The specialist provides behavior management instruction and direct interventions for students with challenging behaviors, specifically those with autism. Key duties include conducting functional behavior assessments, developing support plans, and collaborating with classroom staff and families.
Requirements summary
Requires a bachelor's degree in psychology, social work, counseling, or education, along with two years of experience working with students with autism. Candidates must possess a valid driver's license and pass multiple background clearances including FBI and Child Abuse checks.
The well-being of our employees and their families is important to us. At Pressley Ridge, we strive to provide the most competitive and comprehensive employee benefit programs that are affordable and help you and your family achieve and maintain your best possible health.
Medical coverage available with a Health Savings Account (HSA) with employer match
Prescription coverage
Dental and vision plans
Patient advocate and Medicare specialists available at no cost
Dependent Care Flexible Savings Account
Wellness incentive (up to $250)
403b with up to 9% employer give/match
Free life insurance and AD&D
Paid sick time (up to 15 days)
Paid holidays including a birthday holiday
Tuition reimbursement (if applicable)
Employee Assistance Program (EAP)
Position Summary
The Behavior Support Specialist will provide behavior management instruction to teachers and classroom staff for students who exhibit challenging behaviors. The Behavior Support Specialist will provide direct interventions for students and serve as a resource to the classroom staff with regards to behavior management. He/she will conduct functional behavior assessments, develop positive behavior support plans, recommend, teach, and evaluate evidence based strategies, and help to implement data collection.
He/she will help to ensure that the needs of each child in the program are met through positive behavioral support plans derived from data collection and functional behavior assessments. He/she will also conduct weekly social skills group activities for his/her assigned classroom.
Essential Responsibilities
1.
Quality Educational Programming 1.
Participate in team meetings to develop and/or present behavior support plans to address difficult behavior.
2.
Collaborate with classroom staff on effective positive behavior support practices.
3.
Work with the Home Community Educator to assist the family with implementing behavior intervention techniques in the home and providing families with resources and support.
Benefits
Life Insurance
Paid Holidays
Employee Assistance Program (EAP)
Health Savings Account (HSA)
Vision Plan
AD&D Insurance
Tuition Reimbursement
Medical Coverage
Paid Sick Time
Prescription Coverage
403b Retirement Plan
Dental Plan
Wellness Incentive
Dependent Care Flexible Savings Account
Patient Advocate
Medicare Specialists
4.
Clinical team collaboration regarding behavioral programming.
5.
Monitor data gathered from functional behavior assessments to assist in the development or modification of appropriate behavior support plans.
6.
Create a classroom environment that supports behavioral management.
7.
Develop, recommend, and maintain data collection tools for his/her use, or for the classroom assistants or teachers to use.
8.
Utilize technology to navigate systems to track data and create new interventions.
9.
Understand and recognize cultural differences.
10.
Identify themes and trends within various demographics of populations served.
11.
Write and implement appropriate positive behavior support plans for students based on data collection.
12.
Deliver behavior management instruction and interventions within the classroom for assigned students.
13.
Use reinforcement surveys, preference assessments, and reinforcement assessments to develop token economy systems and reinforcement schedules that are appropriate to the student’s needs.
14.
Provide direct consultation to classroom teachers and classroom aides with regards to children with autism who have difficult behaviors.
15.
Complete Social Emotional Learning (SEL) lesson plans weekly and provide progress on social interactions.
16.
Provide Special Education Teacher (SET) with behavioral data weekly.
2.
Communication 1.
Maintain consistent communication with families regarding student behavior and progress.
2.
Communicate regularly with classroom team regarding interventions.
3.
Provides external agencies with information regarding transitional skills.
3.
Finance/ Budget 1.
Provide an overview of funds requested to support the program.
4.
Supervision 1.
Receive supervision.
1.
Receive supervision from and actively communicate with supervisor on an ongoing basis throughout the week by phone, email, written message and when possible, in person regarding program matters.
5.
Leadership 1.
Supports colleagues in a mentorship capacity to assist with daily programming.
2.
Provide training to classroom teams on the use of various data collection tools.
3.
Maintains a professional image when supporting students in the community.
4.
Prepares and is present in meetings with families and outside stakeholders.
5.
Actively participates in boosting morale within the program through recognition.
6.
Documentation 1.
Track mandated data for behavior interventions that involve physical restraint.
2.
Track data regarding Individual Education Program (IEP) goals.
3.
Complete Internal Records (IRs) for critical incidents.
7.
Risk Management and Safety 1.
Follow designated program policy regarding the documentation of critical incidents.
2.
Follow procedures for all physical contact with students.
3.
Follow procedures for student illness and injury, including arranging necessary medical care, accordingly, informing appropriate persons of the situation, and documenting the injury/illness and actions taken.
4.
Assist other staff, as needed, in interventions (TCI, Ukeru) to protect students and staff from injury.
5.
Detect and remediate any potentially dangerous environmental conditions (e.g. broken glass) accordingly.
6.
When transporting students, maintain safe driving procedures.
Qualifications
1. Education/Certifications/Licensure
1. Requires a bachelor’s degree in psychology, social work, counseling, education or other childcare field. 2. Requires a valid driver’s license, safe driving record, and current auto insurance. 2.
Experience
1. Requires two (2) years of experience working with students who have various levels of autism, preferably in a school-related setting developing behavior support plans and conducting functional behavior assessments. 2. Requires familiarity with multiple types of data collection instruments. 3.
Clearances
Required by
Applicable
Regulations: 1. State Police 2. FBI 3. Child Abuse Clearances 4. Mandated Reporter-Recognizing and Reporting Child Abuse training certificate and/or statement
Working Conditions
1. Physical Demands
1. This position requires operating a keypad device 25% of the day and electronic/office equipment 50% of the day. Fingers, thumbs, hands, wrists, elbows, legs and feet are all routinely used throughout the day. The lower and upper torso is used 75% of the day. Employee must meet minimum requirements for hearing, speech, and vision. For positions in the School for the Deaf, hearing and speech are not required but ASL proficiency is (see qualifications above). Walking is required 75% of the day. Standing occurs 75% of the day. Sitting happens 25% of the day. Reaching above the shoulder as well as bending and twisting are performed 25% of the day. This function routinely lifts 15 pounds, 4 times per day. The maximum lift is 10 pounds, 4 times per day. The position requires the ability to implement physical interventions and meet the physical demands of TCI. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. 2.
Mental
Demands: 1. Continually handles diversity of problems. 2. Frequently performs multiple tasks, make quick decisions, concentrate, and handle distractions that interfere. 3.
Environmental
Factors: 1. Environmental demands require this position in schools and community. 4.
Working
Hours: 1. Hours dependent on school schedule. Flexibility to meet student needs. 2. PRSD is on a 12-month schedule. PRSA and Day Schools are on a 10-month/ school year schedule.
