Behavior Specialist

Behavior Specialist

Provide special education students who present with behavioral learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical and social growth. Develop or modify curricula and prepare lessons and other instructional materials to student ability levels. Work in self-contained, team, departmental or itinerant capacity as assigned.

Bachelor's degree from accredited university. Valid Texas teaching certificate. Board Certified Behavioral Analyst (BCBA) or Board Certified Assistant Behavioral Analyst (BCaBA) preferred.

Knowledge of special needs of students in assigned area. Knowledge of the IEP committee process, goals setting and implementation of IEP. Display professionalism in dealing with students, campus staff and parents. Has provided instruction to students diagnosed with behavior disorders (ED/BD, ASD, etc.). Has developed and implemented behavior intervention plans. Knowledge and understanding of principles of applied behavior analysis. Self-starter able to work without day to day supervision.

3 or more years of experience working with students diagnosed with behavior disorders, preferred.

Create classroom environment conducive to learning and appropriate for the physical, social and emotional development of students. Plan and implement appropriate instructional and behavioral intervention strategies to assist students who exhibit severe behaviors. Implement an instructional therapeutic or skill development program for assigned students. Employ a variety of behavior intervention strategies to facilitate positive behavior change for special education students. Provide social skills instruction or training in replacement behaviors to assigned students. Collaborate with psychologist, administrators, related service staff, classroom teachers, parents and/or outside resources personnel when a student is having difficulty in current placement to improve effectiveness of intervention strategies. Provide direct support to teachers and administrators to develop and implement instructional and behavioral support for students in special education including observations, data collection, recommendations, teacher training and follow up services to support the fidelity of implementation of interventions. Assist teachers in room arrangement, daily schedules, classroom management, etc. when appropriate. Assist classroom teachers in the implementation of learner-centered instruction and alignment with student goals and objectives. Assist classroom teachers in developing IEP and BIP goals and objectives based on student assessment. Conduct a functional behavioral assessment as a prerequisite in developing a behavior intervention plan. Participate in IEP Committee meetings/staffing as appropriate. Manage student behavior appropriately. This includes intervening in crisis situations and physically restraining students as necessary according to the IEP/BIP and standards set by CPI. Take all necessary and reasonable precautions to protect students, equipment, materials and facilities. Prepare and present staff development to all stakeholders in the area of behavior intervention and modification including CPI. Establish and maintain open communication by conducting conferences with parents, students, principals and teachers. Maintain a professional relationship with colleagues, students, parents and community members. Use effective communication skills to present information accurately and clearly. Participate in staff development activities to improve job-related skills. Keep informed of and comply with federal, state, district and school regulations and policies for special education teachers. Compile, maintain and file all physical and computerized reports, records and other documents required. Attend and participate in faculty meetings and serve on staff committees as required. Maintain friendly customer service-driven interactions with all stakeholders, students, teachers, administrators, and co-workers. Work cooperatively with co-workers and supervisors to ensure that the goals of the school/department are met. Maintain a positive and professional tone in all communications (i.e., email, written, and verbal).

Maintain emotional control under stress. Frequent standing, stooping, bending, kneeling, pushing and pulling. Move small stacks of textbooks, media equipment, desks and other classroom equipment or adaptive equipment. May be required to lift and position students with physical disabilities; control behavior through physical restraint; and assist nonambulatory students. Exposure to biological hazards.