Autism Program Paraprofessional — Instructional Aide

Bastrop Independent School District; Texas; On-site; USD 32,000 - 48,000; Full time

Job summary

Anova Education seeks a Teacher Assistant, Autism to support students in both general and special education settings. The role involves delivering instruction, implementing ABA-informed strategies, and maintaining a structured classroom environment under supervision.

The paraprofessional will assist with data collection, behavior management, and collaboration with teachers and specialists to support reading, math, science, and daily living skills.

Qualifications

• Familiarity with ABA concepts such as discrimination and reinforcement.
• Able to record data accurately following IEP schedules.
• Strong communication skills, both verbal and written.

Responsibilities

• Deliver instruction in general and special education settings.
• Implement behavior and instructional protocols with integrity.
• Record data and analyze trends for curriculum modifications.
• Attend trainings on ABA and safety procedures.
• Assist in daily living activities and use adaptive devices as needed.
• Interact professionally with parents and school staff.

Skills

ABA knowledge

Data recording

Verbal & written communication

Classroom equipment operation

Crisis management

Education

High school diploma or equivalent

Tools

SAMA restraint training

Job description

Job Description
Job Title Teacher Assistant, Autism	Evaluation Type Paraprofessional	Department Special Programs and Services
Pay Grade P3	FLSA Non-Exempt	Date Revised August 2026	Supervisor Associate Director of Special Programs and Services

BASIC FUNCTION & RESPONSIBILITY: The Autism Program Paraprofessional is responsible for providing direct instruction to assigned students in both general education and special education settings. Paraprofessionals will help create and maintain a structured classroom environment designed to promote intellectual, emotional, and social growth, as directed by the teacher and specialist. They will deliver instruction in many areas, such as Reading, ELA, Math, Science, and Daily Living Skills. They will be trained and required to understand basic principles of Applied Behavior Analysis (ABA), such as discrimination, differential reinforcement, extinction, shaping, etc., and trained on common functions of problem behavior and strategies to address problem behavior.

ENTRY QUALIFICATIONS:

Education/Certification:

• High school diploma or equivalent

Experience:

• Six months of related experience preferred

CHARACTERISTIC DUTIES & RESPONSIBILITIES: The essential functions, pursuant to the Americans with Disabilities Act, may include the characteristic duties, responsibilities, knowledge, skills, and abilities noted herein; however, this is not a comprehensive listing of all functions and tasks performed by positions found in this job description.

INSTRUCTIONAL STRATEGIES:

• Implements student instructional protocols as prescribed with high integrity as verified via direct observation by the Teacher and Specialist
• Implements student behavior protocols consistently as verified via direct observation by the Teacher and Specialist
• Records data accurately and in accordance with the IEP directed data recording schedule
• Analyzes trends in data and recommends curriculum modifications (in collaboration with Teacher and Specialist)
• Participates in all required trainings to be able to implement Applied Behavior Analysis, address problem behaviors, and ensure the safety of students – including summer institutes, as needed
• Uses and maintains student adaptive equipment and/ or augmentative devices needed for students
• Operates equipment used in the classroom for instructional purposes
• Participates in toilet training and other daily living activities that students are learning in the classroom/school setting.
• Remains constantly alert, attentive and ready to respond to students’ needs and any behavioral crisis.
• Interacts professionally with parents, as needed, through face-to-face meetings, phone calls, or written home-school logs.
• Remains calm, positive and composed when students engage in problem behavior
• Recognizes signs of frustration, anxiety and anger in order to implement antecedent strategies and teach alternative behaviors which may prevent problem behavior
• Utilizes approved physical management procedures as necessary to contain a student during a crisis period and to maintain student and others safe and reports such episodes to the Teacher using professional language (SAMA)
• Other related duties as assigned by the Teacher, Specialist, Campus.

STUDENT SUPPORT:

• Assist teacher(s) with emotional/behavioral needs of students
• Monitor student behavior and maintain discipline as necessary, including intervening in crisis situations, and restraining aggressive and/or dangerous student behavior as needed
• Foster independence by scaffolding support as directed by the AU Teacher
• Communicate with families under the direction of the classroom teacher
• Assist in resolving parent/student issues and concerns in a timely manner
• Assist in managing student behavior in the classroom and common campus areas in accordance with student code of conduct and student handbook
• Be a positive role model for student; support the mission of the school district

SUPPORT OF ADMINISTRATIVE, FISCAL, AND/OR FACILITIES FUNCTION:

• Assist teacher with preparation of instructional equipment and displays; ensure specific materials and supplies are ready; maintain safe instructional area; perform clerical duties as requested
• Provide assistance to campuses/departments as requested

ORGANIZATION IMPROVEMENT:

• Work collaboratively to improve programs

KNOWLEDGE, SKILLS & ABILITIES:

• Knowledge of district, campus, and classroom policies
• Knowledge of techniques used in assisting students with autism
• Skill in communicating effectively both verbally and in writing
• Skill in operating standard computer and software
• Ability to administer SAMA de-escalation and restraint techniques
• Able to organize and prioritize work responsibilities

SUPERVISION EXERCISED: None

MENTAL DEMANDS/PHYSICAL DEMANDS/ENVIRONMENTAL FACTORS:

• Frequent districtwide travel
• Maintain emotional control under stress
• Frequent standing, stooping, bending, pulling, and pushing
• Move small stacks of textbooks, media equipment, desks, and other classroom equipment
• May be required to lift and position students with physical disabilities, control behavior through physical restraint (SAMA); and assist non-ambulatory students
• Exposure to biological hazards
• Maintain emotional control under stress.
• Work with frequent interruptions.
• Use a computer for a prolonged period, resulting in repetitive hand motions.
• Lift and carry up to 20 lbs.
• Move textbooks, media equipment, desks, and other classroom equipment.
• Work occasional prolonged or irregular hours.
• Tools/Equipment Used: Personal computer and peripherals; standard instructional equipment; [P.E. teachers: automated external defibrillator (AED)]
• Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting
• Motion: Frequent walking
• Lifting: Regular light lifting and carrying (less than 15 pounds); may lift and move textbooks and classroom equipment.
• Environment: Work inside, may work outside; regular exposure to noise
• Mental Demands: Maintain emotional control under stress; work prolonged or irregular hours

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required