We’re Hiring! 3 Positions Available

Instructor Therapist

About SAAAC:
The SAAAC Autism Centre is a registered charity based in Toronto. The centre was founded in 2008 with the intention of empowering culturally and linguistically diverse families in need of ASD support.
The organization’s mandate is to provide culturally responsive services that encourage lifelong development of children, youth, and adults with autism; empower caregivers through education, training, and peer support networks; and increase access through community engagement and knowledge sharing.
SAAAC is proud to be able to deliver a combination of free and subsidized programming made possible through strong partnerships across federal, provincial, and municipal governments along with autism agencies and private donors

Your Role on Our Team:
We are currently seeking applicants for 1 full time and 1 part time Instructor Therapist position in our Focus ABA program. This position will work directly with children with autism and their families applying applied behaviour analysis (ABA) teaching procedures and interventions. Clinical supervision and guidance will be provided by a BCBA Clinical Supervisor. Opportunities for Registered Behaviour Technician (RBT) or BCBA (Board Certified Behaviour Analysis) supervision and support will be provided to the success candidate.


Main responsibilities:
• Deliver client-specific ABA interventions for children 3-18 years old
• Work one to one with clients or on a small group setting
• Collect and track ongoing data and notes
• Implement with integrity behaviour support plans
• Participate in team meetings
• Graph and summarize and monitor data for review
• Prepare program materials and manage client binders


Minimum Qualifications:
• A degree in a behaviour science program, psychology, education or related field; a College Diploma or Certificate in a behaviour science program (e.g., Autism Behavioural Science, Behavioural Science Technology)
• RBT or working towards RBT certification
• Excellent communication and analytic skills
• 1 year of previous related experience is preferred
• Knowledge of applied behaviour analysis and autism spectrum disorder
• Strong organizational skills
• Able to lift and transfer 50 pounds
• Ability to work with a team and liaise with families
• Proficient with Microsoft Office and Excel
Additional Qualifications:
• You will be required to successfully complete training
• The successful candidate must provide an acceptable Police Records Check (Vulnerable Sector Screening)
• Proof of professional liability insurance


To apply, please forward your resume to Dharshi Polio- dharship@saaac.org . We are looking to fill these positions ASAP.

Entry to School: Classroom Facilitator- Level 1

The Toronto Autism Services Network (Geneva Centre for Autism, Kerry’s Place Autism Services, Lumenous, SAAAC Autism Centre, Surrey Place Centre and Strides Toronto) is currently seeking multiple permanent full time roles to support the Ontario Autism Program – Entry to School across the Greater Toronto Area. The Entry to School program is a new service offering that supports families with children diagnosed with Autism Spectrum Disorder (ASD) who are between the ages of 3 to 5 entering school for the first time.
The Toronto Autism Services Network has come together to build an integrated and coordinated partnership to enhance client experience, improve outcomes and increase capacity. Successful candidates will be offered positions based on this approach.
The Entry to School program is a six-month, group-based, skill-building program focused on helping children develop school-readiness skills in a classroom setting. Each classroom will be operated by a multi-disciplinary team of Classroom Facilitators who will report into a Program Supervisor.


Job Overview
The Classroom Facilitator L1 will be responsible for working in classroom to deliver a group-based program focused on developing school-readiness skills (communication, play, social interactions, functional routines, behavioural self-management and pre-academics, learning and attention).


Key Responsibilities
• Implementing appropriate learning activities and strategies (aligned to the individual Service Plans) designed to help the child reach their learning goals using early year’s pedagogy.
• Participate in singing, storytelling, acting, modelling play skills and engaging in play with children.
• Effectively use ABA teaching strategies such as Reinforcement, Verbal and Physical Prompts, Shaping, Chaining, Modelling and Fading.
• Monitor student behaviour and teaching appropriate behaviour.
• Address personal care requirements of the child during each session.
• Build rapport with children to support progress.
• Communicate and record day to day observations.
• Maintain materials and equipment and a tidy classroom.
• Keep supervisor and Classroom Facilitator L2 informed of program concerns and client progress (e.g. flagging exceptional circumstances and need for program change).
• Assist the Classroom Facilitator L2 and/or Program Supervisor in the following:
o Intake activities
o Assessing individual children’s skills, abilities, interests, strengths and needs
o Preparing and implementing activities as per curriculum
o Conducting skill based assessments, curriculum assessments
o Development of Service Plans
o Evaluation of children’s progress toward program goals
• Participate in classroom and full team meetings; collaborate with other team members
• Develop and maintain positive relationships with families, care givers, partner agencies, internal team and volunteers.
• Review available information pertaining to all children in the classroom on a regular basis.
• Ensures overall health and safety of children enrolled in the program by maintaining a sanitary and safe environment and identifying children who are unwell.


Qualifications
• A Diploma in Early Childhood Education, Child and Youth Worker from an accredited college or university, or an undergraduate degree or diploma from a recognized university or college in a field related (i.e., social services, psychology or ABA)
• Minimum one (1) year working with preschool children (preferable post-graduation)
• A combination of experience and education may be considered.
• Experience working with children with ASD an asset.
• Knowledge of program planning and case management for children with development disabilities, including knowledge of atypical development preferred.
• Knowledge of behaviour management strategies.
• Ability to implement, and evaluate activities and experiences to meet individual and group needs of all children
• Strong interpersonal skills to gain trust and respect of children and their parents.
• Effective ability to interact with others and deal with situations in ways that respect diverse backgrounds, experience and styles.
• Demonstrated reliability (punctual and responsible).
• Ability to manage children with challenging behaviors and communicate effectively with parents in a positive way.
• Ability to work effectively in a team environment as well as independently.
• Ability to work with multi-disciplinary teams.
• Proficient with MS Office (Word, Excel, PowerPoint and Outlook).
• Satisfactory current Vulnerable Sector Check and Criminal Records Check.
• Proof of full vaccination against COVID-19
Working Conditions
• Classroom setting
• Must be able to wear a mask and shield throughout their shift.
• Must be willing to do cleaning duties.
• Ability to spend most of the day at the child’s level, i.e. sitting on the floor, or on child height chairs.
• Able to bend, stoop and lift child to adult height (up to 20 kg) and to move children’s furniture or equipment to prepare room for programming needs.


To apply, please forward your resume to Dharshi Polio- dharship@saaac.org . We are looking to fill these positions ASAP.

Entry to School: Classroom Facilitator- Level 2

The Toronto Autism Services Network (Geneva Centre for Autism, Kerry’s Place Autism Services, Lumenous, SAAAC Autism Centre, Surrey Place Centre and Strides Toronto) is currently seeking multiple permanent full time roles to support the Ontario Autism Program – Entry to School across the Greater Toronto Area. The Entry to School program is a new service offering that supports families with children diagnosed with Autism Spectrum Disorder (ASD) who are between the ages of 3 to 5 entering school for the first time.
The Toronto Autism Services Network has come together to build an integrated and coordinated partnership to enhance client experience, improve outcomes and increase capacity. Successful candidates will be offered positions based on this approach.
The Entry to School program is a six-month, group-based, skill-building program focused on helping children develop school-readiness skills in a classroom setting. Each classroom will be operated by a multi-disciplinary team of Classroom Facilitators who will report into a Program Supervisor.


Job Overview
Working with a small team of Classroom Facilitators L1, the Classroom Facilitator L2 will be responsible for providing guidance and clinical expertise to support successful learning experience. Like the Classroom Facilitator L1, the L2 will also be responsible for working in classroom to deliver a group-based program focused on developing school-readiness skills (communication, play, social interactions, functional routines, behavioural self-management and pre-academics, learning and attention).


Key Responsibilities
• Work closely with the Program Supervisor in the development of client Service Plans.
• Develop, plan, coordinate and implement appropriate learning activities and strategies designed to help the child reach their learning goals.
• Intake and assessment of client’s skills, abilities, interest, strength and needs (in tandem/consultation with the Program Supervisor).
• Participate in singing, storytelling, acting, modelling play skills and engaging in play with children.
• Effectively use (and mentor) ABA teaching strategies such as Reinforcement, Verbal and Physical Prompts, Shaping, Chaining, Modelling and Fading.
• Monitor student behaviour and teaching appropriate behaviour.
• Address personal care requirements of the child during each session.
• Build rapport with children to support progress.
• Review available information pertaining to all children in the classroom on a regular basis.
• Demonstrates and explains effective curriculum and guidance strategies; models, supports, mentors and guides the Classroom Facilitators L1 by:
o Maintain regular communication/conduct meetings with parents and family members as required.
o Oversee general operations of the classroom to ensure teaching environment is prepared and organized with appropriate materials
o Prepare written documentation regarding children’s plans and progress as required
o Write reports and progress notes and flags exceptional circumstances as well as the need for changes to the learning plan and class-wide learning plans
o Contribute information and ideas to the team process.
o Provide mentoring and collegial support for new staff and volunteers as required.
o Supports and guides Classroom Facilitator L1 in the implementation of client Service Plans using sound clinical judgement.
o Lead classroom meetings/daily huddles.
o Ensures that all materials and equipment are maintained and classroom is tidy and safe.
o Collaborate with other team members
o Keeping the supervisor informed of program concerns and client progress (e.g. flagging exceptional circumstances and need for program change).
• Ensures overall health and safety of children enrolled in the program by maintaining a sanitary and safe environment and identifying children who are unwell.


Qualifications
• Undergraduate degree or diploma from a recognized university or college in a field related (i.e., social services, psychology or ABA).
• Minimum three (3) years working experience with children with developmental disabilities.
• A combination of experience and education may be considered.
• Team lead/mentor experience an asset.
• Demonstrated knowledge and experience in program planning and case management.
• Demonstrated knowledge in human development, community supports continuum for families, Applied Behaviour Analysis (ABA) and skill building techniques (including communications) with individuals with Autism Spectrum Disorder and their families.
• Ability to plan, implement, and evaluate activities and experiences to meet individual and group needs of all children
• Strong interpersonal skills to gain trust and respect of children and their parents.
• Effective ability to interact with others and deal with situations in ways that respect diverse backgrounds, experience and styles.
• Demonstrated reliability (punctual and responsible).
• Ability to manage children with challenging behaviors and communicate effectively with parents in a positive way.
• Ability to work effectively in a team environment as a Lead/Mentor as well as independently.
• Demonstrated conflict resolution and problem solving skills.
• Ability to work with multi-disciplinary teams.
• Proficient with MS Office (Word, Excel, PowerPoint and Outlook).
• Satisfactory current Vulnerable Sector Check and Criminal Records Check.
• Proof of full vaccination against COVID-19
Working Conditions
• Classroom setting
• Must be able to wear a mask and shield throughout their shift.
• Must be willing to do cleaning duties.
• Ability to spend most of the day at the child’s level, i.e. sitting on the floor, or on child height chairs.
• Able to bend, stoop and lift child to adult height (up to 20 kg) and to move children’s furniture or equipment to prepare room for programming needs.


To apply, please forward your resume to Dharshi Polio- dharship@saaac.org . We are looking to fill these positions ASAP.


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