Under immediate supervision, assists instructional staff in the routine instruction and supervision of groups of developmentally disabled adults; serves as job coach to a group or individual; and does related or other work as required in accordance with Rule 3, Section 3 of the Civil Service Rules.
This class is the sub-skilled direct service provider level. An employee in this class learns and assists instructors in adapting instructional theories and methods to the instructing and supervising of developmentally disabled adults in a day program; or serves as a job coach to an individual or small group of individuals in an employment situation. As experience is gained, the assistant may assume responsibility for the less complex aspects of classroom duties under structured circumstances and may substitute for an Instructor on a short-term basis. This class is distinguished from Instructor in that incumbents of the latter class independently plan and supervise the activities of a classroom and lead Instructional Assistants.
Assists instructional staff in instructing classroom groups in activities geared to the development of sensory-motor, perceptual, cognitive, communication, social and self help skills; learns and assists in leading and instructing groups in activities related to prevocational work, crafts, personal hygiene, physical fitness, home and community living and self advocacy.
Transports, trains and monitors consumers in structured employment settings; instructs consumer in work activities, trains consumer on health and safety practices; assists consumer to set up work; directs activities, monitors performance and coordinates activities with employer.
Maintains routine statistical and behavioral records and prepares reports of client activities; assists in assessment of client skills through administration of prepared tests; assists in development of lesson plans and the evaluation of results; may use computer programs to prepare reports.
Transports and supervises clients on community outings; assists in maintaining a positive learning environment in classroom and non-classroom settings.
Assists clients in personal and self-care needs as circumstances require; assists non-ambulatory clients' participation in programs.
Assists in working with parents and other workers in program development and interpretation of client participation and progress.
Participates in staff meetings and in-service training sessions.
May perform routine building and grounds maintenance duties.
May lead and train other staff.
Performs other assigned duties of direct service providers as defined under Title 22 and Title 17.
Experience: Six months working with individuals in a structured day care, educational, residential or vocational training setting.
Substitution: One year of college (30 semester units) with major coursework in the social sciences may be substituted for the required experience.
License: Possession of a valid California driver's license. Positions may transport consumers and may require a clean driving record.
Special Requirement: Candidates must meet health screening and criminal background clearance requirements established by the State of California. Candidates may be required to obtain and/or maintain valid certificates for first aid and CPR. Candidates must meet experience and/or education requirements for adult day program direct service provider as contained in California State regulations, including Title 22 and Title 17.
Basic fundamentals of human behavior including developmental disability: basic social and community standards; language mechanics; basic principles and practices of group supervision and training.
Communicate with developmentally disabled adults; learn to instruct, guide, and supervise developmentally disabled adults; accept and appropriately deal with unconventional client behavior; read and understand technical material; communicate effectively both orally and in writing; learn the characteristics, problems and needs of the developmentally disabled and the principles, practices and tools for working with the developmentally disabled; deal frankly with human functional and physical problems and questions; react quickly and effectively to crisis situations; write file notes; use a computer to perform basic word processing, depending on assignment; establish and maintain effective working relationships with clients, families, staff, and other officials and agencies.
Mobility-Constant walking; occasional driving; regular bending, stooping, and kneeling; operation of a data entry device. Lifting-Frequent lifting of less than 5 to 30 pounds; VisualRequirements-Constant overall vision, eye-hand coordination; frequent color perception, reading/close-up work, field of vision/peripheral; Dexterity-Occasional writing; frequent holding, reaching, grasping, and repetitive motion; Hearing/Talking-Constant hearing normal speech, talking in person, talking on the telephone; frequent hearing on the telephone; Emotional/Psychological Factors-Constant public contact, decision making, concentration; occasional exposure to trauma; Environmental Conditions-Occasional exposure to noise; occasional exposure to dirt, dust, smoke, cold/heat (indoor and outdoor).