• Provide therapy as outlined in Individualized Family Support Plan • Provide one-on-one therapy to assist children with developmental delays in developing daily living skills such as safety, social skills, communication, hygiene, gross and fine motor skills, etc.• Complete appropriate documentation to maintain accurate record of services delivered.• Collect data to show progress toward goals in service plan. • Attend and participate in initial IFSP meeting as well as quarterly reviews. • Provide families with information, skills and support related to enhancing their child’s development.• Include direct activities with the child designed to enhance the child's development in one or more domains, including: cognition, adaptive functions, social/emotional skills, motor development andcommunication

• Complete Functional Behavior Assessments to determine functions of behaviors• Complete Stimulus Preference Assessments to determine appropriate reinforcers for students• Develop Positive Behavior Support Plans for students who exhibit behaviors of concern such as physical aggression and self injurious behaviors • Complete observations on students with Positive Behavior Support plans• Develop data collection protocol for staff to be utilized in tracking behaviors• Review and analyze data to be included in Reevaluation Reports, IEP’s and progress reports• Consult with classroom teachers on a weekly basis• Attend IEP meetings to discuss behavior concerns. • Support classroom teaching teams in the design and implementation of PBSP for students• Train education staff in behavior management techniques• Participate in crisis management when necessary

• Provided services for children diagnosed with Autism Spectrum Disorders • Identify delays in cognitive skills, language and communication, social-emotional skills and behavior, gross and fine motor skills, and self-help skills• Implemented, and modified therapeutic interventions for the child and the family to promote the child's acquisition of skills in a variety of developmental areas, including cognitive processes and social interaction in order to maximize functional independence• Identified behavioral goals and intervention techniques using Functional Behavioral Assessments to recommend behavioral change methods • Designed and directed implementation of Behavior Modification Intervention Plan, which is individualized to each child and to family needs• Provided information, skills, and support to families related to enhancing their child’s skill development • Developed Thirty-Day Reviews, Crisis Intervention Plans, Fade Plans and Discharge summaries• Provided program design based upon child strengths and needs.• Provided assessment and monitoring of progress based upon various data collection systems• Conducted Interagency Team meetings to collaborate with team members and insurance providers• Collaborate with Therapeutic Support Staff, families, schools and other professionals to answer questions and resolve conflicts around behavioral paradigms.• Developed crisis intervention plans• Consulted on a weekly basis families, schools and Therapeutic Support Staff to ensure therapeutic integrity• Liason between school and community agencies• Taught/transferred skills to family and other natural supports• Developed token economies and other various reinforcement systems• Knowledge of DPW standards and regulations• Knowledge of child line procedure

• Provide one-to-one mental health intervention to children with mental or emotional disabilities • Implement specific interventions to assist children in developing age-appropriate self-management skills• Facilitate skill development in cognitive skills, language and communication, social-emotional skills and behavior, gross and fine motor skills, and self-help skills• Utilize methods of treatment consistent with the Child and Adolescent Service System Program• Collaborate with team members regarding treatment of individual clients• Facilitate the development of therapeutic support skills in parents, family members, and other responsible supervising adults