General Function

The Autism Spectrum Disorder Consultant shall be responsible for providing educational leadership and expertise in student behaviors for students with disabilities and shall provide quality behavioral support service, technical assistance, professional development, and coaching to classroom staff, students, families and other support services providers to ensure the realization of the mission of the NC RESA.

Position Qualifications

• Master's degree, or better, in education or in a related field.
• Valid Michigan teaching certificate and/or State of Michigan approval to function in the specific discipline area; ASD endorsement preferred.
• At least three years of successful teaching or clinical experience.
• Experience working with students with Autism Spectrum Disorder, emotional impairments, and other disabilities.
• Thorough understanding and knowledge of behavioral interventions implemented through a multi-tiered systems of support.
• Experience in data analysis and writing/implementing behavioral support plans.
• Experience developing Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs) required.
• Experience or training in behavioral management and support.
• Extensive knowledge of current trends, supports and interventions recommended to support students affected by trauma, Autism Spectrum Disorder, emotional impairments and other disabilities that impact behavior.
• Extensive knowledge of positive behavior support and prevention strategies.

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Other Qualifications

• Solid organizational and planning skills.
• Strong verbal and written communication skills.
• Able to work as a member of a team and contribute to the agency vision and goals.
• Able to demonstrate confidentiality in all matters.
• Positive leadership skills.
• Must complete and pass required criminal history check.

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Essential Duties

Essential duties shall include, but are not limited to:

educational needs of persons suspected of having Autism Spectrum Disorder.

Assist in the development of an educational program which can be used in the classroom, school building and community, as appropriate.

Complete and present a written evaluation report to parents/guardians and local educational agencies within a required timeline.

Keep apprised of new materials and methods of instruction and provide academic and behavioral support and modification of instructional materials for classroom teachers and students.

Work and communicate effectively with teachers, classroom staff, principals, family members and other support services personnel.

Work with other area professionals and educators to facilitate the effective integration of ASD students into educational and community environments.

Consult with other personnel including teachers, principals, other ancillary staff, and parents to evaluate program effectiveness. Improve assessment procedures, programs and services for ASD students.

Initiate and maintain regular contact with parents regarding student progress, program activities and available community resources.

Develop and implement training and ongoing staff development for both general education and special education staff and parents/guardians.

Establish and maintain appropriate records, reports, forms, and procedures.

Consultation with caseload providers and assistants regarding academic, behavioral, and social concerns.

Consultation with parents/caregivers regarding school/home concerns.

Social Support consisting of the dev