Support Specialist

Description At BHA Academy, Support Specialists serve as proactive anchors of prevention, regulation, and relational safety. Rooted in BHA’s Core Values—Compassion with Purpose, Structure Builds Safety, Professionalism in Every Moment, Positivity Drives Progress, Education is Empowerment, Consistency Creates Change, Reunification is Our Mission, and Advocacy Through Action—this role extends beyond responding to behavior. Support Specialists focus on early identification of dysregulation, relationship-building, proactive intervention, and skill development to reduce crisis frequency and intensity. They partner closely with teachers, clinicians, and leadership to ensure consistent implementation of behavioral supports and trauma‑informed practices across the Academy. This is a safety‑sensitive position. Support Specialists must be able to safely perform the essential functions of the job, with or without reasonable accommodation, including maintaining continuous alertness, providing direct supervision, driving individuals served as required, and administering medications as trained. Support Specialists implement supports using the principles of Applied Behavior Analysis (ABA), working in close collaboration with Behavioral Clinicians to carry out evidence‑based interventions, skill‑building programs, and behavior support strategies with fidelity. This is a safety‑sensitive position. Support Specialist must be able to safely perform the essential functions of the job, with or without reasonable accommodation, including maintaining continuous alertness, providing direct supervision, driving individuals served as required, and administering medications as trained. Support Specialist members implement supports using the principles of Applied Behavior Analysis (ABA), working in close collaboration with Behavioral Clinicians to carry out evidence‑based interventions, skill‑building programs, and behavior support strategies with fidelity.

KEY RESPONSIBILITIES

Compassion & Advocacy Build strong, trusting relationships with students to understand triggers, motivations, and strengths through consistent presence and engagement. Approach every crisis with empathy, patience, and a trauma‑informed lens that seeks to understand before intervening and prioritizes dignity and understanding. Support students in regaining emotional regulation through presence, connection, and reinforcement of desired behaviors. Provide co‑regulation support and model emotional safety. Support students in identifying triggers and strengthening coping strategies. Utilize non‑coercive, student‑centered interventions aligned with trauma‑informed best practices. Maintain a supportive tone that prioritizes student dignity and safety. Structure Builds Safety Model and coach paraprofessionals on maintaining predictable routines, visual supports, and clear expectations. Support teams in implementing behavior intervention plans (BIPs) and environmental modifications with fidelity. Conduct debriefs with staff post‑crisis to identify proactive adjustments that enhance structure and safety. Administers medications and completes MAR documentation in accordance with training, physician orders, and BHA policy as needed. Maintain visible presence throughout classrooms and common spaces to promote predictability and prevention. Reinforce classroom routines, expectations, and positive behavior systems. Assist with environmental adjustments that reduce behavioral triggers. Professionalism in Every Moment Maintain composure and emotional neutrality during escalations; respond to behavior with consistency, not emotion. Document incidents, de‑escalation efforts, and safety interventions accurately and timely. Demonstrate reliability, punctuality, and preparedness for every shift, ensuring staff and student safety remains paramount. Uphold confidentiality and dignity in all interactions, following HIPAA and organizational policy. Communicate clearly and collaboratively with staff during crisis events. Positivity Drives Progress Promote a strengths‑based, solution‑focused mindset during and after crisis events. Reinforce and celebrate positive staff and student behavior to build morale and resilience. Support team reflection through nonjudgmental coaching and encouragement. Promote solution‑focused dialogue during staff collaboration. Encourage resilience and growth following behavioral challenges. Education is Empowerment Provide real‑time coaching to paraprofessionals during challenging behaviors to build their de‑escalation skillset. Lead ongoing professional development in PCM techniques, antecedent interventions, and trauma‑informed practice. Use behavioral data to guide individualized coaching and staff training plans. Model proactive de‑escalation and regulation strategies for paraprofessionals. Support staff in strengthening early‑intervention skills. Utilize behavioral trends and observation data to guide prevention planning. Consistency Creates Change Maintain presence across classrooms to ensure consistent application of safety plans and behavioral supports. Collaborate with clinical and teaching teams to align crisis management strategies school‑wide. Follow through on plans, reinforcing growth and accountability. Reunification is Our Mission Support students in learning regulation and replacement behaviors that promote success in less restrictive environments. Facilitate restorative conversations to promote accountability and reintegration into learning spaces. Partner with clinical and instructional staff to reduce frequency and intensity of crises through proactive planning. Advocacy Through Action Advocate for safe, therapeutic, supportive environments for both students and staff. Promote equitable, student‑centered responses to behavior. Lead by example in promoting a culture of dignity, respect, and professional excellence across the Academy. Other Duties Participate in team meetings, professional development, and fidelity observations. Support operational and training initiatives as assigned. Complete required documentation and reports according to policy. Perform other duties as necessary to uphold BHA’s mission and safety standards. Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities and activities may change at any time with or without notice.

PHYSICAL DEMANDS

The physical demands described below represent those required to perform the essential functions of this position successfully. Reasonable accommodation may be made, as required by law, to enable qualified individuals with disabilities to perform these functions safely and effectively. However, employees must be able to perform the essential duties in a manner that always ensures the safety and supervision of students. Must maintain sufficient physical stamina, balance, and coordination to safely assist and supervise students throughout the day, including during behavioral or emergency situations. Must be able to implement and sustain trained crisis intervention and de‑escalation procedures (PCMA) in accordance with policy. Must demonstrate the ability to remain calm, alert, and physically capable during high‑stress or physically demanding situations involving students with challenging behaviors. Must possess the fine motor, gross motor, and sensory abilities necessary to operate computers, assistive technology, and classroom equipment safely and effectively. Must be able to safely administer medications as trained and authorized, in accordance with BHA policies and regulatory requirements.

WORKING CONDITIONS

The working conditions described here represent those an employee encounters while performing the essential functions of this position. Reasonable accommodations may be made, in accordance with applicable law, to enable qualified individuals with disabilities to perform these functions safely and effectively. However, employees must be able to perform the essential duties in a manner that ensures the safety and supervision of students at all times. Additional Conditions and Expectations Employees must always maintain professional conduct and emotional regulation, even during crisis events or when exposed to aggressive or unsafe behaviors. Employees must adhere to all BHA safety protocols, behavior support plans, and de‑escalation procedures, following the direction of supervisors and clinical staff. Employees must remain physically and mentally alert throughout the workday to ensure continuous supervision of students. Sleeping or inattention during supervision is prohibited. Employees must maintain confidentiality, respect, and dignity toward all students, families, and colleagues, regardless of behavioral presentation. Work hours may vary depending on student needs, program requirements, and emergency situations. Fitness for Duty / Medical Evaluation (Job-Related) BHA may require a job‑related fitness‑for‑duty evaluation consistent with applicable law when there is a reasonable concern that an employee may be unable to safely perform the essential functions of the role (including driving, medication administration, crisis response, and continuous supervision), or as part of return‑to‑work clearance following certain leaves or incidents.

ACCESS TO PHI

The employee may have access to Protected Health Information (PHI). Employees must always protect the confidentiality of all client information. This includes adhering to all BHA policies and all applicable state and federal regulations regarding Protected Health Information (PHI). Sharing, discussing, or disclosing PHI in any form—verbal, written, electronic, or visual—is strictly prohibited unless explicitly authorized and required for job duties.

EQUAL EMPLOYMENT

Equal Opportunity is and shall be provided for all employees and applicants for employment based on their demonstrated ability and competence without unlawful discrimination based on their race, color, national origin, ancestry, religion, sex, pregnancy, sexual orientation, gender identity, gender expression, age, disability, protected veteran status, or any other status protected by applicable state or federal law. This policy shall not be interpreted so as to violate the legal rights of religious organizations or the recruiting rights of military organizations associated with the Armed Forces or the Department of Homeland Security of the United States of America.

ADA STATEMENT

To perform this job successfully, an individual must be able to satisfactorily perform each essential job duty. Reasonable accommodation may be made to enable qualified individuals with disabilities to perform essential job functions. ACCOUNTABILITY/IMPACT (Degree of answerability for actions, consequences of errors in judgment, and legal liabilities) Errors in judgment or mistakes could cost the organization loss of revenue, loss of clients, and/or negatively impact KCBHH’s reputation.

BHA ACADEMY CORE VALUES

1. Compassion with Purpose We approach every student with a trauma‑informed mindset, understanding that each one is here for a reason. Behind every behavior is a story—and it is our responsibility to unlock their challenges with empathy, patience, and skill. Compassion is not passive; it is active, intentional, and rooted in dignity. We care deeply, push boldly, and believe in every student’s ability to grow. It is our duty to provide not just support, but also high expectations—empowering each student to rise to their fullest potential and achieve excellence. 2. Structure Builds Safety We create environments that are predictable, consistent, and structured. We know that safety and learning happen when expectations are clear and routines are stable. 3. Professionalism in Every Moment We conduct ourselves with integrity, respect, and accountability at all times. Our words, actions, and appearance reflect the standards of excellence we uphold. We are committed to maintaining a culture of feedback and collaboration—where giving and receiving constructive input is valued and encouraged. We work as a team, support one another, and strive for continuous improvement, knowing that how we show up every day directly impacts our students and one another. 4. Positivity Drives Progress We lead with optimism and solution‑focused thinking. We celebrate small wins and encourage one another through challenges. 5. Education is Empowerment We believe every student has the ability to learn, grow, and thrive. Our teaching is individualized, evidence‑based, and designed to foster confidence, independence, and lifelong skills. 6. Consistency Creates Change We show up, follow through, and do what we say we will do. We understand that consistency builds trust—with students, families, and our colleagues. In our words, actions, and support strategies, we are dependable and aligned as a team. 7. Reunification is Our Mission We work toward reunification with public school environments whenever possible. This means every interaction, intervention, and decision is designed to help students stabilize, heal, and return to less restrictive environments. We are partners in that journey. 8. Advocacy Through Action We advocate fiercely for the needs, rights, and dignity of our students. We speak up, push forward, and remove barriers to learning and success.

TRAINING AND DEVELOPMENT

Required company trainings. Trainings deemed necessary by supervisor. Requirements

QUALIFICATIONS

Education & Experience High school diploma or equivalent required; college coursework in education, psychology, behavioral science, criminal justice, or related fields preferred. At least one year of experience supporting individuals with developmental disabilities and challenging behaviors. Training and certification in crisis de‑escalation (PCM, MANDT, CPI, etc.) is preferred. Valid driver’s license with acceptable driving record (if transporting students). Ability to pass a criminal background check and drug screening. Skills & Competencies Organizational and time management proficiency. Calm, grounded presence and ability to self‑regulate under stress. Strong interpersonal, coaching, and communication skills. Expertise in proactive behavior management and trauma‑informed care. Ability to collect and analyze behavioral data to inform support strategies. Emotional resilience and professionalism in high‑pressure situations. Knowledge of trauma‑informed practices, ABA principles, restorative approaches, and behavior intervention strategies. Ability to remain calm, regulated, and decisive during high‑stress situations. Strong interpersonal communication skills grounded in empathy and cultural responsiveness. Ability to recognize early warning signs of dysregulation and intervene proactively. Commitment to dignity, healing‑centered engagement, and equitable practice. #J-18808-Ljbffr Behavioralhealth