Behavior Coach

Behavior Coach

This position is responsible for collaborating with various schools within the Richmond County School System to assess, develop, and implement behavioral interventions for students with disabilities, preschool through post-high school. The Behavior Coach reports to the Department of Special Education.

Essential Duties And Responsibilities:

1. Assess students' functional behavior capabilities within the classroom and/or home environment to design/implement behavioral interventions.

2. Demonstrate a strong foundation in applied behavior analysis.

3. Design and interpret functional behavior analysis and multi-faceted behavior interventions. Uses data to make informed decisions regarding student behaviors.

4. Facilitate communication between students and/or parents with teachers and/or other personnel to develop and implement behavior plans and interventions, solving problems, and/or resolving conflicts.

5. Intervene in occurrences of inappropriate behavior of students to assist students in modifying such behavior and developing successful interpersonal skills.

6. Participate in various meetings (e.g. parent conferences, professional learning, site meetings, etc.) to receive and/or provide information and/or meet credential requirements.

7. Possess excellent interpersonal skills, effective oral and written communication skills, the ability to handle emotionally charged situations, and a basic understanding of educational curriculum and instructional methods.

8. Prepare documentation (e.g. evaluations, observations, progress reports, contacts with parents, teachers, and outside professionals, etc.) to provide written support, develop recommendations, and/or convey information.

9. Presents information on various topics related to the area of professional expertise in behavior management to communicate information to teachers, parents, students, etc.

10. Research resources and methods (i.e. intervention and treatment techniques, behavior assessment tools and methods, community resources, etc.) to determine appropriate behavioral approaches for students' specific needs.

11. Understand the behavior characteristics typically associated with various school-age conditions (e.g. Autism, Emotional/Behavior Disorders, Traumatic Brain Injury, Intellectual Disabilities, etc.).

12. The employee shall carry out such other and further duties, whether specifically listed above or not, as are assigned or required by such employee's supervisor, other appropriate school personnel, law board policy administrative regulation, department handbook, as are reasonably necessary to the efficient operation of the school system and its mission.

Work Environment / Physical Demands:

The work environment characteristics are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. The noise level in the work environment is usually moderate.

The employee must occasionally lift and/or move up to 25 pounds. While performing the duties of this job, the employee is regularly required to talk and hear. The employee is frequently required to walk, stand, and sit.

Special Requirements:

Required to attend school meetings, programs, and activities outside the instructional day as mandated by the RCSS contract.