Tutor- Behavior Interventionist

Summary

The Behavior Tutor is to assist in the planning, development, implementation, and monitoring of behavioral supports to meet the needs of students diagnosed with Autism Spectrum Disorders (ASD) and/or other behavior, social, and/or communication challenges. The Behavior Tutor practices under the supervision of a BCBA or other qualified supervisors. The Behavior Tutor supports and trains paraprofessionals to implement proactive behavioral, social, communication, functional, and education-based programming. The position involves collaboration with families, team members, and related services providers. This position is also responsible for monitoring, reporting, and communicating student progress and performance.

Essential Functions

(The essential functions or duties listed below are intended only as illustrations of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position.)

• Provides high quality, universal social-emotional support to individual students and small groups.

• Utilizes NH’s Multi-Tiered System of Support for Behavioral Health and Wellness Model (MTSS-B) to develop and implement individual student success plans.

• Collect and record data based on student behavior to measure student outcomes to continually improve the educational experience for identified students.

• Assist BCBA with behavior reduction assessments and skills acquisition.

• Collaborates with teachers, administration, and families to help identify best practices for individual and small groups of students.

• Uses identified research-based behavior reduction interventions and behavioral acquisition protocols that focus specifically on individual student needs.

• Maintains data-based documentation of continuous monitoring of student performance and progress.

• Provides data to school teams and participates in decisions and about student progress.

• Communicates with teachers, administration, and families regarding student progress.

• Work extensively with students to help them improve specific self-regulation skills.

• Consultation with classroom teacher(s) to help identify behavioral and emotional strengths and weaknesses and match these skills with appropriate strategies and protocols.

• Works collaboratively and effectively communicates with multi-disciplinary teams in development of student behavior support plans.

• Effectively communicates student goals and progress to parents, teachers, and other relevant educational personnel.

• Perform other responsibilities as may, from time to time, be assigned by the supervisor. 

Minimum Qualifications

Minimum of two (2) years of college; or any equivalent combination of education and experience. Flexibility and adaptability to meet the diverse needs of students. Commitment to ongoing professional development.

Preferred: Bachelor’s Degree in Elementary Education or related field preferred. Familiarity with NH MTSS-B framework. Experience working within school settings. Demonstrated commitment to a collaborative team approach.

Knowledge, Ability, Skill
Knowledge: Knowledge of best practices of principles associated with behavior reduction and behavioral acquisition protocols. 

Ability:  Ability to listen, observe and interact in a positive and effective manner with people at all levels of society. Ability to deal tactfully, patiently, and appropriately with students to de-escalate behavior and promote self regulation. Implement student care plans created by BCBA. 

Skills:  Collaborate with teachers, special education staff, and caregivers to create a supportive network for students. Communicate effectively with stakeholders regarding student progress and behavioral intervention strategies. Strong coordination/organizational skills. 

Supervision 
Received: Works under the direction of the Building Principal.
Exercised: None.
Responsibility: Behavior interventionists work extensively with students to help them improve specific math skills.

Job Environment

• Work is performed under typical small group and one-on-one instructional  conditions.

• Operates computer, printer, calculator, copier, facsimile machine, and other standard office equipment.

• Contacts are by phone, through correspondence, and in person; they generally consist of an information exchange dialogue, discussing student intervention plans and progress as assessed and observed.

• Collaborate with teachers, special education staff, and parents to create a supportive network for students.

• Communicate effectively with stakeholders regarding student progress and intervention strategies.

• Employee has access to confidential student information related to assignments.

Physical Requirements
(The physical demands described are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.) 

While performing the duties of this job, the employee is frequently required to sit, communicate, or hear; occasionally required to lift, push, pull, run, carry, or drag objects weighing up to 75 pounds. Vision and hearing at or correctable to normal ranges. This position requires the ability to apply appropriate techniques (approved crisis intervention) to mitigate threat of harming self or others which may involve evading, blocking, and/or restraining.

(This job description does not constitute an employment agreement between the employer and employee, and is subject to change by the employer, as the needs of the employer and requirements of the job change.) 

Equal Opportunity/Americans with Disabilities Act Employer