ABA Room Coordinator

Position summary

The Room Coordinator helps a classroom of approximately five to six students run consistently, safely, and thoughtfully each day. This person knows the students, their approved programs, and the staff working in the room. The coordinator builds a positive team culture, models implementation, coaches staff at different experience levels, and adapts training to each learner while following the direction of the assigned BCBA for each client. The role also coordinates daily care communication and classroom supplies, so families and staff have reliable information and materials.

This is a working classroom leadership role. The coordinator provides direct services when assigned and receives time for training, organization, communication, and follow-through. ILD determines the balance based on classroom needs and staffing.

This role may be a strong fit for team members who are currently pursuing or planning to pursue BCBA fieldwork, as it provides opportunities to strengthen classroom leadership, implementation quality, staff coaching, communication, and collaboration with BCBAs. Any supervised fieldwork opportunities must be approved separately and follow ILD’s supervision structure, BACB requirements, and individual supervision agreements.

Primary responsibilities

Classroom implementation and student care

• Learn each assigned student’s current treatment plan, goals, teaching procedures, behavior support plan, communication supports, safety needs, daily care routines, and relevant accommodations. Check for updates with the assigned BCBA.
• Model and support accurate implementation of BCBA-approved programs across staff and daily classroom activities. Keep materials, visual supports, and data systems ready and organized.
• Provide direct RBT services as assigned, including teaching, data collection, session documentation, and implementation of approved behavior and safety procedures within demonstrated competence.
• Monitor the flow of the classroom, transitions, hygiene, meals, rest, and other daily needs; help staff maintain a respectful, child-centered environment that protects dignity, privacy, and safety.
• Notice barriers to implementation, changes in responding, missing data, and emerging care or safety concerns. Promptly bring clinical questions and significant concerns to the assigned BCBA through Teams channels.
• Maintain practical room schedules, materials, and BCBA-approved instructions.

Staff training and feedback

• Orient staff who are assigned to the room to its routines and the specific client procedures the BCBA has approved them to learn. Verify with the BCBA which procedures require additional training or competency checks.
• Use clear instructions, modeling, practice, and immediate constructive feedback to help staff implement programs consistently. Document training and concerns using ILD’s process.
• Adjust the pace, examples, practice opportunities, and feedback to each staff member’s experience and learning needs. Check for understanding through observation and adjust the approach when training is not working.
• Lead RBTs at different career levels with appropriate support and expectations. Help newer staff develop confidence while offering experienced staff meaningful feedback and room responsibilities.
• Observe day-to-day implementation, celebrate effective practice, and identify where staff need reteaching or additional BCBA support. Share patterns and follow-up needs with the BCBA.
• Help organize coverage and task assignments within the room as directed by leadership, including preparation for absences and student transitions. Escalate staffing or ratio concerns promptly.
• Set a positive tone through dependable follow-through, respectful language, recognition of staff effort, constructive problem solving, and calm responses under pressure. Address concerns directly and privately without blame, gossip, or dismissiveness. Refer clinical disagreement, repeated performance concerns, and formal corrective action to the appropriate BCBA or designated manager.

Partnership with the BCBA

• Serve as the BCBA’s day-to-day point of contact for the classroom. Bring concise observations, data-quality concerns, staff questions, material needs, and family messages to regular check-ins.
• Work effectively with multiple BCBAs who may use different communication and supervision styles. Keep each client’s clinical instructions tied to that client’s assigned BCBA, clarify priorities and timelines, and raise conflicting directions promptly instead of choosing independently between them.
• Assist with preparing teaching materials, organizing data, gathering observations, and piloting changes only as the BCBA directs and approves. Ensure staff receive updated instructions after a BCBA changes a plan while minimizing implementation drift.
• Coordinate follow-through on BCBA action items and identify when an intervention is hard to carry out as written. Request clarification before staff improvise a clinical change via Teams channel.
• Participate in team meetings, case consultations, and supervision activities as requested. Keep the BCBA informed of any new staff member’s readiness to implement client-specific procedures.

Family communication

• Help staff provide timely, factual daily care updates through ILD-approved channels, such as meals, toileting, rest, supplies needed, and routine activities. Check accuracy and privacy before sending.
• Respond warmly to routine logistical questions within assigned authority. Record and route (tag) questions about progress, treatment, behavior plans, health, safety, grievances, or service decisions to the BCBA or appropriate leader.
• Report incidents, injuries, allegations, or urgent concerns immediately using ILD procedures. Do not speculate about causes or make promises about clinical changes or outcomes.

Supplies and room budget

• Keep an inventory of classroom teaching, sensory, hygiene, and daily care supplies; anticipate needs and place approved orders within the assigned budget and purchasing process.
• Compare proposed purchases with client needs, safety requirements, durability, and available funds. Obtain required approval before committing ILD funds.
• Make track purchases, receipts, and room materials as ILD requires. Store supplies safely and keep materials ready for staff and students.

Scope of authority and clinical boundaries

• The coordinator may direct routine classroom workflow and give coaching on implementation of existing BCBA-approved procedures, as delegated by ILD leadership and the assigned BCBA.
• The coordinator does not independently assess or diagnose students, select or revise treatment goals or behavior plans, interpret clinical progress for families, authorize restrictive procedures, or make discharge or service recommendations.
• Staff coaching by an RBT does not replace required RBT supervision, client-specific clinical oversight, or competency determinations by a qualified supervisor. The assigned BCBA retains responsibility for clinical decisions and supervision.
• The coordinator does not independently issue formal discipline, complete performance evaluations, approve time off, or make staffing decisions unless ILD separately delegates an administrative task within its policies.
• When an instruction is unclear, outside training, or inconsistent with a plan or safety requirement, pause the affected activity as appropriate to protect the student and contact the BCBA or designated leader.

Qualifications

• Current RBT certification in good standing, and eligibility to provide services under an appropriately qualified supervisor.
• A documented history of reliable attendance, punctuality, timely documentation, and follow-through. The coordinator must be available as scheduled so students and staff can depend on consistent leadership.
• Proven ability to serve children across a broad range of abilities, communication and learning skills, support needs, and behavioral presentations, including willingness to learn client-specific procedures and seek support when needed.
• Demonstrated success implementing treatment and behavior plans, collecting reliable data, documenting accurately, and working respectfully with children, families, and colleagues.
• Evidence of positive team leadership, effective peer coaching, flexibility in teaching adults with different learning needs, and receptiveness to direction from multiple BCBAs.
• Ability to create and maintain an upbeat, positive, and encouraging environment for teammates by modeling professionalism, encouragement, solution-focused communication, and respect during daily classroom routines.
• Preferred selection factors may include tenure with ILD, current RBT level, completion of a four-year degree or higher, and current or planned enrollment in BCBA coursework. These factors will be considered when selecting Room Coordinators; however, the absence of one or more preferred factors does not automatically disqualify a qualified candidate from consideration.
• Knowledge of confidentiality, mandated reporting, infection control, emergency response, and safe care procedures applicable to the role, with required training completed before independent implementation.
• Ability to accept feedback, make sound day-to-day judgments, prioritize competing needs, and ask for clinical guidance promptly.

Work expectations and measures of success

• Program materials and current instructions are accessible to authorized staff; observed implementation is consistent with BCBA direction.
• New and rotating staff receive timely orientation; coaching and follow-up concerns are documented and shared with the BCBA.
• Staff experience the room as respectful, supportive, and solution focused; the coordinator adapts coaching to the individual and follows up to check whether it improved implementation.
• The coordinator’s attendance, punctuality, communication, and follow-through support stable classroom operations.
• Data and daily care updates are accurate, timely, and sent through approved systems; concerns reach the appropriate person promptly.
• Room supplies are available and spending follows the approved budget and purchasing rules.
• Students experience safe, respectful care and the room can operate reliably when the coordinator is absent because information and routines are organized.

Work conditions and acknowledgment

This position works in an active pediatric setting and may involve standing, floor-level interaction, lifting or assisting students within ILD’s training and safety procedures, and responding to challenging behavior. ILD may adjust duties or provide reasonable accommodations consistent with the essential functions and applicable law. The role description describes the usual scope of work and may be updated as classroom and organizational needs change.