IAB 123

Summary/Objective

Primary job responsibility is to effectively work as part of a multi-disciplinary team to develop and implement instruction to students with autism spectrum disorders (ASD) and co-occurring disorders (including behavioral health disorders) using the principles of trauma informed care and Applied Behavior Analysis (ABA) in small group, intensive instruction, and designing functional learning activities in the natural environment. Intervention Specialist will monitor and report on progress students make toward identified educational goals in grades pre-k through 12th grade (depending upon classroom placement). Intervention Specialist will guide classroom support staff in assisting with educational instruction activities and implementation of designated intensive teaching sessions and will lead designated skill set/project meetings in collaboration with supervisors. Intervention Specialists will attend regular meetings with the clinical team.  This is a contracted, full-time (10 month) position with paid time off during the summer per the established educational calendar. 

Essential Functions

Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  

• Implement effective training methods/curriculum for assigned moderate-sized caseload of students diagnosed with autism, developmental disabilities, and related disorders. May be called upon to help develop a curriculum for students outside of the primary classroom. (Boundless serves students in the range of pre-k to 12th grade: 3 years to 22 years old).  
• Create lesson plans and prepare materials for the current week (as appropriate) and the following week, coordinate downtime activities and ensure this information is shared with all necessary staff members. - Manage the Individual Education Plan (IEP) process for all students on caseload including monitoring dates, scheduling with school and family, development goals, running meetings, completes required paperwork to assist with Evaluation Team Reports (ETR), and other educational forms for students. 
• Provide direct intervention services based on IEP goals and following Best Practices to the extent possible.
• Develop positive relationships with the program staff, students, parents, and students’ home schools/districts.  
• Track and gather data on all assigned students to complete progress reports.   
• Work with clinical staff to develop and implement program modifications and strategies for all students.  - Complete required paperwork including assessments, quarterly progress reports, report cards (as applicable), graduation portfolios, and documents related to billing based on student funding source.  
• Guide program staff on academic-based interventions and programming.  
• Meet the standards of and prepare students for ODE-required testing and coordinate modifications/accommodations required (as needed). This may include students outside of the IS’s primary caseload.  
• Communicate regularly with parents/clinical staff of students to ensure that their IEP goals are being met, and that their needs are addressed in a timely and appropriate fashion.   
• Maintain accurate and up-to-date data on each student including updating and monitoring data sheets for support staff.  
• Correctly implement and monitor classroom behavior management system and designated student’s specific behavior plans in collaboration with direct supervisor (as applicable).
• Responsible for following accrediting bodies’ policies and procedure including ODE, CARF and Mental Health and others that do not fall under the previously listed accrediting bodies.
• Uses professional language at all times included but not limited to describing the children’s deficits and/or behaviors.
• Within 60 days of hire, successful completionof the required training including first aid, CPR, physical crisis management training and certifications applicable to the assigned program.  
• Provide coverage for other intervention specialists as needed.  
• Adheres to company policies and procedures in addition to regulations, laws, and other requirements from applicable governing bodies, certification, licensure and/or accreditation entities, etc.
• This job works in a center-based program and may work remotely one day per week.  
• This role routinely uses standard office equipment such as computers and phones.  

An individual in this position will be exposed to the following environmental conditions when performing duties:     

• Inside Environmental Conditions  
• Outside Environmental Conditions  
• Exposure to Blood  
• Exposure to Bodily Fluids  
• Combative Behavior  

Other Responsibilities

• Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.   
• The above statements reflect the general details considered necessary to describe the principal functions of the job as identified and shall not be considered as a detailed description of all work requirements that may be inherent in the position.  - Other duties as assigned. 

Supervisory Duties

This position has no supervisory responsibilities.

Education, Skills, Experience and Requirements

-Bachelor’s degree in education from an accredited school; Master’s Degree in education preferred.

-Intervention Specialist License issued by Ohio Department of Education.  

-One to two years of work experience as a Licensed Intervention Specialist.

-Successful completion and maintenance of the required training including but not limited to first aid, CPR, physical crisis management training, and certifications applicable to the assigned program. 

 - Valid driver’s license and insurable driving record, if applicable.

 Competencies and Attributes

• Exemplary attendance
• Organized
• Independent decision maker
• Ability to maintain a positive attitude and morale
• Flexible, professional, and neutral
• Respect fellow co-workers
• Professional and effective communication with staff, parents, etc. 
• Able to recognize the strengths in their peers, and use them accordingly
• Seeks feedback and applies feedback
• Recognizes problems and is solution-focused
• Knowledge of behavioral therapies and provides a good model across procedural applications
• Ability to perform emergency medical procedures when necessary 
• Abilities to accurately document required intervention data
• Strong computer skills
• Ability to complete training and utilize that information in daily therapies
• Ability to complete projects and train Behavior Technicians

Physical Demands/% of time