Behavior Specialist/Crisis Intervention

BEHAVIOR SPECIALIST/Crisis Intervention Specialist

DISTINGUISHING FEATURES OF THE CLASS:  This position involves professional practice of applied behavior analysis providing behavioral support for students with challenging behaviors in the school setting. The incumbent will work collaboratively with school administrators and teams to execute effective behavioral instruction, functional assessments and the implementation of plans to provide support in creating positive outcomes and increased academic engagement for all students. The incumbent provides guidance and direction to classroom staff in managing and reducing the challenging behavior of students. Work is performed under direct supervision of a school administrator.

TYPICAL WORK ACTIVITIES:     The typical work activities listed below, while providing representative examples of the variety of work assignments in the title, do not describe any individual position.  Incumbents in this title may perform some or all of the following, as well as other related activities not described.

Assesses students functional behavior capabilities within a classroom for the purpose of

designing behavioral interventions;

Performs functional behavior analysis and develops behavior intervention plans;

Consults with and trains teachers and support staff regarding the implementation of the

behavioral intervention plans and the collection of data for the purpose of making data

driven recommendations and decisions regarding student behaviors. Continually monitors and updates the behavioral intervention plans as needed;  May intervene with a student in crisis for the purpose of assisting students in modifying behavior when the team is unable to bring the situation to a successful resolution;

Participates in various meetings (ex: CSE meetings, parent conferences, in-service trainings, staff

meetings, etc.) as needed.  Prepares documentation such as a Functional Behavioral Assessment (FBA) and/or Behavior

Intervention Plan (BIP) (ex: evaluations, observations, progress reports, contacts with

parents, teachers and outside professionals, etc.) for the purpose of providing written

supports, developing recommendations and/or conveying information; and

Researches resource methods (ex: intervention and treatment techniques, behavior assessment

tools and methods, community resources, etc.) and attends conferences and workshops,

for the purpose of keeping current about trends in the field.

FULL PERFORMANCE KNOWLEDGE, SKILLS, ABILITIES, AND PERSONAL CHARACTERISTICS:   Understands and utilizes principles and practices of counseling and behavior assessment techniques and analysis; good knowledge of special education law, relevant education codes, State and District policies; ability to be flexible and travel throughout the various programs; ability to work effectively, efficiently and expeditiously under time constraints; ability to work collaboratively with staff, parents, and students; ability to prepare and provide training regarding proactive and positive behavior supports; has physical ability to lift, carry of physically prompt a student in crisis

MINIMUM QUALIFICATIONS:  Either:

(A)       Graduation from a regionally accredited or New York State registered college or university  with a Master’s degree in Applied Behavior Analysis, Education, Psychology, Counseling, Social Work or related field and one (1) year of experience working with children/adolescents with a variety of psychiatric and/or behavioral disorders including developing functional behavioral assessments, behavior improvement plans and positive behavioral supports OR one (1) year of full-time paid work experience working with students in providing behavior management and/or counseling OR Board Certified Behavior Analyst (BCBA) certification;  or

(B)       Graduation from a regionally accredited or New York State registered college or university with a Bachelor’s degree in Applied Behavior Analysis, Education, Psychology, Counseling, Social Work or related field and three (3) years of experience working with children/adolescents with a variety of psychiatric and/or behavioral disorders including developing functional behavioral assessments, behavior improvement plans and positive behavioral supports OR three (3) years of full-time paid work experience working with students in providing behavior management and/or counseling; or