Behavior Support Assistant

Behavior Support Assistant

Job Description

PRC 029

Whiteville City Schools 

Behavior Support Assistant (BSA):  Provides evidence/research-based interventions that will enable PRC 29 students to remain in school and/or to help students become more productive in the classroom. The BSA can be utilized in three different ways: Planned, Transition or Crisis.  Planned is when a BSA works with student(s), usually four to eight weeks or until the student(s) behavior warrants a change. Once the student(s) has reached an agreed upon percentage based on data from his/her behavioral intervention plan, staff will re-evaluate goals of the student(s).  Transition is when a BSA assists with student(s) moving from one setting to another.  Depending on the student(s), the transition can last one to two weeks. Crisis is when a BSA provides short term evidence/research-based interventions to enable student(s) to remain in school and/or help stabilize student(s).  BSA may work with the student(s) one to two days or depending on the student’s need.  

Provides Interventions for PRC 29 Students to Remain in School

• Establish rapport with students
• Identify behaviors that are problematic
• Explore interventions
• Observe students in various settings
• Identify triggers
• Consult with behavioral liaison, teacher and EC Administrator
• Implement Social Skills Lessons
• Implement team games through sessions and bonding
• Provide classroom/individual management

Provides Evidence/Research-Based Interventions to Help Students Function Productively in the Classroom

• Assess academic concerns
• Obtain input from student
• Provide instructional support by scheduling, visual supports and routines
• Establish a working relationship with teachers
• Establish cool down/safe spaces
• Establish a reward system
• Assist with Sensory Integration
• Develop study habits for PRC 29 students
• Check with medication administration
• Attend IEP meetings, as needed
• Maintain daily progress monitoring reports

Monitors Progress on Behavior Intervention Plans

• Communicate with teachers and behavioral liaisons
• Simplify process by using checklist, etc.
• Document PRC 29 student’s progress daily
• Utilize behavior tracking forms
• Utilize rubric systems
• Utilize Rewards
• Monitor academic and attendance performance

Note: The bulleted Roles and Expectations are compiled from PRC 29 staff across the state to identify specific services provided to students based on the job description from DPI’s PRC 29 Grant Application.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS
 

Physical Requirements: Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Due to amount of time spent standing and/or walking, physical requirements are consistent with those for Light Work.

Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to or divergent from obvious standards) of data, people or things.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from superiors.

Language Ability: Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format.

Intelligence: Requires the ability to apply rational systems to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists; to interpret a variety of instructions furnished in written, oral, diagrammatic, or schedule form.

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with persons acting under stress.

Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.