Behavior Therapist (Autism Program)

Job Summary The Behavior Therapist works in a team environment with students experiencing social emotional and/or behavioral challenges to provide developmentally appropriate, evidence based instructional and behavioral support in a 1:1 or small group support model. The Behavior Therapist is part of a team supporting students in an K-2 strand of programming designed to support students with autism and other developmental needs. Essential Functions Must be able to provide instruction to students using science based methodology under the direction of district BCBA and special education teacher Must be able to assist with student behavioral needs as necessary Assist with maintaining student data and developing individual student support plans under supervision of district BCBA and special education teacher Additional responsibilities or task requested or assigned by the Director of Special Education NOTE: This list of essential functions is not intended to be all-inclusive and may be supplemented at the request of one’s supervisor and/or senior management. Knowledge, Skills and Experience Required Bachelor’s Degree or higher in education, special education or a related field such as counseling, or equivalent expertise, and training and expertise in behavioral prevention and intervention and crisis management skills 2-3 years previous experience working with individuals with autism and/or social-emotional and behavioral challenges in an educational setting Verbal, written and interpersonal communication skills to support communication among team members Ability to be flexible, think creatively, and work across a number of campuses with diverse staff and student populations Desired Qualifications Experience with behavioral prevention and intervention, crisis prevention and intervention strategies Experience working with students who may be in crisis and presenting with behavioral challenges, including aggression Knowledge of behavioral management methodologies and systems - PBIS (Positive Behavioral Interventions and Supports), ABA (Applied Behavioral Analysis) Certification in CPI, QBS or other crisis prevention and intervention system preferred Physical Requirements Frequent standing, walking for extended periods of time, mobility to navigate within a large school building Frequent reaching with hands and arms to stoop, kneel, or crouch Frequent lifting and/or moving up to 10 pounds and occasionally lifting and/or moving up to 30 pounds Frequent ability to physically respond (e.g. push, pull, or carry at least 60 lbs) to students who are physically unsafe and use de-escalation techniques including physical management as a last resort Frequent ability to physically maintain a safe learning environment, including moving furniture in response to a crisis situation Regular use of hands to handle or feel Occasional climbing or balancing Regular speaking and hearing; specific vision abilities include close vision, distance vision, color vision, peripheral vision, and depth perception The above information outlines the general nature and level of work performed by employees within this position. It is not designed as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees assigned to this job; nor is it a contract for employment. The school will make reasonable accommodations as they relate to the Americans with Disabilities Act (ADA). Employment at the School is on an “Employment-At-Will” basis. In other words, you or the School may terminate employment for any reason and at any time, with or without notice. Similarly, the terms of employment outlined in this description are subject to change at any time. #J-18808-Ljbffr Prospect Hill Academy Charter School