Temporary Certified Autism Skills Trainer - Itinerant

Temporary Certified Autism Skills Trainer - Itinerant

Parkrose School District

2026-2027 School Year

Hourly Rate: $31.32 - $41.21 per hour DOE (Job Classification O1.5), PLUS employer-paid retirement, and generous benefits package                                 
Hours:  35 hours per week

Days:  174 days per year (based on full work calendar year)
Deadline: Open Until Filled; Applications received by October 25, 2026, will be given first consideration.

Overview:   Under the general supervision of the Director of Special Services, the Certified Autism Skills Trainer works under the direction of the Autism Specialist. The RBT is responsible for the direct implementation of skills-acquisition and implementation of behavior intervention plans developed by the IEP team. The Certified Autism Skills Trainer works in collaboration with classroom educators and may also collect data and conduct assessments.

Job Requirements

Education, Training, and Experience:

• Associates Degree in Education, Counseling, Psychology, Sociology, Criminology, Social Work or related field is required. Three (3) years experience working with students with autism, behavior and/or mental health issues. Working knowledge of behavioral science and developmental psychology, theory, and practice is preferred. A Bachelor’s degree in Education, Counseling, Psychology, Sociology, Criminology, Social Work or related field will substitute for two (2) years experience. 
• Hold and maintain, or be in the process of obtaining, RBAI or RBT credentials with the Behavior Analyst Certification Board and the Oregon Behavior Analysis Regulatory Board. 
• Knowledge Of: 
• Behavioral science and developmental psychology, theory and practice. 
• Crisis Intervention techniques. 
• Implementation of positive behavior supports. 
• Collaborative problem solving. 
• Functional behavior analysis. 

Ability To: 

• Perform routine mathematical calculations. Read and interpret routine information from schedules, memos, and/or other written documentation. 
• Demonstrate ethical professional conduct and scope of practice. 
• Basic typing and keyboard skills. 
• Problem-solve effectively with students with behavioral and mental health issues. 
• Communicate, monitor, supervise, and manage difficult students and help them succeed. 
• Communicate effectively with staff and families. 
• Be flexible, cooperative, and take initiative. 
• Capably respond to aggressive student behavior. 
• Maintain confidentiality of sensitive information. 
• Work under constant interruption. 
• Establish and maintain positive relationships with others as part of a team. 
• Interpret and apply applicable laws, rules and regulations related to special education. 
• Multicultural Competency

Preferred:

• Bilingual
• Positive Behavior Intervention Strategies
• RTI
• Sheltered Instruction/SIOP
• Differentiated Instruction
• Professional Learning Communities
• Experience with diverse students preferred

Reports to:  Director of Special Services and/or Supervisor

To Apply: Candidates will complete the Parkrose application online at TalentEd.  In order for your application to be complete, you must submit the documents listed below in addition to the application at TalentEd:  https://parkrose.tedk12.com/hire.

• Cover Letter
• TalentEd Application
• Resume
• Three (3) current letters of recommendation (optional but recommended)

Parkrose is an Equal Opportunity Employer.  Applicants with culturally diverse backgrounds are strongly encouraged to apply.

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Position Details

Essential Job Responsibilities:

1. Provide behavior intervention services to increase and improve skills and functional abilities of students assigned to caseload under the direction of the Autism Specialist.
2. Assist educators with implementation of classroom instruction and work with students during instructional activities. 
3. Implement, assess, and evaluate implementation of student intervention plans and programs as designed by IEP teams. 
4. Develop relationships and communicate effectively with a diverse community and student population. 
5. Shaping - Approximating the desired behavior before students can demonstrate it, as a way of teaching it to them.
6. Positive Reinforcement - Giving meaningful rewards when a student exhibits a desired behavior.
7. Naturalistic Teaching - Coaching students to exhibit desired behaviors as opportunities to do so arise in the course of the day-to-day routine.
8. Prompting and Prompt Fading - Giving students cues to perform desired behaviors, then gradually reducing those cues’ strength until students no longer need them.
9. Chaining - Teaching students the discrete but related “steps” in desired behavioral sequences, and providing reinforcement as they master each one.
10. Collecting data about students’ behaviors through direct observation.
11. Teaching/supporting development of students’ social skills.
12. Maintain accurate data on student performance and progress including summarizing and reporting all behavior data for district and/or building administrators in a timely, accurate, and efficient manner, and conduct assessment of preference and behavior. 
13. Implement positive behavioral intervention systems, focusing on student skill acquisition.
14. Utilize best practice intervention and crisis response strategies and implement evidence based intervention practices. 
15. Collaborate with school personnel on identifying triggers and re-enforcers for problematic behavior. 
16. Monitor student behavior inside and outside of the classroom.
17. Attend various training sessions needed in order to maintain an up-to-date understanding of behavioral intervention and other related meetings.