Instructional Aide - Intensive Behavior - HBUHSD

INSTRUCTIONAL AIDE – INTENSIVE BEHAVIOR DEFINITION Under general supervision, assists teacher(s) in a variety of care taking, instructional, and classroom duties involving autistic, severely handicapped students; administers Intensive Behavior Intervention (IBI) to students as needed; and performs related work as required. LICENSE REQUIRED Some positions may require possession of a valid and appropriate California driver's license. Possession of a valid Red Cross Standard First Aid certificate. Possession of a valid Red Cross Cardiopulmonary Resuscitation certificate. CLASS CHARACTERISTICS Positions in this class are established to assist teachers in the education, training, and supervision of autistic, severe behavior, learning handicapped, and/or physically handicapped students. Incumbents perform a variety of duties both in and out of the classroom and play a major role in caring for the physical needs of the students. Continuous and vigilant supervision of students is necessary during the day. Incumbents of some positions are assigned to a student for one-on-one instruction, transporting student to and from school and accompanying and tutoring student during course of day. Duties listed below are representative of this class, but not all positions incorporate all tasks, as duties will vary somewhat among positions. EXAMPLES OF DUTIES Conducts specific behavioral therapy with student(s) according to instructions and guidance from a teacher and reports outcomes to supervisor. E Collects data, prepares summary, and records anecdotal therapy notes, maintains and organizes student program notebooks. E Attends clinics, administers drills, conducts specific behavioral therapy, reviews data with supervisor, reports concerns. E Participates in training sessions as provided by the District/West Orange County Consortium for Special Education (WOCCSE). E Provides demonstration and instruction to less experienced aides through modeling and/or shadowing techniques. E Implements IBI or program modifications as directed and according to the needs of the student’s Individual Education Program (IEP). E Instructs in selected subjects for remedial, supplemental or enrichment purposes. E Operates and assists students in the use of audio visual equipment and listening centers. E Researches and prepares instructional, motivational, and other materials to use in therapy. E Administers and scores tests; corrects and scores assignments; records grades. E Assists students in achieving coordination in physical education activities. E Encourages and assists students in communicating and appropriate social interaction. E Assists in the loading and unloading of students from buses and the transferring of students to and from classrooms and events. E Observes progress and behavior of students and confers with teacher(s) and other staff members accordingly. E Performs routine clerical tasks, maintaining grade, attendance and other records as required. E Attends and participates in meetings and workshops as required. E Instructs and advises students regarding personal hygiene; assists students with toileting; hand-feeds students. E Assists in maintaining a disciplined and orderly classroom. E Strives to maximize self reliance of students in all activities and frequently utilizes approved behavior modification techniques to encourage or discourage selected behaviors. E Operates, removes, replaces special equipment devices, orthopedic braces, wheelchairs, monitoring cleanliness and function ability of such apparatus. E Performs related work as required. MINIMUM QUALIFICATIONS Knowledge of: General needs and behavior relative to handicapped students; Unique needs of students with disabilities such as autism; Techniques of learning reinforcement and behavior modification; First aid techniques and practices; District policies and procedures; English usage, spelling, grammar, and punctuation; Basic math; Simple record keeping; General principles of supervision and training; and Appropriate safety precautions and procedures. Ability to: Understand and appropriately respond to the needs of handicapped students and possess a genuine liking for students; React calmly under stress situations and emergencies; Provide a good role model for students; Learn pertinent procedures and functions quickly and apply them without immediate supervision; Determine and retain privileged communications; Operate a typewriter and computer; Maintain records; Communicate constructively with students, parents, and staff; Supervise the work of others; Understand and carry out oral and written instructions; Establish and maintain effective relationships with those contacted in the course of work; and Perform simple and repetitive tasks. EDUCATION Individuals possessing the knowledge, skills, and abilities listed above are considered to possess the necessary education. EXPERIENCE Previous experience working with handicapped and special needs students. WORKING CONDITIONS Environment: Diversified special education classroom environment. Physical Abilities: Seeing to monitor students during classroom activities; hearing and speaking to exchange information and provide assistance to students; bending at the waist; walking and standing for extended periods of time; lifting and carrying students and equipment; dexterity of hands and fingers to operate specialized equipment or office equipment. E = Essential Job Functions