays, and intensive behavioral needs.

SUMMARY: DSPs work directly with students to teach important life skills, including educational, leisure, activities of daily living (ADLs), social and communication skills, and verbal and physical behavior intervention. DSPs modify procedures as outlined in the Positive Behavior Support Plan (PBSP) and work on Treatment Plan and IEP goals with students using Therapeutic Care.

HOURS: We have two different shifts available that are full-time and work weekends only, with a starting pay of $22/hr these shifts include:

• Friday - Sunday from 8:30 am to 9:00 pm
• Friday from 3:00 pm to 11 pm, Saturday & Sunday from 8:00 am to 10:30 pm

REQUIRED EDUCATION & EXPERIENCE:

• Must possess a high school diploma or equivalent
• Must be at least 18 years old
• Must demonstrate behavioral skills and judgment conducive to role modeling appropriate skills for students
• Experience working with individuals with developmental disabilities is preferred

JOB DUTIES:

• Use a Trauma-Informed Approach by communicating with and about students in a respectful, positive, and age-appropriate manner, maintaining a therapeutic tone even in high-stress situations
• Encourage individuality by allowing self-expression and opportunities to make choices throughout the day
• Complete behavior data, goals, communication logs, Emergency Intervention Forms (EIFs), Incident Reports (IRs), or Employee Accident Reports before the end of your shift
• Communicate with house/classroom leads regarding incidents or emergency interventions
• Participate in debriefings and check out with the house lead or classroom prior to leaving, ensuring all chores, data, and forms are completed
• Review expectations with students before transitions, activities, or events
• Help students understand their rights and promote self-advocacy
• Utilize crisis management techniques taught in training, including verbal de-escalation, creative redirection, topic changes, and providing space and time for processing during crises