Direct Support Professional

Direct Support Professional

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.

DSP's work directly with our students to teach important life skills including educational, leisure, activities of daily living (ADLs), social and communication skills, and verbal and physical behavior intervention. DSP's modification procedures as outlined in the Positive Behavior Support Plan (PBPS) and work on Treatment Plan and IEP goals with the student using Therapeutic Care.

• 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.

• 1:00pm-9:00pm
• Full time
• Monday through Friday, with Fridays required
  , plus every other weekend, rotating holidays, and overtime as approved.
• Shifts are scheduled in a two week period and repeat after those two weeks (i.e week 1 schedule, week 2 schedule, etc).
• Wages start at $20.00

• Use a Trauma Informed Approach by communicating with and about students in a respectful, positive, and age-appropriate manner while consistently using a therapeutic tone even in high stress situations.
• Encourage individuality of students by allowing self-expression and opportunities to make choices throughout their day.
• Before the end of assigned shift, the following must be completed: record behavior data, goals and communication logs of all assigned students, complete Emergency Intervention Forms (EIFs), Incident Reports (IRs), or Employee Accident Reports.
• Communicate with house/classroom leads when there is an incident or emergency intervention.
• Participate in debriefing and check out with house lead or classroom prior to leaving before your shift, ensuring all chores, data, and forms are completed.
• Review expectations with students prior to transitions, activities, or events.
• Help students to understand their rights by offering opportunities for self-advocacy.
• Use Crisis management techniques taught in trainings including verbal de-escalation, creative redirection, topic changes, and allowing space and time for processing during a crisis.