Autism and Behavior Support Specialist

Position Type:
Exceptional Children (EC)/Autism Support Specialist

Date Posted:
9/9/2025

Location:
Lincoln Center

Date Available:
08/18/2025
Job Title: Autism Support Specialist

Salary Schedule: Licensed/Certified; CHCCS Salary Page

Reports To: Lead for the Autism and Behavior Team in collaboration with the Director of Psychological and Support Services

Salary Grade: Teacher + Local Supplement

Work Location: Lincoln Center (Itinerant)

FLSA Status: Exempt

Work Schedule: 10 month

Position Summary

To provide support to staff working with students identified with autism spectrum disorders. Provide support, coaching and professional development to staff/school teams on the implementation of evidence based practices to students with educational, behavioral, social and emotional needs with autism spectrum disorders. This individual will collaborate with a variety of school and district staff to promote a positive school climate and a successful learning environment for students. The employee works with a high level of independence and professional discretion under general supervision.


Essential Duties

• Provide direct and consultative support to students and school teams for students identified with autism spectrum disorders or similar characteristics that require additional academic and/or social-emotional support across several schools to include students in General or Adapted Curriculum such as Future Ready Core, Occupational Course of Study and Extended Content Standards
  • This support will include observation, consultation, modeling and/or faded direct student support
• Provide coaching and professional development to staff around characteristics of autism spectrum disorders, evidenced based practices and instructional strategies consistent with social/emotional and academic needs to include social skill and executive functioning skill development and related topics
• Provide support in the development of Individualized Educational Plans in collaboration with school teams and district colleagues, to include Transition Plans, goal development, materials and accommodations
• Collaborate as a member of school and district teams for assessing student needs, determining appropriate interventions and progress monitoring plans in order to serve the students in the least restrictive environment
• Support teams in conducting Functional Behavioral Assessments and development of Behavior Intervention Plans
• Stay abreast of federal, district and state policies pertaining to the content area and communicate this information to the EC Leadership and other impacted district staff
• Maintain professional competence through in-service education activities provided by the district and through self-selected professional growth activities by assessing one's own needs
• Ability to work cooperatively with staff, administrators and support personnel in a team approach to solving individual student needs
• Demonstrate ability to use conflict resolution and crisis intervention skills
• Ability to maintain high ethical standards and confidentiality throughout all duties
• Must model and maintain exemplary punctuality and attendance
• Provides professional services that promote effective functioning for students, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect
• Works to ensure students' rights and welfare in the school and community
• Perform related duties as assigned by supervisor
• Maintain compliance with all District policies and procedures
• Demonstrates excellent oral and written communication skills, organizational skills, problem solving, consultation and collaboration skills

Education/Experience Requirements

• Must hold or be eligible to obtain a North Carolina professional educator's license
• Minimum of three years experience working with students with autism in a variety of instructional settings with behavioral, academic and/or social-emotional challenges
• Preferred certification in de-escalation methods, Crisis Prevention Intervention (CPI), BCBA or BCaBA, or experience in application of evidence based interventions

Physical Requirements

• Ability to safely and successfully perform the essential job functions consistent with the ADA, FMLA and other federal, state and local standards, including meeting qualitative and/or quantitative productivity standards
• Ability to maintain regular, punctual attendance consistent with the ADA, FMLA and other federal, state and local standards
• Ability to perform medium physical work duties consistent with the amount of time spent standing and/or walking, and be able to lift, carry, push, pull or otherwise move up to 25 pounds
• Must be able to use a variety of office equipment such as computers, copiers, and scanners

Disclosure

This document provides descriptive information about the above Chapel Hill-Carrboro City School position. Work actually performed by incumbents in this position may vary. Although this document may be used for recruiting, staffing, or career planning, the information contained herein should only be used as a guideline or recommendation for the content of and qualifications for this position. An individual's ability to meet the qualifications and capabilities described in this document is not a guarantee of employment or promotion. Chapel Hill-Carrboro City School reserves the right to make changes to this document as deemed necessary without providing advance written notice.