Behavior Intervention Specialist - Pending Grant Funding
Job | Posted 2 months ago
Position Areas
Specialists
Description
Behavior Intervention Specialist
Position Purpose
A Behavior Interventionist collaborates with various schools within the school district to assess and develop behavioral interventions for students with and without disabilities, preschool through high school. The Behavior Interventionist reports to the Director of Special Education, but coordinates his/her work with administrators.
Salary: $62,240 - $94,948 Commensurate with Experience)
Please visit the NCPS webite to determine salary specifics according to the current salalry scale: https://drive.google.com/drive/folders/1Wq7ntI3DGWqNF0Aq0ysTNe0ziq2lUl-o
Essential Functions
(These are intended only as illustrations of the various types of work performed. The omission of specific duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position.)
Position Purpose
A Behavior Interventionist collaborates with various schools within the school district to assess and develop behavioral interventions for students with and without disabilities, preschool through high school. The Behavior Interventionist reports to the Director of Special Education, but coordinates his/her work with administrators.
Salary: $62,240 - $94,948 Commensurate with Experience)
Please visit the NCPS webite to determine salary specifics according to the current salalry scale: https://drive.google.com/drive/folders/1Wq7ntI3DGWqNF0Aq0ysTNe0ziq2lUl-o
Essential Functions
(These are intended only as illustrations of the various types of work performed. The omission of specific duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position.)
- Assesses students’ functional behavior capabilities within the school environment for the purpose of designing behavioral interventions;
- Collaborate with teachers during FBA, BIP development, assist with implementation of BIP as needed, and collaborate with teacher regarding data and effectiveness of BIP;
- Demonstrates strong foundation in applied behavior analysis;
- Assists in design and interpretation of functional behavior analysis and multi-faceted behavior interventions; uses data to make informed decisions regarding student behaviors;
- Facilitates communication between students and/or parents with teachers and/or other personnel, for the purpose of developing and implementing behavior plans and interventions, solving problems and/or resolving conflicts;
- Assists staff in modifying student behavior and developing successful interpersonal student skills;
- Prepares documentation (e.g. evaluations, observations, progress reports, contacts with parents, teachers and outside professionals, etc.) for the purpose of providing written support, developing recommendations and/or conveying information;
- Presents information on various topics related to area of professional expertise in behavior management, for the purpose of communicating information to teachers, parents, students, and other school or community personnel;
- Researches resources and methods (i.e. intervention and treatment techniques, behavior assessment tools and methods, community resources, etc.), for the purpose of determining appropriate behavioral approaches for students’ specific needs;
- Understands the behavior characteristics typically associated with various school age conditions (e.g. Autism, Behavior Disorders, Traumatic Brain Injury, Intellectual Disabilities, etc.); understands special education regulations;
- Provides assistance to school personnel regarding procedures related to discipline of special education students; Attends Manifestation Determination Hearings for recommendations for expulsion;
- Coaches in classrooms to provide fidelity in implementation of evidence based practices;
- Participates in shore-wide initiatives related to improving services for special education students;
- Coordinates shore-wide de-escalation training;
- Performs related tasks as requested.
Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent.
Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.
Equipment
Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone.
Travel Requirements
Travels to school district buildings and professional meetings as required.
Knowledge, Skills and Abilities
- Knowledge of special education law and the special education process, applied behavior analysis, behavior principles, and state and district policies. Skills to understand and utilize behavior principles, intervene in crisis situations, develop and present ideas effectively, document contacts and interventions, interpret data, and communicate effectively. Ability to be flexible and travel spontaneously within district; sit for prolonged periods, complete observations, functional behavior analyses, and behavior intervention plans; interpret behavioral data, work under time constraints; work effectively with staff, parents, students and community; work independently. Significant physical abilities may include lifting/carrying, reaching/handling, talking/hearing conversations, near/far visual acuity/visual accommodation. Ability to write reports with concise language and grammar. Must hold a valid driver's license and dependable transportation.
Physical and Mental Demands, Work Hazards
Works in standard office and school building environments.
Note: Also see the Summary of Physical, Sensory and Environmental Requirements Needed to Perform Essential Functions for this position.
Work may include noisy and/or disruptive student behavior; May also include exposure to student’s body fluids. This is moderate work requiring the exertion of up to 50 pounds of force occasionally and up to 20 pounds of force frequently and a negligible amount of force constantly to move objects; work requires stooping, kneeling, crouching, reaching, pulling, lifting, grasping, standing, walking, pushing, and repetitive motions; vocal communication is required for expressing or exchanging ideas by means of spoken word and for conveying detailed or important instructions to others accurately, loudly, or quickly; hearing is required to perceive information at normal spoken word levels; visual acuity is required for preparing and analyzing written or computer data, determining the accuracy and thoroughness of work, and observing general surroundings and activities; the worker is subject to inside and outside environmental conditions, noise and hazards.
Qualifications Profile-Certification/License:
- Completion of BCBA preferred
- Must possess a Master’s degree in Special Education, School Psychology or Counseling, or ED, MR, SPH, or General or Modified Curriculum endorsements. Preferred Completion of a BCBA (Board Certified Behavior Analyst) or enrolled in BACB (Behavior Analyst Certification Board) approved coursework and pursuing BCBA or completion of a BCBA Certificate Program. Must have equivalent experience and training and meet the Virginia Department of Education licensure eligibility requirements for licensure. Experience working in a school-based setting with student behavior management, working knowledge of positive behavioral supports, ability to write valid IEPs, and strong knowledge of IDEA and 504 procedures preferred. The applicant must be willing to attend summer professional development.
Successful behavior expertise prior experiences is a plus.
FLSA Status: Exempt 11-month