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Autism Paraprofessional information

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How much do autism paraprofessional jobs pay per hour?

As of Jun 9, 2026, the average hourly pay for autism paraprofessional in the United States is $16.47, according to ZipRecruiter salary data. Most workers in this role earn between $14.42 and $18.75 per hour, depending on experience, location, and employer.

What is the difference between Autism Paraprofessional vs Behavior Technician?

AspectAutism ParaprofessionalBehavior Technician
Required CredentialsHigh school diploma or equivalent; some roles may require certificationHigh school diploma; certification often preferred or required (e.g., RBT)
Work EnvironmentSchools, special education classrooms, therapy centersIn-home, clinics, schools, behavioral therapy settings
Employer & Industry UsagePublic and private schools, special education programsBehavioral health agencies, ABA therapy providers
Common Search & Comparison IntentUnderstanding roles in special educationUnderstanding behavioral intervention roles

While both Autism Paraprofessionals and Behavior Technicians support individuals with autism, paraprofessionals typically work in educational settings assisting teachers, whereas Behavior Technicians focus on implementing behavioral therapy plans, often in clinical environments. Both roles require similar certifications and serve overlapping populations, but their work environments and specific responsibilities differ.

What are some common challenges faced by Autism Paraprofessionals when supporting students, and how are these typically addressed?

Autism Paraprofessionals often encounter challenges such as managing sensory sensitivities, facilitating communication, and addressing behavioral issues in students with autism. These challenges are typically addressed through close collaboration with special education teachers, ongoing professional development, and the use of individualized strategies tailored to each student's needs. Building trust and consistency is key, and team meetings are held regularly to share insights and adapt support plans, ensuring a positive and effective learning environment.

What is an Autism Paraprofessional?

An Autism Paraprofessional is an educational support staff member who works alongside teachers to assist students with autism spectrum disorder (ASD) in classroom and school settings. They help implement individualized education programs (IEPs), provide behavioral support, and facilitate communication and social skills development. Their role is vital in ensuring that students with autism receive the necessary support to succeed academically and socially. Autism Paraprofessionals may also assist with daily routines, sensory needs, and help foster a positive learning environment tailored to each student's unique requirements.

What are the key skills and qualifications needed to thrive as an Autism Paraprofessional, and why are they important?

To thrive as an Autism Paraprofessional, you need a background in special education or related fields, familiarity with autism spectrum disorders, and often a high school diploma or associate’s degree. Experience with behavioral intervention techniques (such as ABA), knowledge of assistive technology, and sometimes certifications like Registered Behavior Technician (RBT) are commonly required. Patience, strong communication, flexibility, and empathy are critical soft skills for supporting students with diverse needs. These skills enable paraprofessionals to foster a safe, supportive learning environment and effectively assist both students and teachers.
More about Autism Paraprofessional jobs
What cities are hiring for Autism Paraprofessional jobs? Cities with the most Autism Paraprofessional job openings:
What states have the most Autism Paraprofessional jobs? States with the most job openings for Autism Paraprofessional jobs include:
What job categories do people searching Autism Paraprofessional jobs look for? The top searched job categories for Autism Paraprofessional jobs are:
Autism Paraprofessional jobs near you
Infographic showing various Autism Paraprofessional job openings in the United States as of May 2026, with employment types broken down into 54% Full Time, 45% Part Time, and 1% Contract. Highlights an 95% Physical, 2% Hybrid, and 3% Remote job distribution, with an average salary of $34,266 per year, or $16.5 per hour.
SpEd Paraprofessional - Autism

SpEd Paraprofessional - Autism

Academy School District 20

Colorado Springs, CO • On-site

Full-time

Posted 21 days ago

Academy District 20 rating

7.5

Company rating: 7.5 out of 10

Based on 6 frontline employees who took The Breakroom Quiz

139th of 545 rated elementary and secondary schools

Job description

Location:
Academy International Elementary School
Recruiting Start Date:
04/09/2026
This posting will be open at least five (5) days after the recruiting start date.
Estimated Start Date:
08/13/2026
SpEd Paraprofessional - Autism performs the day-to-day activities of teaching students in the autism spectrum while under the supervision of a teacher. The paraprofessional does not make diagnostic or long-term education decisions regarding special education students. This includes individuals who may or may not be licensed. Assists the licensed special education teachers, the autism specialist, occupational therapists, physical therapists, nurses, and other evaluative staff in the implementation of goals of students in the autism spectrum.
Note: This position addresses current student needs at the specified school. If the current program/school should experience a change in student needs, the individual filling this position may be required to change locations to another school where needs are demonstrated. This could occur at any time during the school year.
The following statements are illustrative of the essential functions of the job and other key duties that may be required. The description may not include all functions performed by the incumbents in various locations. The district reserves the right to modify or change the duties or the essential functions of this job at any time.
  • Reports consistently for work as scheduled
  • Performs other duties as assigned
  • Attains proficient or higher evaluations on established Performance Standards
  • Obtains and maintains certifications necessary to support students with special needs
  • Carries out instructional programs and lessons in various learning environments as designated in the lesson plan
  • Implements programming specific to children in the autism spectrum (i.e. Applied Behavior Analysis, Verbal Behavior Training, etc.)
  • Works one-on-one with students to implement specific programming (Applied Behavior Analysis, Verbal Behavior Training, etc.)
  • Monitors behavior programs and reward systems for student(s)
  • Collects data for assessment and monitoring purposes
  • Prepares data collection sheets as needed
  • Trained and able to perform behavior management through Nonviolent Crisis Intervention techniques when appropriate
  • Removes disruptive, defiant student(s)
  • Assists the student(s) in recitation, reading, and other curriculum tasks
  • Accompanies and assists the student(s) while in the classroom setting
  • Assists individual student in performing activities instructed by a teacher
  • Tutors students in various subject areas
  • Works one-on-one and with small groups
  • Works with confidential special education student information
  • Performs tasks for student(s) such as meal preparation, feeding, and lunch clean-up
  • Accompanies student(s) to whom assigned when trips to the office or to the school nurse are necessary
  • Accompanies student(s) on field trips when needed
  • Helps to resolve student disciplinary issues
  • Keeps up-to-date on behavior management techniques
  • Provides initial first aid/emergency care
  • Assists the student(s) with physical tasks such as putting on and taking off outerwear, moving from room to room, using lavatory, etc.
  • Assists with non-standardized testing of students
  • Develops and implements games and teaching aids
  • Assists in preparation, production, and maintenance of materials and equipment as assigned
  • Coordinates completion of assignments and/or job tasks with classroom teachers and /or employers
  • Monitors student(s) during recess, hall duty, passing periods, and loading of buses
  • Assists students in finding materials and books in library
  • Supervises student(s) in the use of various programs on the computer
  • Supervises student use of swimming pool, weight room, and therapy pool
  • Maintains student files, updating information as appropriate
  • Keeps up-to-date in curriculum standards and instructional practices
  • Completes daily paperwork (i.e. attendance reports, detention slips, student referral slips, various student passes, etc.)
  • Attends pre-job training, ongoing training, and meetings as required during the school year in order to remain up-to-date on job procedures
  • Attends meetings and conferences as required
  • Maintains, orders, and organizes inventory of materials and equipment for effective operation of program
  • Sanitizes equipment/materials
  • Performs miscellaneous clerical duties and assists other staff members
  • Laminates materials as needed
  • Prepares bulletin boards for parents and program

Knowledge, Skills, and Abilities:
  • Ability to adapt to changing technologies and to learn functionality of new equipment and systems
  • Ability to communicate effectively verbally and in writing
  • Ability to create, access, input, retrieve, and manipulate information in various software systems
  • Ability to establish and maintain accurate record keeping, document management, and filing systems
  • Ability to establish and maintain effective working relationships with individuals from many diverse backgrounds and professions including supervisors, administrators, coworkers, staff, students, parents, and the general public
  • Ability to follow oral and written instructions
  • Ability to greet and interact with the public in a courteous and professional manner
  • Ability to maintain confidentiality
  • Ability to manage simultaneous demands and set clear priorities
  • Ability to work days, hours, locations, and assignments as directed by the supervisor within the position responsibilities
  • Ability to work independently without direct supervision
  • Commitment to the education of students as a primary responsibility
  • Communicates effectively with students and adults in a wide variety of settings
  • Computer proficiency including office productivity applications
  • Considerable knowledge of policies, procedures, and overall district functions
  • Demonstrated ability to manage simultaneous demands and set clear priorities
  • Demonstrated ability to work well with others in a team setting
  • Demonstrates citizenship, compassion, courage, discernment, excellence, honesty, hope, integrity, patience, perseverance, reliability, respect, responsibility, and trustworthiness
  • Demonstrates effective organizational and time management skills
  • Detail-oriented
  • Energetic, creative, innovative, flexible
  • Excellent cooperative, collaborative, and problem-solving skills
  • Knowledge of office methods and procedures
  • Knowledge of Special Education, other educational programming, and associated legal requirements as related to the needs of the students assigned to the teacher
  • Promotes a positive climate, culture, and community
  • Strong organizational, interpersonal, written, listening, and verbal communication skills
  • Student-centered and relationship-focused
  • Understanding of data privacy laws and their implications for the educational community
  • Willing to receive on-the-job training specific to student needs (i.e. Applied Behavior Analysis, Verbal Behavior Training, signing, etc.)
  • Willing to attend CO-TOP opportunities and other professional learning related to job
  • Willing to be trained to carry out delegated nursing practices
  • Willingness to participate in ongoing training as required

Work Environment: The work environment characteristics described here are representative of those a staff member typically encounters while performing the essential functions of this job. They are included for informational purposes and are not all-inclusive.
  • The noise level in the work environment may alternate among quiet, moderate, and loud.
  • The incumbent is frequently required to interact in person and through communication methods with the students, public, and/or other staff.
  • The incumbent is required to work scheduled school/work hours and/or days.
  • The incumbent may be required to work extended school/work hours and/or days as directed.
  • Work is generally performed in a school setting and on occasion may include some visits to homes, job sites, offices, etc.
  • The incumbent may experience exposure to high noise levels associated with a classroom environment
  • The incumbent may experience the threat of direct or indirect personal harm or conflict situations

Physical Demands: The following are some of the physical demands commonly associated with this position. They are included for informational purposes and are not all-inclusive. All physical demands, if listed, are considered essential functions
  • Sits, stands, walks, stoops, kneels, and crouches/squats while performing duties
  • Has oral and auditory capacity enabling interaction interpersonally and/or through communication devices
  • Uses eyes, hands, and finger coordination enabling the use of equipment and writing utensils
  • Ability to meet the physical and self-help needs of students (toileting, feeding, dressing, and transfers)
  • Ability to physically restrain, following the guidelines of Nonviolent Crisis Intervention, an acting out student
  • Ability to physically escort a student to various locations (i.e., time-out area)
  • Ability to perform visual and auditory monitoring of student while in time-out/various locations
  • Typical demands require staff to lift/push/pull or carry up to 50 lbs.; may have to lift students when assistance is required; able to safely lift 50 lbs. each in a two person lift, and may be higher for some assignments depending on position and student need; climb stairs, ladders, and/or stools; reach, hold, grasp and turn objects; use fingers to operate computer keyboards; feel the shape, size and temperature of objects; and physically restrain students when necessary.

Cognitive Functions: The following are some of the cognitive functions commonly associated with this position. They are included for informational purposes and are not all-inclusive. The staff member may be required to analyze, communicate, compare, compile, compute, coordinate, copy, evaluate, instruct, negotiate, synthesize, reason, and use interpersonal skills.
Required Qualifications:
First Aid/CPR - American Heart Asc. / Red Cross / Etc., High school graduate -high school diploma or equivalent, Non-Crisis Intervention - Crisis Prevention Institute (CPI)
Preferred Qualifications:
Compensation Range:
$20.70-21.74
Scheduled Weekly Hours:
37.5
Hours per Day:
7.5 hour(s) per day
Number of Days per Year:
176 Days M-F
Benefits Eligibility:
Full-time - Regular
For more information on our benefits, please visit Employee Benefits | Academy District 20 (asd20.org).
FLSA Status:
United States of America (Non-Exempt)
How to Apply:
New applicants (including current district staff members) must use the Workday application portal. Documents emailed directly to a supervisor will not be considered for application purposes and will not receive a response. A completed online application also includes the following uploaded documents in PDF format:
  • A current resume

Please do not call to request site visits or interviews at the school/location. Please direct all inquiries via the email address indicated on the posting
Hiring Manager Email:
leighann.lawrentz@asd20.org

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