ABA Paraeducator - Pre-K

The ABA Paraeducator provides behavioral and instructional support to students with Autism Spectrum Disorder (ASD) and related developmental disabilities. This role operates across a continuum of specialized care, supporting early intervention at the pre‑K level, foundational academic and behavioral development at the elementary level, and high‑level specialized programming at the intermediate and secondary levels. Under the supervision of a BCBA and Lead Special Education Teacher, the ABA Paraeducator implements individualized Behavior Intervention Plans (BIPs), facilitates skill acquisition, and ensures a safe, structured learning environment tailored to the unique developmental, age‑appropriate, and program‑specific needs of the students.

Key Responsibilities

• Program‑Specific Support and Instruction
  • Early childhood: Facilitate early intensive behavioral intervention, focusing on foundational school‑readiness skills, play‑based learning, toilet training, and early functional communication (e.g., PECS, AAC devices).
  • Elementary: Support students with academic modifications, communication development, behavioral regulation, socialization, and integration into the school community.
  • Intermediate: Assist students by focusing on emotional regulation, peer interaction, and independent executive functioning.
  • High school: Support adolescents and young adults, focusing on self‑advocacy, functional life skills, vocational readiness, community‑based instruction, and post‑secondary transition goals.
  • Universal ABA practices: Provide 1:1 and small‑group instruction using Evidence‑Based Practices (EBPs) rooted in Applied Behavior Analysis (ABA), such as Discrete Trial Training (DTT) and Natural Environment Teaching (NET).
• Data Collection and Implementation
  • Collect precise, real‑time data on target behaviors and skill acquisition programs (e.g., frequency, duration, ABC data, trial‑by‑trial) using district‑sanctioned digital data collection platforms or paper logs.
  • Execute instructional programs and behavioral protocols with fidelity to ensure treatment integrity and data reliability across all program settings.
• Classroom and Program Support
  • Prepare, organize, and adapt instructional materials (e.g., token economies, visual schedules, communication boards, task boxes).
  • Support students through critical transitions, including school‑to‑school transitions, hallway navigation, recess/leisure times, lunch, and arrival/dismissal routines.
  • Maintain a highly organized, predictable, and safe therapeutic learning environment.
• Collaboration and Communication
  • Maintain active, open communication with the supervising BCBA and Lead Special Education Teacher regarding student trends, behavioral spikes, or program mastery.
  • Collaborate with multidisciplinary teams, including Registered Behavior Technicians (RBTs), Speech‑Language Pathologists (SLPs), Occupational Therapists (OTs), Physical Therapists (PTs), and general education staff to promote skill generalization.
  • Strictly adhere to FERPA regulations to maintain absolute student confidentiality.
• Safety and Compliance
  • Maintain active certification in district‑approved crisis intervention and physical management protocols (i.e., CPI).
  • Safely implement de‑escalation techniques and, only when necessary and trained, emergency physical intervention procedures.

Education & Experience

• Associate degree, OR at least 60 college credits, OR High school diploma with successful completion of the Parapathways (formerly ParaPro) Assessment required.
• Minimum of 1 year of experience working with individuals with autism or developmental disabilities, preferably in an ABA or specialized school setting.

Knowledge, Skills, and Abilities

• Foundational understanding of ABA principles (reinforcement schedules, prompting hierarchies, functions of behavior).
• Ability to pivot seamlessly between early childhood needs, elementary academic/social benchmarks, and the functional or vocational profiles of older students.
• Proven ability to remain calm, objective, and supportive during high‑stress, crisis, or physically demanding behavioral episodes.
• Physical capacity to frequently run, bend, kneel, sit on the floor, and lift/move students or equipment according to safety protocols.
• Proficiency with Google Suite and a proven ability to learn specialized digital data‑tracking applications.

Physical and Cognitive Demands

• Work in this classification requires frequent physical activity, including standing, walking, kneeling, squatting, and sitting for extended periods.
• The employee must be able to lift up to 50 pounds and assist with student movement using appropriate equipment.
• The position may require implementing physical interventions, including restraining or transporting students, in accordance with established behavior plans.
• The role requires manual dexterity for data collection and use of technology, as well as the ability to receive and process detailed verbal and written information.
• Vision must be sufficient to read and interpret written and digital materials.

Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all‑inclusive of every duty performed in this position. Additional duties may be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential duties.

Start Date: August 2026

Open Until Filled

Interested candidates must complete the application online.

Bilingual English/Spanish candidates encouraged to apply.