Instructional Assistant (Paraeducator) - Behavioral Support

The Position

Under general supervision of an administrator and general direction of a classroom teacher and specialists, administers behavior management techniques specific to individuals with emotional disturbance, Autism Spectrum Disorder (ASD), or severe intellectual disabilities who are exhibiting aggressive behaviors; uses de-escalation techniques and controls stimuli in the learning environment that may trigger students; implements supportive interventions; and performs other related duties as required.

The Instructional Assistant-Behavioral Support classification is distinguished from other instructional assistant positions by the advanced knowledge of behavior management techniques specific to individuals who have emotional disturbance, Autism Spectrum Disorder (ASD) or intellectual disabilities. Incumbents of this classification would be assigned to students who are demonstrating severe behaviors as a result of their emotional disturbance, ASD, or intellectual disabilities.

MINIMUM QUALIFICATIONS

EDUCATION:

Consistent with No Child Left Behind Act of 2002 and other related legislation, candidates for this classification must meet the following standards:

The equivalent of graduation from high school and one of the following:

1. Completion of at least two years of study (48 semester units or 60 quarter units) at an institution of higher education;
Or

2. Attainment of an Associate of Arts degree or higher degree;
Or

3. Meeting a rigorous standard of quality by receiving a passing score in an examination administered by the Personnel Commission which demonstrates the knowledge and ability to assist in instructing, reading, writing and mathematics.

Additional college-level course work directly related to this classification, such as Psychology, Child Development, Special Education or a related field is preferred.

EXPERIENCE:

One year of experience working with special needs students in an instructional setting. Previous experience working with students who exhibit severe challenging behaviors that interfere with their progress academically and socially (i.e. severe self-injurious behavior, aggression toward others) is highly desirable. Two years of education in Psychology, Child Development, Special Education or a related field may be substituted for one year of experience.

LICENSES AND OTHER REQUIREMENTS:

Possession of a valid CPR/First Aid certificate and any other certifications pertaining to this position at time of application and throughout employment*. Completion of ProACT training within the first 6 months of employment is required. CPR/FIRST AID certification must meet the following requirements: must be for "Adult & Pediatric First Aid/CPR" and cannot be an online-only or fully virtual course.

* Online-only certificates are NOT valid.

KNOWLEDGE, SKILLS, AND ABILITIES

KNOWLEDGE OF (Typically learned through formal training or education):

Characteristics of emotional disturbance, ASD, and intellectual disabilities, specifically what causes individuals with emotional disturbance, ASD, and intellectual disabilities to manifest aggressive behaviors;

Child guidance principles and practices related to individuals with emotional disturbance, ASD, and

intellectual disabilities;

Behavior management strategies and techniques, which are evidence-based for emotional disturbance, ASD, and intellectual disabilities;

Appropriate restraint procedures using ProACT techniques;

Applied Behavioral Analysis (ABA);

Emergency crisis management techniques;

Secondary-level academic subjects taught in District schools;

Correct English usage, grammar, spelling, punctuation, and vocabulary;

Record-keeping and report preparation techniques;

Effective communication skills;

Appropriate safety precautions and hygiene standards;

Heath and safety regulations;

First Aid and CPR.

SKILL TO (Typically attained through formal training or practice):

Follow the Behavior Support Plan (BSP) developed for the student;

De-escalate or redirect the student;

Recognize "triggers" for the students and adjust classroom or learning environment to control such stimuli;

Effectively use behavior management strategies and techniques specific for students with emotional disturbance, ASD, and intellectual disabilities;

Adapt to new procedures and conditions;

Assist students with personal care such as dressing and toileting;

Effectively utilize training received on the job;

Assist in the supervision of students in the classroom and outdoors;

Recognize and effectively assist in responding to emergency and/or hazardous conditions;

Perform First Aid and CPR;

Work closely with students exhibiting emotional and physical outbursts (i.e. hitting, spitting, swearing, throwing objects; self-injurious behavior);

Keep pace with students who are exhibiting flight behaviors, as necessary;

Perform ProACT techniques;

Collect data in the manner designed by the credentialed staff;

Document and maintain accurate daily written documentation of specific services performed;

Make accurate…