Paraprofessional

Position Overview

We are seeking a dedicated and compassionate Paraprofessional - Autism Support to provide direct classroom support for students requiring assistance with communication, behavior regulation, social skills development, sensory needs, and structured academic instruction.

Students may utilize supports and communication systems such as AAC devices, PECS, visual schedules, prompting hierarchies, and individualized behavior plans. The Paraprofessional will work closely with teachers and support staff to create a structured, consistent, and supportive learning environment that promotes student success and independence.

Key Responsibilities

Instructional & Academic Support

• Provide direct support to students in individual, small-group, and classroom settings.
• Implement instructional strategies and autism-specific methodologies, including discrete trial training (DTT), task analysis, and structured teaching approaches as directed.
• Support students during academic instruction, structured learning activities, and social skills development opportunities.
• Assist with visual supports, including first-then boards, token systems, picture schedules, and other instructional tools.

Communication Support

• Model, prompt, and reinforce the use of communication systems, including AAC devices, PECS, sign language, and visual supports.
• Support development of expressive and receptive communication skills in accordance with IEP goals and program objectives.
• Collaborate with speech-language pathologists and educational staff to ensure consistency in communication strategies.

Behavioral & Sensory Support

• Implement behavior intervention plans (BIPs) consistently and effectively.
• Utilize proactive behavior support strategies and district-approved de-escalation techniques.
• Assist students with sensory regulation needs through sensory breaks, movement opportunities, and calming strategies.
• Support students during periods of dysregulation while maintaining a safe and supportive environment.

Transition & Routine Support

• Guide students through daily routines, schedules, and transitions using clear verbal and visual prompts.
• Support transitions between instructional activities and other program-related settings.
• Assist students in developing independence, self-monitoring, organizational, and functional life skills.

Collaboration & Documentation

• Collaborate with teachers, BCBAs, therapists, administrators, and other support staff.
• Maintain accurate documentation and data related to student academic and behavioral progress.
• Participate in meetings and training as requested.
• Maintain confidentiality and comply with all applicable school, district, and regulatory requirements.
• Support classroom management and contribute to a positive learning environment.
• Perform other duties as assigned to support program operations.

Qualifications

Minimum Qualifications

• High school diploma or equivalent required.
• Experience working with students in educational, behavioral, therapeutic, or support settings preferred.
• Experience supporting individuals with autism spectrum disorder and/or behavioral challenges strongly preferred.
• Strong communication, interpersonal, and relationship-building skills.
• Ability to follow instructional direction, utilize technology and computer systems, and work effectively as part of a multidisciplinary team.
• Demonstrated professionalism, flexibility, reliability, and sound judgment.
• Reliable transportation; personal vehicle required.

Required Clearances & Certifications

Candidates must possess or obtain the following prior to their start date:

• Act 114 FBI Fingerprinting Clearance
• Act 151 Pennsylvania Child Abuse Clearance
• Act 34 Pennsylvania Criminal History Clearance
• Act 24 Arrest/Conviction Report
• Act 126 Mandated Reporter Training
• Current TB Test (within required timeframe)

Preferred Skills

• Knowledge of evidence-based autism support practices.
• Experience with AAC devices, PECS, visual schedules, and other alternative communication systems.
• Familiarity with behavior intervention plans and data collection procedures.
• Ability to maintain a calm, positive, and student-centered approach in a dynamic environment.

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