Behavior Intervention Specialist Jobs

The Elementary Behavior Intervention Specialist will assist school staff in defining and measuring behavior; understanding principles of reinforcement; teaching new behavior; implementing strategies for weakening behavior; and identifying antecedents. The Behavior Intervention Specialist will also facilitate RTI2B team meetings with the identified student’s teachers and parents for the purpose of completing a Functional Behavioral Assessment.

Our salary schedules may be accessed at careers.btcs.org.

MINIMUM QUALIFICATIONS

• Knowledge in research-based positive behavior intervention strategies and ability to implement them effectively.
• Expert knowledge of research-based intervention planning for developing behavior change strategies that focuses on reducing problem behavior and increasing more appropriate behavior
• Expert knowledge of techniques needed to successfully complete effective Functional Behavior Assessments (FBA), function based interventions, and Positive Behavior Intervention Plans (PBIP)
• Bachelor’s or Master’s degree in specified field of behavioral science or related field from an accredited college or university
• Strong verbal and written communication skills.
• Knowledge in the use of assessment and assessment data to inform instruction and prescribe work plans for individual students.
• Such alternatives to the above qualifications as the Board may find appropriate and acceptable.
• Proficient with technology products for use in the support of instruction.
• Minimum three (3) years’ behavioral intervention experience working with “at risk” and/or “behaviorally challenged” children in an education setting

REPORTS TO

School Principal

JOB GOAL

The Elementary Behavior Intervention Specialist will assist school staff in defining and measuring behavior; understanding principles of reinforcement; teaching new behavior; implementing strategies for weakening behavior; and identifying antecedents. The Behavior Intervention Specialist will also facilitate RTI2B team meetings with the identified student’s teachers and parents for the purpose of completing a Functional Behavioral Assessment.

PERFORMANCE RESPONSIBILITIES

• Facilitates RTI2B team meetings that design behavior interventions and plans; addresses classroom organization, effective instruction, social skills instruction, and ethical issues; provides school-wide positive behavioral support; and factors that affect effectiveness including social validity and treatment integrity.

• Facilitates Behavior Room interventions and organizes and schedules time commitments to meet demands of the job.
• Works with individual teachers, groups of teachers, and/or the entire staff on issues such as: crisis intervention, learning and collaboration issues, and factors that can affect development and implementation of interventions.

• Promotes highly specialized positive behavior interventions in which “at-risk” students thrive: behavior instruction that is explicit, intensive, accelerated and provides ample practice.

• Uses ongoing assessments to maintain a record of student progress.

• Develops and utilizes assessment strategies consistent with instructional goals, teaching methods, and individual student needs to more accurately assess student behavior skills and understandings.

• Creates and implements programs that provide recognition of a variety of student accomplishments and positive behaviors.

• Works cooperatively with building administrators and university partnerships to promote positive student behavior by providing professional development that targets research, strategies and modeling of instructional practices to support teachers in their implementation of positive behavior support in their classrooms.

• Continually supervises students to ensure a safe, non-threatening, nurturing environment where students can thrive.

• Engages in ongoing professional development to increase knowledge and skills of positive student behavior support for all students, targeted students, and students who represent sub-group populations.

• Engages parents in the “student behavior intervention plan” process and empowers parents by providing them with skills and techniques to support the positive behavior development of their child.

• Conducts conflict resolution and peer mediation sessions using the restorative practices framework.\

• Reviews behavior referrals and PBIS data reports.

• Participates in building-level leadership team and/or grade-level meetings as appropriate.

• Serves as a consultant to administrators, teachers, and parents.

• Complies with all safety policies, practices and procedures.

• Participates in proactive team efforts to achieve district-, building-, departmental-, and/or grade-level goals.

• Any other projects as required.

PHYSICAL DEMANDS

This job may require occasional lifting of objects that exceed 25 lbs. Other physical demands that may be required are as follows:

• Talking
• Stooping and/or kneeling
• Pushing and/or pulling
• Seeing
• Climbing
• Reaching
• Hearing

TEMPERAMENT (Personal Traits)

• Adaptability to dealing with students, parents, and other interested parties. Deliver quality customer service to internal and external customers and applicants.
• Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure.
• Adaptability to accepting responsibility for the direction, control, or planning of an activity. Makes decisions independently based on knowledge of situation and professional experience. Must be able to manage multiple tasks simultaneously.

CAPACITY AND ABILITY REQUIREMENTS

• Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.
• Verbal: Ability to understand meanings of words and the ideas associated with them.
• Intelligence: The ability to understand instructions and underlying principles. Ability to reason and make judgments.
• Numerical: Ability to perform arithmetic operations quickly and accurately.

WORK CONDITIONS

Normal working environment.

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position. They are not intended to be a complete list of responsibilities, duties and skills required of personnel so assigned.

TERMS OF EMPLOYMENT

Salary and work year to be established by the Board.