Behavior Specialist

Job Description Code:

2G.015

Academics and Accountability

Certified Specialist Salary Schedule

Salaried;
Exempt

TRS

198 Days

Director, Special Education Instructional Services

PEI

Master’s degree or higher in Special Education, Behavior Analysis, Clinical Psychology, Experimental/Behavioral Psychology, Leadership or a related field. Valid Georgia Educator Certificate in assigned teaching field as required by the Professional Standards Commission. Minimum of three years experience supporting children with Autism Spectrum Disorders (ASD), Emotional Behavioral Disorders (EBD), or other developmental disabilities.

Develop and assist with implementation of specialized behavior intervention plans in consultations with district and school level personnel in the area of behavior management for students with behavior disorders such as those commonly associated with Autism Spectrum Disorders (ASD), Emotional Behavioral Disorders (EBD), or other developmental disabilities.

• Work with Supervisor to ensure the effectiveness of programming for Autism (AU) and Emotional & Behavior Disorders (EBD).
• Work with Supervisor to determine and monitor process for students with autism needing a more restrictive placement.
• Attend and facilitate Autism cohort quarterly meetings.
• Consult with teachers of students with autism as needed.
• Consult with principals, assistant principals, and facilitators on issues related to autism as needed.
• Maintain current self-contained teacher class lists of autism programs.
• Provide and/or coordinate professional development for the teachers in these programs and other teachers who work with children with AU, EBD, or other developmental disabilities.
• Consult and coordinate the behavior consultants to work with students in CCSD.
• Work with supervisor to provide allotment recommendations for autism programs.
• Provide ongoing instructional support to schools with self-contained autism programs and other students as needed by direct and intermittent support to new autism teachers, intermittent support for all self-contained autism teachers, and provide consultation to facilitators and schools as requested for specific students.
• Attend and assist in Individualized Education Program (IEP) meetings for case specific students in the autism programs.
• Work with supervisor to create and maintain sensory rooms in various schools.
• Work with supervisor to ensure effective programming for a Free and Appropriate Public Education (FAPE) for students in EBD classes, including but not limited to research based instructional practices for this population, therapeutic services, social skills curriculum, and effective classroom management programs.
• Attend and facilitate EBD cohort monthly meetings.
• Work with supervisor to monitor a process for students needing a more restrictive placement due to EBD.
• Consult with teachers of students with EBD as needed.
• Consult with principals, assistant principals, and facilitators on issues related to EBD as needed.
• Maintain current self-contained teacher class lists of EBD and behaviors programs.
• Participate in Central Office planning and support meetings.
• Ensure adherence to safety procedures.
• Possess and maintain valid, appropriate license, certificate and/or credential as may be required for this position.
• Follow work scheduling and attendance requirements in a regular, predictable and punctual manner.
• Follow federal and state laws and Board policies.
• Perform other duties as assigned.

In filling a vacant position, preferred or required credentials regarding education, training, experience, and other bona fide occupational qualifications may be established. The credentials shown in this job description may be interpreted only as the minimum criteria existing at the time the description was developed. Other bona fide occupational qualifications and criteria may be utilized as needed in the selection process.

FICA is paid by the employee and matched by the School District. Temporary workers do not qualify for employee benefits.

Adopted:
July 2019;
Revised:
July 2023, July 2024, July 2025