Challenging Behavior Consultant

QUALIFICATIONS

• EDUCATION: Master’s Degree in Special Education, School Social Work or EdS or PhD in School Psychology, Board Certified Behavior Analyst (BCBA) preferred
• LICENSURE:
  • Board of Educational Examiners License OR
  • Iowa Department of Public Health License that will qualify for a Statement of Professional Recognition with Iowa Board of Educational Examiners
• EXPERIENCE:
  • Advanced training and knowledge in behavioral education strategies, which may include but not be limited to, Applied Behavior Analysis, functional behavioral assessment, behavior intervention plans, etc.
  • Experience working with students with challenging behavior (5 years)
  • Classroom teaching experience preferred

ESSENTIAL JOB FUNCTIONS:   

• Evaluate students using a combination of indirect and direct assessments
• Assist teams in using a variety of data to complete Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs)
• Prepare and submit required reports on programming recommendations
• Coach, consult and model best practice based on behavior educational strategies including Applied Behavior Analysis
• Provide ongoing consultation to staff regarding situational behavior management plans
• Support and train others on skills necessary to complete an FBA and BIP
• Provides leadership and training across the AEA, schools, and communities in the area of challenging behavior
• Demonstrate a commitment to professional growth by participating in a variety of activities including, but not limited to, attendance at conferences related to the field of Applied Behavior Analysis and special education, in-service programs, and evidence of reading professional journals
• Demonstrate effective listening and communication skills and maintain effective working relationships
• Demonstrate flexibility and responsiveness across a variety of situations and settings
• Serve as liaison among AEA, district building(s), families and community and collaborates with various teams to assure positive outcomes for all learners.
• Provide educational leadership across PLAEA in the area of challenging behaviors and participate in state-wide task teams to further the work in the field

COMMON TO ALL LICENSED EMPLOYEES:   

• Contributes to a positive and productive work, learning and team environment
• Believes in, advocates for, understands, supports and delivers the priority work of the AEAs, Iowa Public and Accredited Schools, the Iowa Department of Education and Prairie Lakes AEA
• Focuses upon agency and team efforts to deliver equitable, efficient and effective educational services that prepare Iowa children for a life well-lived
• Anticipates and responds to needs, requirements and expectations of clients resulting in acceleration, inspiration and innovation
• Demonstrates effective verbal, non-verbal, written, listening and visual communication
• Possesses effective interpersonal, collaboration, facilitation skills and is committed to relationships and partnerships, within and outside of the agency
• Exhibits self-motivation, reliability, organization, detail and quality and engages in continuous improvement of professional practice to build skills needed to perform job duties and meet agency goals and expectations
• Manages time effectively so that timelines are met and improved results are evident in learning, professional capacity and system effectiveness
• Problem solves by utilizing data-based decisions, preventing and resolving conflicts and providing comprehensive, high quality solutions
• Works with integrity and maintains confidentiality
• Models and integrates technology into daily work
• Leads professional development for at least one course, internally, externally or both
• Understands other duties and responsibilities may be assigned, according to current needs of the agency or districts served

PHYSICAL REQUIREMENTS: 

• Ability to travel between schools and sites served.
• Normal, routine levels of activity related to bending, carrying, climbing, hearing, lifting, reaching, sitting, standing, vision and walking, and may also involve above-average levels of activity at times that can’t always be anticipated