Behavior Interventionist

Behavior Interventionist

We are accepting applications for Behavior Interventionist. At this time, we have one (1) opening for a 6-hour, 9.5-month employee in Special Education supporting various school sites.

Under the supervision of special education administration or designee, the Behavior Interventionist provides school-based intervention to students who present with challenging behaviors that interfere with learning. Interventions are evidence-based and data-driven and utilize the principles of Applied Behavior Analysis (ABA) to increase the student's success in the school setting.

The Behavior Interventionist is trained to utilize the principles of Applied Behavior Analysis (ABA) to provide one-to-one instruction and support to students with autism and related behavioral disorders in the school setting. The Behavior Interventionist is trained to manipulate antecedents and consequences throughout a student's day to reduce behaviors of concern that may interfere with learning while increasing positive replacement behaviors that facilitate the student's success in the school setting. ABA strategies may be used to develop foundational skills such as imitation, attention, and following instructions, as well as skills such as academic tasks, conversation skills, perspective-taking, peer interaction, and social skills.

Examples Of Duties

Essential Job Functions

• Maintain student information to ensure data integrity across multiple information systems including, but not limited to, AERIES, SEIS, CALPADS, and assessment applications
• Follow documented behavioral plans and protocols
• Provide students support in reaching goals for behavior changes, monitor students, and assess progress
• Assist school site team in devising special strategies for reinforcing material or skills based on a sympathetic understanding of students' needs, interests, and abilities
• Contribute to the development and utilize a variety of documents and materials (e.g. games, schedules, visual supports, observation, graphs, and data) to document student progress, activities, and outcomes to promote student growth and development
• Provide regular feedback to school site team
• Alert classroom teacher of any problem or special information about students in the classroom
• Accurately complete all required documentation including daily data collection, curricular measures, data graphing, and behavior plan monitoring
• Use appropriate applied behavior analysis teaching, communication, and reinforcement techniques consistently while providing a safe and optimal learning environment
• Supervise, observe, and assist students at all designated times, throughout school environment, including escorting students during transitions as necessary
• Assist Board-Certified Behavior Analyst (BCBA) with various trainings when needed
• Maintain high level of ethical behavior and confidentiality of information about students
• Participate in various meetings as needed
• Perform other related duties as assigned

Job Requirements – Qualifications

Skills, Knowledge, and/or Abilities Required:

• Skill to: implement behavior and treatment programs
• Utilize ABA strategies to work directly with a student
• Handle difficult situations using good judgment

Knowledge of:

• The principles of ABA; experience with Discrete Trial Instruction, Pivotal Response Training, and other related natural teaching strategies highly preferred
• The implementation of ABA strategies in the school setting
• Data collection for skill acquisition and behavior reduction procedures
• Foundational understanding of child development
• Equity, access, and inclusion practices as it relates to students, parents, staff, community, and other educational partners

Ability to:

• Communicate effectively in oral and written form
• Demonstrate cultural competence and responsiveness in interactions, decision-making, communication, and processes
• Establish and maintain positive and effective working relationships
• Promote team building and a positive work environment
• Adapt easily to work assignments, additional priorities, and new procedures
• Receive constructive criticism and modify work appropriately
• Understand and carry out oral and written directions
• Efficiently use and manage time; meet deadlines
• Work effectively in a classroom setting, including communicating well with teachers, special education assistants, occupational therapists, etc.
• Use and understand objective and behavioral language when discussing students and programming
• Make independent decisions to respond to student requests and needs and select appropriate techniques to be used with students per the positive behavior modification/intervention plan

Typical Qualifications

Experience and Education Requirements Any combination of experience and training that would likely provide the required knowledge and abilities is qualifying. A typical way to obtain the knowledge and skills would be:

• One (1) year experience working with children, preferably in an educationally-focused setting

Education:

• Completion of 48 college units, or Associate of Arts degree or higher, in Education, Psychology, or a related field
• Ongoing competency-based training and oversight by a Board-Certified Behavior Analyst (BCBA)

License and/or Certificate Requirements:

• Current CPR/First Aid certification and/or willingness to become certified upon being hired
• Registered Behavior Technician (RBT) certification through the Behavior Analyst Certification Board (BACB) to include completion of a 40-hour course of RBT training, supervision, and passing of the exam as required for certification OR 40 hours of Applied Behavior Analysis (ABA) training and coursework
• CPI certified; if not current, the District or SELPA will provide certification upon being hired

Supplemental Information

The physical requirements indicated below are examples of the physical aspects that this position classification must perform in carrying out essential job functions.

• Persons performing service in this position classification will be expected to perform heavy work, which involves lifting no more than 100 pounds at a time with frequent lifting or carrying of objects weighing up to 50 pounds. If someone can do heavy work, we determine that he or she can also do medium, light, and sedentary work (Per the Code of Federal Regulations – Section 404.1567 "Physical Exertion Requirements").
• Persons performing service in this position classification will exert 50 to 100 pounds of force frequently to lift, carry, push, pull, or otherwise move objects
• Frequent bending at the waist, kneeling or crouching to assist students; Medium work also requires frequent bending and stooping and in an 8-hour work day, with 6 hours of standing or walking
• This type of work involves sitting a portion of the time but will involve walking or standing for extended periods.
• Perceive the nature of sound, near and far vision, depth perception, providing oral information, the manual dexterity to operate business-related equipment, and handle and work with various materials and objects
• Ability to run on uneven terrain and safely redirect students when necessary
• Implementation of CPI restraint techniques, when necessary

Reasonable accommodation may be made to enable a person with a disability to perform the essential functions of the job.