Behavior Intervention Counselor

Behavior Intervention Counselor

Under general supervision from the ECE Leader, the Behavior Intervention Counselor assists Birth to age 5 students with behavioral and developmental needs.

Primary

Job Functions:

Primary functions may include the following tasks, knowledge's, abilities, skills, and other characteristics. This list of tasks is ILLUSTRATIVE ONLY and is not intended to be a comprehensive listing of tasks performed by all positions within this classification.

• Performs follow up screenings and evaluations of student's social/emotional, mental health, and behavioral concerns.
• Provides classroom support, coaching and consultation for teachers and staff.
• Provides suggestions and support in the areas of; curriculum development, classroom setup, planning activities and useful techniques for working with children with challenging behaviors and emotional needs.
• Provides behavior intervention coaching.
• Conducts behavior observations for use in Functional Behavior Assessment (FBA) and Behavior Intervention Plans (BIP).
• Provides individualized counseling to specific children.
• Reduces student aggression, negative peer associations, and school problems.
• Functions as a member of the Student Success Team for assigned consumers and coordinates with other team members to ensure that formal and informal services are matched to the student/family needs.
• Generates input from family members, teachers and other relevant staff who are familiar with the child's typical behavior.
• Gathers data on student behavior to develop appropriate modification programs to match student's needs
• Makes referrals to community mental health programs and agencies for the student and the family.
• Writes, assesses and revises written behavior plans, following established guidelines.
• Collaborates and consults with parents, children, school staff, and other multidisciplinary team members.
• Provides center based mental health consultation services to parents and families with the goal of preventing, identifying and providing short-term treatment and referral services for mental health needs/concerns of the student and family members.
• Ensures the continuity and coordination of services with other professionals, and service providers in the school and the community.
• Accurately and appropriately uses assessment procedures for determining and structuring individual and group counseling services. Evaluates, records, and prepares student progress reports.
• Plans and conducts staff, parent, and community trainings on topics related to mental health of young children, preventive strategies and behavior plans.
• Plans and secures behavioral health resources and linkages in the community.
• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

Knowledge, Skills, Abilities and Other Characteristics:

Knowledge of:

• History, culture, traditions, and customs of the Salt River Pima-Maricopa Indian Community
• Early childhood learning concepts, principles, theories and their application to the educational needs of the Pima and Maricopa people
• Various techniques used to help individuals who are emotionally, mentally, physically, or developmentally disabled
• Principles of best practice in infant/early childhood mental health
• Methods used in an early childhood educational setting to improve behavior and work with mental health needs for children
• How an educational system operates and the necessary Federal and State critical components that are involved within its operation
• Governmental regulations associated with IEP's and IFSP's

Skilled in:

• Computer programs including MS Office Suite and Internet usage
• Assessing, reviewing and recording information
• Oral and written communication/interpersonal skills

Ability to:

• Ability to complete reports
• Ability to emphasize integration of behavior and mental health therapies within the general educational curriculum
• Ability to plan, organize and implement intervention strategies using the continuum of service delivery approach in accordance with student's needs
• Ability to interpret assessment results and uses the results to develop behavior intervention plans and strategies
• Ability to maintain records of children's activities and progress
• Ability to engage in decision-making with other collaborators in regards to writing goals and objectives for an Individualized Education Plans or Individualized Family Service Plans
• Ability to work in a multidisciplinary team model
• Ability to facilitate transition among agencies, programs, and other professionals as service provision changes occur. (i.e. going from Early Childhood to Head Start to the Elementary School)
• Ability to work in an environment where frequent interruptions occur and priorities are often shifted
• Ability to stand, stoop, or bend 80% of the time and to sit 20% of the time. Ability to regularly lift up to 45 pounds on a regular basis.
• Ability to make home visits within the community

Education and experience:

Master's Degree from…