Autism Spectrum Disorder Specialist 2025-26 School Year

Core responsibilities include:

• Deliver evidence-based instructional methodologies and behavioral strategies to support educators working with students with ASD.
• Provide ongoing training and coaching for staff on the use of effective instructional practices, including those targeting executive functioning, social cognition, and self-regulation.
• Remain current in research and developments related to ASD and disseminate relevant information and strategies to school teams.
• Assist school personnel in creating structured, supportive classroom environments using diverse, evidence-based interventions.
• Support the development and implementation of comprehensive instructional programs for students with ASD, including early intervention, structured routines, behavioral assessments, data collection, and behavior intervention plans (BIPs).
• Collaborate with school teams and district administrators to develop individualized, student- and family-centered education plans.
• Guide and support transition planning between preschool, elementary, middle, and high school, and promote readiness for post-secondary and vocational environments.
• Provide on-site behavioral support and crisis response for students experiencing significant behavioral or emotional challenges.
• Conduct observations across multiple settings (e.g., general education, special education, community placements) and provide actionable feedback to staff.
• Participate in Functional Behavioral Assessments (FBAs) and assist in the development and monitoring of BIPs.
• Recommend and support the use of visual supports, structured teaching, environmental modifications, and other individualized tools.
• Advise on the selection of appropriate instructional materials, assistive technology, and resources for ASD programs.
• Collaborate with multidisciplinary teams in data collection, analysis, and data-informed decision making.
• Develop and lead professional development and in-service training sessions for educators, paraprofessionals, related service providers, and administrators.
• Support special education teachers in training and supervising paraprofessionals working with students with ASD.
• Create and adapt curricular materials, including visual schedules, social narratives, and task analyses.
• Participate in the development, implementation, and review of Individualized Education Programs (IEPs); attend CSE meetings as appropriate.
• Consult regularly with teachers, parents, and administrators to support individualized programming and school-wide ASD initiatives.
• Meet regularly with the Assistant Superintendent for Student Support Services to review district-wide program performance, identify needs, and recommend improvements.
• Maintain accurate documentation of services, contacts, and student progress.
• Perform additional duties as assigned by the Assistant Superintendent for Student Support Services.

Equipment:
Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone.

Travel Requirements:
Travels to school district buildings and professional meetings as required.

Physical and Mental Demands, Work Hazards:
Works in standard office and school building environments.
                Note:    Also see the Summary of Physical, Sensory and Environmental Requirements Needed to Perform Essential Functions for this position.

Qualifications Profile:
Minimum qualifications:

• A minimum of five years of successful experience as a certified special education teacher (K-12) or school psychologist
• Experience in planning and delivering instructional and behavioral interventions for school-based youth with Autism Spectrum Disorder
• Documented successful experience working in a variety of instructional settings with special education populations
• Ability to conduct a Functional Behavioral Assessment and develop a Behavioral Intervention Plan that is instructionally focused and considerate of common characteristics of students with Autism Spectrum Disorder
• Knowledge of and experience in evidence-based strategies for working with students with Autism Spectrum Disorder
• Experience in coaching school-based staff in behavioral strategies

Desired qualifications:

• Previous employment in the role of Autism Specialist
• Board Certified Behavior Analyst Certification
• Trained in Therapeutic Crisis Intervention

Education:

• Bachelors from an accredited college or university in discipline applicable to assignment.
• Masters Degree in related area preferred.

Experience:
Successful prior experience a plus.