Behavior Specialist

Behavior Specialist

To work with school staff, families, and students with behavior disorders to create an appropriate individualized program to enable students to progress towards their goals outlined in their educational program.

Education/Certification:

• Bachelor's Degree with additional training and knowledge of students with behavioral disorders.
• Master's Degree in Psychology/Special Education (Preferred, but not required)
• Three years' special education teaching experience (Preferred, but not required)
• Special Education Teaching Certificate (Preferred, but not required)

Special Knowledge

Skills:

• Language
  
  Skills:
• Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals.
• Ability to write routine reports and correspondence.
• Ability to speak effectively before staff, students, and parents.
• Mathematical
  
  Skills:
• Ability to add, subtract, multiply, and divide into all units of measurement, using whole numbers, common rate, ratio, and present, and draw and interpret bar graphs.
• Reasoning Ability:
• Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.
• Ability to deal with problems involving several concrete variables in standardized situations.
• Positive Behavior Interventions and Supports

Experience:

• Working with students who exhibit behavior that disrupts the learning process.
• Implementing FBAs and BIPs in the educational setting.

Major

Responsibilities and Duties:

• Observe students and assist campuses with data collection and assessments for behavior support services. (Functional Behavior Analysis-FBA)
• Behaviors are identified and defined.
• Antecedent variables are identified and defined.
• Maintaining consequences are identified and defined.
• Frequency/Duration of behavior is measured.
• Hypothesized functions of behavior are identified.
• Replacement behaviors are identified and defined.
• Assists campuses with the development and implementation of positive behavior support, intervention techniques, and positive behavior support plans (Behavior Intervention Plan-BIP) as part of the individual education plan (IEP) process, which:
• Include data collection to document behavior change
• List specific behavior strategies and examples of implementation.
• Focus on making changes in the environment to promote functional replacement behaviors.
• Provide ongoing consultation and support for teachers implementing behavior plans until behavior concerns are alleviated, as documented by data.
• Monitors student progress and makes recommendations for ongoing services and supports as appropriate.
• Observes, consults, and assist teachers in developing classroom positive behavior support.
• Observes, consults, and assist teachers in developing and implementing individual student Behavior Intervention Plans.
• Adheres to the frequency of consultations as prescribed in the BIP/IEP.
• Participates in ARDC meetings as necessary.
• Complies with district and legal requirements/timelines.
• Assists in developing and conducting professional learning on Functional Behavior Analysis, Behavior Intervention Plans, positive behavior supports, and remediation of students' behavioral, social, or personal problems.
• Provides professional learning opportunities in data collection and in the use of positive behavior support and intervention techniques and instructional methodologies to educational staff.
• Pursues updated information and training in behavioral analysis and positive behavior supports.
• Performs other duties as assigned.

Supervisory Responsibilities:

Not applicable

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors:

Maintain emotional control under stress. May be required to stand, walk, and frequently sit for long periods of time. Occasionally lift or carry (45 pounds or more) and position students with physical disabilities, controlling behavior through physical restraint, assisting non-ambulatory students, and lifting and moving adaptive equipment. Occasional prolonged or irregular hours. Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust focus.

Occasionally exposed to outside weather conditions. The noise level in the work environment is usually quiet.

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required. I have read, understand and attest to the above description and funding relating to my daily activities.