Intervention Specialist; Brooklyn

For over 30 years, Gersh Autism has empowered students on the autism spectrum to reach their full potential. Serving individuals aged 5-21 across the U.S. and Puerto Rico, our network of K-12 schools provides personalized education tailored to each student’s unique learning style. We offer comprehensive therapeutic services—speech, physical, occupational therapy, and more—along with vocational training for older students. Our dedicated team collaborates with families to ensure academic, social, and emotional growth, preparing students for success beyond the classroom.

At Gersh Autism, we are committed to helping individuals on the autism spectrum lead fulfilling, independent lives.

Note:

This is a year‑round school program.

We are currently seeking a full‑time Intervention Specialist to join our team at our Brooklyn, NY campus. This role is an integral part of our Intervention team and is focused on supporting the behavioral, emotional, and academic needs of our students. The ideal candidate is proactive, compassionate, and collaborative, with a strong commitment to helping students succeed in a specialized learning environment.

• Observe, manage, evaluate, and document all aspects of student behavioral issues and crisis interventions, including the effectiveness and efficiency of all intervention strategies and verbal and physical techniques employed.
• Assess and maintain a functional environment for the intervention that preserves the dignity of the student in crisis and protects the safety of everyone involved.
• Ensure that throughout every phase of the intervention we are always providing the highest level of Care, Welfare, Safety, and Security.

• Observe and interact with all students in various academic and classroom settings to build rapport with them and gain an understanding of their deficits and behaviors.
• Meet with classroom staff and service providers to discuss proactive strategies for managing and preventing outbursts and/or challenging behaviors.
• Observe staff interactions with the students and debrief with them on rapport building, behavior management, and crisis prevention.

• Utilize intervention techniques such as Collaborative & Proactive Solutions and Non‑Violent Physical Crisis Intervention to deescalate students who are acting out verbally and/or physically and have become a danger to themselves or others.
• Ensure that all students are treated with the highest level of Care, Welfare, Safety, and Security.

• Collect and review completed Intervention Worksheets daily.
• Attend team meetings as requested.

• Must possess excellent writing and organizational skills.
• Bachelor’s Degree preferred.
• Certification in Nonviolent Crisis Intervention preferred.
• Previous experience with crisis intervention with school‑age students required.
• Requires strong interpersonal and communication skills and the ability to work effectively with all levels of management.
• Ability to work well under pressure and to prioritize tasks is essential.
• Strong interpersonal skills.
• Detail‑oriented individual.
• Maintain confidentiality.
• Effectively manage student crisis with dignity and respect.
• Anticipate and meet deadlines, complete assignments with consistent accuracy.
• Proficiency in Microsoft Office software (Word, Excel, PowerPoint, Outlook).

• Must be able to multi‑task and work in a high‑pressure environment.

• Must be able to keep students safe from themselves and others and, in some cases, may need to implement CPI (therapeutic holds) procedures.
• Must be able to remove oneself from potentially harmful situations and, in some cases, be able to lift a child.
• Ability to stand, walk, bend, kneel, and move throughout the workday.
• Ability to lift (at least 50-65 pounds), assist, and/or physically support students, which may include lifting or guiding students of varying sizes.
• Ability to physically intervene when required to ensure safety (per CPI training).
• Ability to remove oneself and/or others from unsafe situations quickly.
• Ability to maintain attention and focus in a…