Education Behavior Specialist

Job Description

Job Description

EDUCATION BEHAVIOR SPECIALIST

Chileda's mission is to improve the quality of life for individuals with cognitive and behavior challenges. Chileda's goal is to help students increase their appropriate social behaviors and develop independent living skills, through an enriched learning environment and individualized behavior programming. Chileda's population includes children and young adults with special needs including Autism, Attachment Challenges, related developmental delays, and intensive behavioral needs.

SUMMARY: The purpose of the behavior department is to help students increase appropriate social behaviors and develop independent living skills, through an enriched learning environment and individualized behavior programming. The Education Behavior Specialist works collaboratively with the classroom teacher to ensure assigned students are working towards meeting both educational and behavioral goals. The Education Behavior Specialist completes functional behavior assessments and develop positive behavior support plans using function-based interventions in the classroom. They lead social skills groups and develop curriculums to teach appropriate behaviors. The Education Behavior Specialist ensures all students receive the best quality care while working on increasing appropriate social skills.

REQUIRED EDUCATION & EXPERIENCE:

• Bachelor's degree in Psychology or related field is required.
• Experience working with individuals with developmental disabilities, Autism Spectrum Disorder, and attachment challenges is preferred.
• Coursework or work experience in applied behavior analysis is preferred.
• Understanding of functional communication training, differential reinforcement, and non-contingent reinforcement, antecedent-based interventions, social skills training, PECS, TEACCH, and general behavioral concepts and principles.
• Must possess intermediate computer skills to operate Microsoft programs.
• Ability to lead, take charge, and offer opinions and direction.
• Must demonstrate knowledge of and ability to train and implement Positive Behavior Support Plans (PBSPs) and behavioral goals.
• Must have knowledge and adequate abilities to complete Functional Behavior Assessments.
• Must demonstrate knowledge of and ability to train and implement PECS, TEACCH, social stories, positive behavior supports, and all other intervention strategies used to support student outcomes.

GENERAL HOURS OF DUTY: 8 AM – 4 PM, Monday through Friday

REPORTS TO: Director of Behavior Services

JOB DUTIES:

• Work collaboratively with the classroom teacher to structure the classroom to meet both educational and behavioral goals.
• Oversee the behavior plan implementation within the classroom environment and collaborate with the overseeing teacher on behavioral supports for the education day.
• Complete functional behavior assessments and other behavioral assessments such as the VB-Mapp and create behavioral goals for the student's IEP and Treatment Plan.
• Perform Discrete Trial Training sessions with students if necessary per assessments and train staff on these procedures.
• Train staff on implementation of behavior programs in the classroom and perform fidelity checks to ensure consistency.
• Work collaboratively with the residential behavior specialist to analyze data and ensure reports for quarterly Treatment Plan meetings are completed.
• Work collaboratively with Case Managers to ensure treatment plan goals are being worked towards and parents are informed and in alignment with behavior programming.
• Monitor accuracy of behavior data trackers and data entry by the residential behavior specialists
• Work with team members to ensure that behavior data is collected accurately and consistently.
• Work collaboratively with the residential behavior specialist to ensure Positive Behavior Support Plans (PBSPs) are updated using the information from the Functional Behavior Assessment and working collaboratively with education and residential team members.
• Work collaboratively with review effectiveness of PBSP quarterly and ensure it is updated at least annually.
• Create supports for behavior programs for the classroom environment and write social stories on an as needed basis.
• Attend and/or conduct behavior in-service trainings as needed and review periodically in monthly first shift house meetings.
• Collaborate with all departments throughout the organization in a respectful and positive manner while developing Functional Behavior
• Assessments, Positive Behavior Support Plans, or any other behavioral support.
• Respond to behavioral crisis situations and provide support and guidance.
• Use de-escalation techniques and implement emergency interventions as a last resort as outlined in the student's PBSP.
• Monitor the use of emergency interventions for students on case load and work to develop plans to decrease the use of emergency interventions.
• Attend Core Team Meetings, Case Conferences, House Meetings, and any other meeting corresponding to assigned student's case load.
• Develop and help implement a Social Skills Group in the classroom and help students understand their social roles.
• Utilize TEACCH, PECS, sign language, Communication Boards/Books and other communication devices with students who use these resources. Must keep communication devices on hand at all times and ensure all staff are using these resources with the students.
• Encourage and support students to achieve their goals through appropriate, consistent and patient prompting.
• Include students in their behavior programming and advocate for the needs and wants of the students at Chileda.
• Recognize, take immediate action when necessary, and report unsafe or non-trauma informed condition
• Teach behavior modification trainings and ensure these concepts are being generalized into Chileda's daily routine.
• Integrate trauma-informed care approaches into all programs, interventions, responses, and follow-up.
• Other duties as assigned.

PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the Job Duties of this position. While performing the duties of this job, there is frequent physical interaction with students in fulfilling self-care, behavioral interventions, and educational and recreational programs. Position involves implementing all aspects of Nonviolent Physical Crisis Intervention (CPI) including blocking, grab releases, physical transport, and physical restraint. Must be able to talk and hear to communicate with and exchange information with co-workers. Employee must be able to perform all essential functions without direct risk of harm to others or themselves. Please see Essential Functions document for specific position physical demands.

WORK ENVIRONMENT: Work will primarily be performed in the classroom environment with a shared office workspace with the collaborating teacher, and in multiple areas throughout the Chileda campus. Education Behavior Specialists may be asked to ride in Chileda vans and public transportation to public outings in the community like stores, libraries, sporting events, and swimming pools. Time may also be spent outdoors with the students in the courtyard.

DISCLAIMER: The statements of this Job Description are intended to describe the general nature of the work being performed and are not assumed to be a complete list of tasks. This Job Description does not establish a contract and are subject to change at Chileda's discretion at any time. Employment at Chileda is at-will. Employment at-will means that Chileda may terminate or change the status or your employment at any time, with or without reason, and with or without notice.