Early Intervention Behavior Specialist

FLSA Status: Exempt


Grade: U15


Revision Date: May 3, 2021


Location: Student Services


Job Summary


This position provides leadership and direction working to design, implement, coordinate and evaluate a comprehensive behavior support program for students in need of early intervention. In addition, the Early Intervention Behavior Specialist works directly with identified students to adopt behaviors that substantially decrease maladaptive (Physical and verbal) behaviors and ultimately, increase their academic performance. Under the supervision of the Senior Director for Student Services, the Early Intervention Behavior Specialist will provide diversified strategies and activities specifically designed for targeted students with a focus on early identification and support of emerging behaviors that may impede academic or social success.


Duties and Responsibilities


Assist staff in defining and measuring behavior; understanding principles of reinforcement; teaching new behavior; implementing strategies for weakening behavior; and identifying antecedents.


Develop behavior plans and specific intervention plans for students and assist in their implementation, including using appropriate resources and technology to promote development of critical thinking, problem solving, and pro-social behavior in students.


Assist teachers in the identification and development of individualized behavior interventions intended to change behaviors; using evidence based strategies.


Work with individual teachers, groups of teachers and/or the entire staff on issues such as: crisis intervention, learning and collaboration issues, and factors that can affect development and implementation of interventions.


Collect data regarding student behaviors and recommend appropriate instructional modifications to develop responsible thinking and decision-making skills in students. Identify and implement appropriate interventions for students in need of additional assistance.


Provide support to students who display impulsive behaviors/low self-esteem/impaired social skills.


Work in a collaborative manner with peers and school personnel to ensure successful and efficient transitioning for students to return to his/her home school to include the creation of transition plans.


Present professional development for administrators and teachers on behavior intervention, anger management, and other topics; support the staff in the implementation of their new learning.


Assist families and school staff in accessing community resources.


Develop a repertoire of assessment strategies consistent with instructional goals, teaching methods, and individual student needs to more accurately assess student behavior skills and understandings.


Keep teachers and other staff informed of progress, incidents and concerns.


Complete required paperwork in an accurate and timely manner


Engage in on-going professional development to increase knowledge and skills of positive student behavior support for all/targeted students, and those displaying a need for behavioral support.


Models the WJCC Strategic Plan Values: Individualism, Integrity, Innovation, Accountability and Collaboration.


Performs other duties as assigned.


Minimum Qualifications (Knowledge, Skills and/or Abilities Required)


Possess a bachelor's degree or higher in education, counseling, social work, psychology, sociology or a related field or hold a Collegiate Professional Certificate or Postgraduate Professional Certificate or a recognized certification in behavioral analysis and strategies.


Possess at least five years of successful experience working with students in behavioral, alternative or at-risk settings.


Demonstrate instructional knowledge of crisis intervention strategies, ability to apply a gradually progressive system of verbal and non-verbal strategies to effectively deescalate potentially dangerous situations and demonstrate knowledge of applied behavioral analysis, behavioral principles and strategies.


Demonstrate knowledge of various methods of data collection and subsequent analysis and interpretation for data to drive appropriate behavioral interventions.


Ability to conduct and interpret functional behavioral assessments for the development of effective behavior intervention plans.


Maintain frequent, meaningful parent communication and develop proactive partnerships between the student/parent and school to support academic achievement and pro-social behaviors.


Ability to be a positive role model for students and to model professional and ethical standards.


Work in a collegial and collaborative manner with peers, school personnel and the school community to promote and support the mission and goals of the school division and abide by all school division policies and procedures.


Ability to develop and present ideas effectively, orally and in written form and establish/maintain effective working relationships with school administrators, the School Board, and general public.