Behavioral Interventionist

Position Overview: Behavioral Interventionist service allows for a comprehensive approach to supporting children with social and emotional challenges within a public school setting. This service provides a professional and individualized support system that helps to supervise, direct, inform, and assess current and prospective needs of students with an identified Emotional Disturbance and/or an Autism Spectrum Disorder. A Behavioral Interventionist is responsible for collaborating and working to assist identified students and school systems as directed by the Behavioral Specialist and Principal Student Assignment Students assigned by educational plans (504 Plan, IEP, EST, or other temporary accommodations). Essential Duties and Responsibilities •Will work towards strengthening a student’s emotional and behavioral functioning in school through consistent and supportive practices that are evidenced based and follow best practice guidelines. Individualized planning will help guide schedules of reinforcement and accountability, all measurable and suspect to data collection procedures. •Will be expected to help with the implementation of IEP goals and behavioral training goals. They will not be accountable, nor have the training/background to accurately design comprehensive educational programs, but will remain active team members in supporting academic goals. •Full participation in Individual Education Plan (IEP) meetings, interagency meetings, and staff meetings. •Full participation with social skill development, behavior management plans, crisis support, life space skill instruction, and other modalities that will aid in higher student functioning and success will be targeted goals. •Timely documentation for required services provided, assessments, data collection, physical management procedures, etc. (Adherence to all outlined procedures and policies) •Will adapt general classroom material/methods as appropriate to meet the needs of students, in consultation with classroom and/or Special Education teachers. •Will participate in various community-based outings and with students as designated and as part of identified student’s educational/treatment goals. •Responsibilities include outcomes for ALL students. •Other related duties as assigned. Supervision Received •Behavioral Interventionists will have a single point person for supervision, clarification, direction, and support when needed in collaboration with the Behavioral Specialist and Principal as well as the individuals whom have the responsibility to provide a quality evaluation system. •Staff evaluation shall be comprised of data collection and informal assessment from working teachers and educators in each building. This process will be comprised of observations, interviews, assessment of staff functioning, and informal reports from appropriate building staff. Interventionists are entitled to the following during this evaluation and development process: •Clearly established goals and objectives •Joint feedback and meaningful discussion about professional needs. •Appropriate opportunities for improvement. •Comprehensive involvement in the evaluation of work. •A written copy of their evaluation following the conclusion of the process. Supervisory Responsibilities No formal supervisory duties. Qualifications To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following: •Education and Experience. Bachelor's degree in related field and five (5) years of related experience. •Language skills. Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals. •Mathematical skills. Ability to apply basic math concepts may be necessary. •Computer skills and experience. Good basic computer skills and experience with word processing programs required. Experience with Microsoft Office preferred. Ability to use adaptive equipment preferred. •Reasoning ability/mental requirements. 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. Ability to anticipate and diffuse emotionally explosive situations. •Communication and interpersonal skills. Ability to communicate courteously, efficiently and effectively with a variety of individuals, including students, faculty, administrators, parents, and representatives of outside organizations. Ability to work cooperatively and effectively with peers, subordinates, supervisors, parents, and outside agencies. Ability to show patience, respect and compassion in working with students. Ability to effectively resolve conflicts and handle stress.