Applied Behaviour Analysis (ABA) Facilitator (Temp)

York Region District School Board; Newmarket; On-site; CAD 50,000 - 90,000; Full time

Job summary

An established educational institution is seeking an ABA Facilitator to enhance the implementation of behavioral strategies for students with Autism Spectrum Disorder. This role involves providing training, coordinating resources, and collaborating with interdisciplinary teams to improve student outcomes. The ideal candidate will have a Master's degree in psychology, experience with special education needs, and a commitment to fostering inclusive environments. Join a dedicated team focused on making a significant impact in the lives of students and their families through innovative practices and community partnerships.

Qualifications

• Experience with children and youth with special education needs, especially ASD.
• Knowledge of Ontario's education system and special education issues.

Responsibilities

• Support principals and teachers with ABA training and resources.
• Provide school-based behavioral consultation for students with ASD.

Skills

Applied Behavioural Analysis (ABA)

Collaboration

Organizational Skills

Communication Skills

Data Analysis

Education

Master's Degree in Psychology

Training in ABA Principles

Job description

Interested candidates are required to complete the following on-line application to the attention of: The Recruitment Team. This position is effective September 2, 2025 ending on or about June 26, 2026 and is due to a leave.

The ABA Facilitator will work closely with regional and area Inter-disciplinary teams and provide consultation to school staff to support deeper implementation of PPM 140 at the team and school level in order to improve outcomes for students with Autism Spectrum Disorder (ASD) and other complex needs. This position is responsible for providing training and coordination at the school and school board level in order to build capacity in the system and to enhance collaborative cooperation between service providers and schools.

Please Note: Travel from site to site will be required.

Major Responsibilities

• To carry out duties as assigned by the Superintendent of Student Services, the Principal of Student Services, and the Student Services Coordinator.
• To support principals, teachers and multi-disciplinary teams engaged in transition planning:
• Provide and coordinate ABA training and resources in collaboration with regional team staff.
• Support the application of behavioural treatment goals and programs into ABA practices which can be implemented in an inclusive/integrated school setting.
• Provide school-based behavioural consultation and/or assessment regarding behavioural strategies and interventions for individual students with ASD, and;
• Participate in school and/or parent meetings when requested.
• To liaise with the Area Student Services Coordinator:
• Support complex needs students as an adjunct service to the area Interdisciplinary Teams.
• To liaise with community partners to support children and youth transitioning from the Ontario Autism Program (OAP):
• Co-ordinate with ABA providers to ensure appropriate supports and resources are in place to support behavioural programming for students with ASD while they are at school.
• To provide system level professional development:
• Coordinate in-service opportunities at the elementary and secondary levels for classroom teachers, special education teachers, Educational Assistants, Student Services staff, support staff and outside agency staff related to the behavioural needs of students with ASD.
• Provide ongoing professional development for classroom teachers, special education teachers and Student Services staff to extend their awareness and use of ABA strategies and the effective use of related resources to support students with ASD.
• To keep current with relevant research, initiatives and evidence-based practices as they relate to ASD and behaviour.
  

Key Competencies of the Successful Applicant

Successful Applicants Will Demonstrate Evidence Of

• Experience working with children and youth who have special education needs, in particular, those who have autism spectrum disorders;
• Familiarity with special education issues, particularly those relevant for children and youth with autism spectrum disorders;
• Knowledge of the elementary and secondary education system in Ontario;
• Experience providing and/or facilitating adult learning and training;
• Excellent organizational and coordinating skills;
• Excellent communication skills;
• Experience working in collaborative teams; and
• Strong interpersonal skills.
  
  

Assets For Successful Applicants Would Include

• an understanding of the ways in which the Board, community agencies and organizations can work collaboratively to support students who have autism spectrum disorders;
• effective presentation skills;
• a commitment to lifelong learning; and
• the ability to align professional activities with system and Ministry priorities.
  
  

Line Of Responsibility

Responsible to the Principal of Student Services.

Education, Experience And Qualifications

Candidates must be working towards or have completed a Master's degree in psychology or related discipline or equivalent, as approved by the Board, have training in the principles of Applied Behavioural Analysis (ABA) and have field experience overseen by a clinical psychologist with a minimum of two years' supervised practical experience in:

• observation and individualized data collection methods;
• analyzing and summarizing data;
• completing Functional Behaviour Assessments;
• developing Behaviour Support Plans;
• writing behaviour management and skills teaching programs;
• implementing behavioural/cognitive-behavioural strategies and programs; and
• developing and supporting implementation of individualized reinforcement, self-monitoring and self-regulation programs.
  
  

Equity, Diversity and Inclusion Statement

The York Region District School Board (YRDSB) believes in giving each and every applicant an equal opportunity to succeed on their own merit and we strive to hire staff that reflect and support the diverse perspectives, experiences and needs of students and communities. We remain committed to upholding the values of equity, diversity, and inclusion in our living, learning and work environments. We know that diversity underpins excellence, and that we all share responsibility for creating an equitable, diverse and inclusive Board-community.

Therefore, in pursuit of the Board’s values, we seek members who will work respectfully and constructively with differences and across the organizational hierarchy in actualizing the Board’s priorities, goals and principles outlined in the . Candidates who have strong racial literacy practices and a commitment to dismantling anti-racism, anti-oppression, and creating identity-affirming spaces, in order to intentionally disrupt racist and hateful acts.

We Actively Encourage Applications From Members Of Groups With Historical And/or Current Barriers To Sovereignty, Equity, Including, But Not Limited To

• First Nations, Métis and Inuit peoples, and all other Indigenous peoples;
• African, Black and Black Caribbean peoples (in alignment with Anti-Black Racism Strategy);
• South Asian, East Asian, Southeast Asian, Middle East/West Asian, Latino/Hispanic (in alignment with YRDSB Workforce Census to address disproportionalities identified).
• members of groups that commonly experience discrimination due to race, ancestry, colour, religion and/or spiritual beliefs, or place of origin;
• persons with visible and/or invisible (physical and/or mental) disabilities;
• persons who identify as women; and
• persons of marginalized sexual orientations, gender identities, and gender expressions.
  
  

At YRDSB, we recognize that many of these identities intersect and therefore, equity, diversity and inclusion can be complex. We value and respect the contributions that each person brings to enriching the Board and are committed to ensuring full and equal participation for all in the communities that we serve.

Accessibility and Accommodation Statement

We also recognize the duty to accommodate and foster a culture of inclusion. Consistent with the principles of dignity, individualization and inclusion, we will make any appropriate accommodation based on any of the protected grounds in the Human Rights Code to support candidate participation in the hiring process. When contacted, candidates will be provided with an overview of the various elements of the hiring process, such as skills assessments, written practicum, presentation, interview, etc. If an accommodation is required, requests can be made in advance of any stage of the recruitment process. All information received relating to a candidate’s required accommodation will be addressed confidentially by the Recruitment and Retention Team. Please make this request to or a member of the Recruitment Team. If this position is a school based LTO/Contract Teaching position, please email the Principal directly to request the accommodation to be made at the school in collaboration with Human Resource Services, Disability Management Team.

Important Note for YRDSB Employees: If you have a current accommodation in place through Disability Management, please inform your Disability Management Case Manager () to ensure that your accommodation needs can be met in the new role that you are pursuing. If invited to participate in the hiring process, and you are unable to perform the essential/bona fide requirements (e.g. physical, cognitive requirements), please notify the Recruitment Team by emailing to review next steps (in the email please reference the job title you are applying to).

Important Information For CUPE 1734 Members

LA.11.7 Those twelve (12) month employees filling vacancies as a result of their applying to a job posting are to remain twelve (12) months at their position. Ten (10) month employees are to remain in their position until the end of the school year. This requirement can be waived with permission from the Superintendent responsible for Human Resource Services. This does not prevent employees from applying for a position or from applying for a promotion during the twelve (12) month period.

CUPE 1734 applicants will be considered to have the required educational qualifications based on the job description for the CUPE 1734 classification they currently hold on a permanent basis, in accordance with the terms of the CUPE 1734 Collective Agreement.

LA.7.4 Those transferred to positions not covered by this Agreement, will retain their seniority accumulated in the bargaining unit for a period of twelve (12) months, or up to twenty-four (24) months by mutual agreement of the parties, and if transferred back into the bargaining unit within the agreed upon period, they shall be credited with all previously accumulated seniority within CUPE 1734, provided that no bargaining unit employee who has completed his/her probationary period shall be displaced as a result of such transfer. Parties may jointly agree to extend past the 24 months upon mutual agreement between the Board, the Union and the Employee.

As a , an d in accordance with the Education Act, anyone seeking employment or wanting to volunteer must provide a satisfactory police record check. A Police Vulnerable Sector Check (PVSC) must be completed by the police services in the jurisdiction in which you reside, this is based on your home address (only accepted by police services within Canada); must be satisfactory to the YRDSB and completed within six (6) months prior to the scheduled start date. It is the candidates responsibility to provide the results to the Board upon instruction.

We will accept satisfactory PVSC’s that name any other school board and other employers (daycare centers, OCT, and employers that would require a police check for vulnerable persons) in Ontario and obtained within the last six (6) months.

Online applications are collected centrally at the Education Centre - Aurora and are monitored by Human Resource Services. All applications will be screened based on the required education, experience and qualifications as noted in the posting and job description and as reflected in the application. Only those candidates meeting these criteria will be eligible to participate in the selection process and only qualified candidates will be contacted.

The personnel file of all internal applicants will be reviewed as part of the selection process.