Job Title: Behavior Intervention Specialist  

Reports to: Director of Special Programs 

Dept./School: Special Education                                                                    

Primary Purpose:

Provide support and training for teachers, staff, and parents to address and manage students with challenging behaviors.

Qualifications:

Education/Certification:

Bachelor's degree from an accredited university

Master’s Degree from an accredited university (preferred)

Valid Texas teaching certificate with required special education endorsements for assignments

Certified as a school counselor in the state of Texas, or a Licensed Professional Counselor (LPC), or licensed and a Bachelor's degree in social work, psychology, sociology, BCBA or other related area preferred

Special Knowledge/Skills:

Knowledge of supporting students in self-contained and inclusion services

Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal-setting and implementation

Knowledge of behavior and social skill intervention techniques and methodology

Ability to work with students with pervasive developmental disabilities

Ability to develop and deliver training to adult learners

Strong organizational, communication, and interpersonal skills

Experience:

Three (3) years of experience as a special education teacher, social work, or in work related to the certified field.

Experience working with students, including implementing academic instruction/strategies and behavior management strategies.

Major Responsibilities and Duties:

Instructional and Program Management

1. Collaborate with administrators and teachers to design and develop research-based behavioral intervention plans (BIP), and provide support to instructional staff in implementing BIPs, classroom, and instructional and behavior management strategies.
2. Monitor the effectiveness of behavior intervention and instructional plans and recommend changes as needed.
3. Conduct functional behavioral assessment (FBA) based on observation of students in school, home, and community environments. Work with school staff and parents to teach socially acceptable behaviors to students based on individual needs.
4. Participate in admission, review, and dismissal (ARD) committee meetings. Work collaboratively with parents, teachers, and other staff members to ensure success in meeting individual educational plan (IEP) goals.
5. Manage student behavior and administer discipline, including intervening in crisis situations with students as necessary, according to IEP.
6. Assist teachers with lesson planning, lesson modeling, classroom management, and behavior management.
7. Develop and maintain effective academic and behavioral management/intervention techniques with individual and/or groups of students and provide assistance in meeting educational, occupational, and personal needs.
8. Provide individual and small group activities designed to improve students' interpersonal relationships and social skills.
9. Participate in the Response to Intervention (RtI) process, Section 504, and ARD meetings to address academic and behavioral issues with identified students.
10. Assist teachers with academic and behavioral goals development.
11. Conference with parents, administrators, and teachers concerning school and student issues.
12. Conduct home visits as needed.

Training and Staff Development

1. Identify staff development needs, develop and present training, and coach campus personnel to continually develop and enhance behavioral assessment and academic intervention skills.
2. Provide behavior management training for parents and staff.

Professional Growth and Development

1. Pursue continuous improvement and growth in knowledge of behavior and academic intervention strategies, methodologies, and analysis.

Other

1. Consult with district and outside resources regarding the education, social, medical, and personal needs of students.
2. Follow district safety protocols and emergency procedures.
3. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
4. Compile, maintain, and file all physical and computerized reports, records, statistical data, and other documents required.
5. Keep informed of and comply with federal, state, district, and school regulations and policies for special education.
6. Perform other duties as assigned by the Special Education Administration.

Supervisory Responsibilities:

None

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Personal computer and peripherals, and other instructional equipment

Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion: Frequent walking

Lifting: Regular light lifting and carrying (less than 15 pounds); may require occasional heavy lifting (45 pounds or more) and positioning of students with physical disabilities, crisis prevention strategies, assisting non-ambulatory students, and lifting and moving adaptive and other classroom equipment

Environment: Work inside; may work outside; regular exposure to noise; exposure to biological hazards

Mental Demands: Maintain emotional control under stress; may work prolonged or irregular hours