Instructional Behavior Assistant

Overview

• Position Type:
  Support Staff/ Instructional Assistant - Resource
• Date Posted: 7/21/2025
• Location:
  
  Break-O-Day Elementary
• Date Available:
  
  Until Filled

Instructional Behavior Assistant —

REPORTS TO:

Director of Special Education/Building Principal/Asst. Special Education Director. SUPERVISES:
None. FLSA Status:
Non Exempt. COMPENSATION:
Based on Classified Pay Structure. WORK CALENDAR: 185 Days. STANDARD

HOURS:

8 Hours/Day, 40 Hours/Week. CORP STATUS:
Classified. PERF: CPCSC is a Non-PERF District.

Position Summary
:
Behavior IA must have experience working with individuals with disabilities such as Autism, and with implementing skill acquisition programs and implementing function-based behavior support plans. Qualified candidates should be proficient in ABA methodologies and teaching techniques and possess excellent communication, organization and time management skills.

• Knowledge of applied behavior analysis and appropriate interventions for students with Autism Spectrum Disorder. Understanding of child development and curriculum and instructional materials used at various grade levels are essential skills in order to assist the students in accessing their learning environment.
• Assess student needs and provide interventions to redirect behavior.
• Regularly review and remain well-versed in a multitude of BIPs in order to implement the plans and monitor plans for multiple students at the same time.
• Employees may be assigned additional duties by management as required.
• Provide the highest quality of individualized, educational services to students 3-22 with Autism Spectrum Disorders and other disability areas across multiple environments within CPCSC classrooms, including the general education and special education classrooms. Facilitates independent work and transitions as indicated in the student’s IEP. Provides escort and assistance as necessary throughout the school and community settings.
• Implement acquisition and behavior programs. Accept and implement specific feedback provided by teacher of record, classroom teacher, therapists, and building administrator.
• Director/Asst. Director or designee will collaborate with building administrators on the evaluation as needed.
• Implement data collection systems including data collection, data graphing, progress monitoring and support with the completion of Functional Behavior Assessments.
• Maintain consistency of Behavioral Intervention Plans by communicating and providing input to teachers and other support staff.
• Work collaboratively with other specialists (Teachers of Records, OT, PT, SLP) to develop and implement appropriate programming for students based on environment and individual needs.
• Assists with the implementation of inclusion practices and implements a transition program developed by building staff to transition students to the most appropriate Least Restrictive Environment. Model implementation of Behavior Intervention Plans for other paraprofessionals and staff.
• Adhere to high standards of professional behavior including using appropriate applied behavior teaching, communication, and reinforcement techniques consistently. Provide a highly structured approach that relies on behavioral principles.
• Additional responsibilities may be designated at the discretion of the Special Education Administration/designee/building principal.
• Comply with district policies and procedures including maintaining student confidentiality, ensuring student dignity and choice with all interactions.
• Maintain student and program records in accordance within required timelines and with applicable standards, regulations, and CPCSC Policies.
• Complete necessary crisis management and de-escalation trainings. Participate as a member of the school crisis team.
• The employee in this job may be asked to support students in a different building location, on the school bus, or at an ABA center for transition.

• Education (training/degree):
  Required minimum:
  High school diploma or equivalent, attend required ongoing district training. Bachelors degree preferred.
• Experience Requirements
  :
  Experience using ABA methodologies, preferably in a public school setting, and with students on the Autism spectrum or with severe behavioral needs.
• Licenses, Certifications or Registrations Required
  :
  Maintain district program certifications, such as crisis management/de-escalation programs.
• Skills Required
  :
  The requirements listed below are representative of the knowledge, skill, and/or ability
  
  Required.
• Strong interpersonal and leadership skills. Relates and interacts positively with teachers, other staff, students, administrators, central office personnel, parents, and the general public;
• Communicates effectively in written and oral form; possesses excellent public speaking abilities;
• Demonstrated competency in ABA methodologies and ability to follow written procedures as developed by teaching staff;
• Emotional Control - the ability to maintain a…