Behavior Support Specialist, RBT
The Behavior Support Specialist is responsible for providing on-the-floor support to teams during strategic times throughout the week, modeling proactive supports, reactive plans, and skill acquisition programs. Support to the BCBAs and classrooms will also be offered by assisting the data management needs of the program (ensuring data is being taken correctly, inputting data on an ongoing basis, and ensuring data collection tools are up to date). Always under the direct advisement of the BCBA, the Behavior Support Specialist ’s role is to strengthen the fidelity of behavioral interventions on the floor through direct intervention, modeling, observation and collaboration with BCBA.
Primary Duties and Responsibilities:
- Work directly with students throughout the day modeling proactive supports, reactive plans, and skill acquisition programs in the classroom and in the community as determined by a set schedule that accounts for the needs of the assigned classrooms (e.g., GDI, large group settings, CBI, lunch/recess)
- Collaborate with the BCBA & Classroom Teacher on proactive behavior strategies and systems and model strategies for staff
- Complete appropriate program documentation including, but not limited to: daily notes to families, student-specific data, accident reports for students and staff, PCM/ITO forms
- Under the supervision of a BCBA, create needed visual supports for students (e.g., motivation system updates, coping skill tools,social stories , first/then)
- Help ensure data collection systems are up to date and data is being taken with fidelity
- Input student-specific behavior data on a weekly basis to be reviewed by the BCBA
- Input goal-specific data as assigned by BCBA on an ongoing basis (e.g., global goal data, program book data) to be reviewed by the appropriate team member
- Take questions from team members on student-specific plans to BCBA for clarification
- After BCBA review, submit quarterly updates on student-specific target behaviors for program outcomes data collection
- Assist BCBA and classroom teacher in assessment process as assigned, if appropriate to training level
- Participate in all aspects of student support including, but not limited to: toileting, activities of daily living, pre-crisis, crisis (including physical intervention), and post-crisis management
- Participate in and collaborate on ongoing PCM debriefs with team
- Attend weekly classroom meetings and pre-IEP meetings for assigned classrooms
- Meet weekly with BCBA for supervision to collaborate, share observations, identify training needs, review student plans, and for ongoing professional development
- Adhere to company policies
- Embody the core values of team, excellence, innovation, professionalism, and being student-centered
Personal and Interpersonal Skills
- Excellent communication skills, oral and written
- Self-aware – open to constructive feedback from others and asks for help appropriately
- Ability to engage individuals, develop collaborative working relationships, and move strategically move those relationships along a continuum of commitment
- Self-starter, possess the ability to propose solutions, seek out resources, and take action
- Solution-oriented and able to see the big picture, even when limited information is available; not afraid to take charge of a situation when necessary; able to advocate effectively in situations that may be met with resistance or when taking an unpopular stance
- Flexible and able to work in an ambiguous, fast-paced environment, while driving toward clarity and solutions
- Demonstrate high excellence of character through a team approach by:
- Possessing the ability to display a calm demeanor and not afraid to ask questions
- Demonstrating professional humility and a desire to understand and incorporate different discipline’s ideas
- Being willing to jump into situations and use high ethics to make difficult calls/decisions
- Knowledge of autism and basic understanding of principles, methods, and techniques of Applied Behavior Analysis (ABA) that support the learning and growth of students with autism
- Ability to work with a variety of students by utilizing a variety of different student supports, including, behavior plans, visual supports, sensory techniques, communication supports, or classroom structure to ensure student success and demonstrating creativity in approaches used with students
- Competency and experience utilizing physical intervention and applying a crisis continuum framework to understand student challenges
- Strong organizational skills
- Evidence of the ability to consistently make good decisions through a combination of wisdom, experience and judgment; ability to solve problems, manage programs and be creatively resourceful
- Proven ability to demonstrate discernment - ability to understand what tasks can be completed independently and what tasks require oversight by supervisor or other team members
- Strong attention to detail – needed to ensure plans/processes are executed precisely
- Demonstrated understanding of data collection including principles of data analysis
- Bachelor’s Degree
- 2 years working directly with individuals with autism, ABA background highly preferred
- Current and registered State of Illinois Substitute Teacher license
- The Behavior Support Specialist is an exempt position under the Fair Labor Standards Act (FLSA).
- Salary is commensurate with level of education and experience.
- The Behavior Support Specialist follows the Day School Calendar
- Pre-employment physical, drug screening, and criminal background check
- Possesses appropriate professional credentials
- Passing PCM through 2(PS) is a requirement of this position. Participation in PCM training and adherence to the Professional Crisis Management Association’s guidelines require at least average physical fitness. Any physical limitations or conditions that may impact one’s ability to participate in PCM training or PCM must be made known to Giant Steps upon application, as performance of various physical tasks is a bona fide occupational requirement of this position.
- Work is typically performed indoors within the school facility
- Moderate physical movement is required for the job
- Moderate exposure to physical risk is anticipated
- The noise level in this work environment varies from quiet to very loud.
- While performing the duties of this job, the employee is continually required to stand, walk, sit, run, squat, kneel, crawl, climb, balance, crouch, talk, hear, smell, and see. The employee must occasionally lift and/or move up to 50+ pounds.
- The Behavior Support Specialist will schedule his/her formal annual review meeting with the BCBA in May of each year.
- The Behavior Support Specialist will complete a draft personal evaluation to be used during the formal review and provide a copy to his/her supervisor in May of each year.
- The Behavior Support Specialist performance review will be conducted in May of each year by the BCBA.
Giant Steps Illinois, Inc. provides a competitive benefits package, including medical, dental, and vision coverage to all full-time employees who work a minimum of 30 hours/week.
This disclaimer is to acknowledge that it is highly probable that as an employee of Giant Steps Illinois, Inc., you are at risk of personal injury. Injuries may include, but are not limited to hitting, biting, kicking, scratching, and having hair pulled by students. The extent of some injuries may result in a break in the skin. All injuries must be documented according to the policies and procedures outlined in the Employee Handbook. Often, students are placed in this setting as a result of physical aggression or acting out behaviors that may prohibit them from participating in a typical school environment. Our setting of a private therapeutic day school allows for this atypical behavior. All employees are required to show proof of a Hepatitis B vaccination upon hire.
* Giant Steps Illinois, Inc. has the right to review and change the job description when necessary.