Purpose:

Behavior Intervention Specialists collaborate with staff to plan and provide behavior-related services for students with disabilities. Provide intervention to eliminate or reduce behavior problems resulting from impairments that interfere with students’ ability to derive benefit from the educational program.  

 

Qualifications:

Education/ Certification:

Bachelor’s Degree in Special Education or related field

Master’s Degree preferred

Emotional/ Behavioral Disorders Endorsement preferred

Autism Specialist certification preferred

Valid Texas teaching certificate

 

Position Description:

Behavior Specialists are responsible for assisting teachers, counselors, principals, students and parents with implementing positive behavior. They assist in the creation of functional behavior assessments, behavior plans, and the development of IEP goals and objectives. They will train, facilitate, and/or coach staff on the implementation of quality special education programming, specialized instructional/behavioral resources, and research-based instructional/behavioral strategies, including instructional resources, progress monitoring, and data collection. The Behavior Intervention Specialist will also participate in the student support process to recommend interventions and/or determine necessity and scope of referral for Full and Individual Evaluation.

 

Special Skills/ Ability / Knowledge:

• Ability to deal with students in a warm and confident manner.
• Ability to maintain accurate files and records.
• Ability to attend to detail and follow tasks through to completion.
• Ability to maintain confidentiality.
• Ability to organize tasks and set priorities within established parameters.
• Ability to remain flexible to changes in assignments or situations.
• Ability to organize activities.
• Ability to be fair and consistent when working with students.
• Knowledge of age appropriate teaching methods, state curriculum framework, education and special education law and appropriate instructional subjects.
• Very good command of oral and written English language and ability to present effectively to large groups;
• Ability to write valid IEP’s and to follow IDEA and 504 procedures;
• Experience and expertise in student behavior management and collaborative problem solving;
• Work effectively with and respond to people from diverse cultures or backgrounds;

Major Responsibilities:

• Implement Behavioral and Functional Assessments for students both disabled and non-disabled;
• Assist and support building and District staff and parents in the development, implementation and revision of student behavior intervention plans;
• Facilitate team processes including problem solving, pre-referral intervention, and IEP development for special needs students;
• Provide support to staff in all areas related to emotional disturbance and behavior disorders and interventions;
• Instruct and direct assigned instructional assistants to maximize delivery of instructional services;
• Collects appropriate student performance data for determining the extent to which student IEP goals and objectives are achieved;
• Teacher will seek out opportunities for professional development to enhance content knowledge and pedagogical skill.
• Provides classroom and school-wide behavior management strategies.
• Participates in a variety of meetings, workshops and committees for the purpose of conveying and/or gathering information required to perform functions and remaining knowledgeable with program guidelines.
• Demonstrate professionalism and appropriate judgment in behavior, speech and dress in a neat, clean and appropriate professional manner for the assignment and work setting
• Have regular and punctual attendance;
• Follow all District policies, work procedures and reasonable requests by proper authority;
• Use modeling to demonstrate appropriate behavior to students;
• Assists teacher in maintaining a classroom atmosphere conducive to learning.
• Assists teacher in behavioral interventions with student behavior and disciplines students as authorized; may physically restrain students.
• May attend classes with students who are mainstreamed; monitors behavior of mainstream students and assists with classroom management.
• Ensures mainstream student's understanding of classroom expectations presented.

 

Communication

• Maintain a positive and effective relationship with supervisors.
• Effectively communicate with colleagues, students, and parents.
• Maintain the integrity of confidential information relating to a student, family, colleague or District patron
• Confer regularly with other licensed staff and immediate supervisor;

Working Conditions

• Experiences frequent interruptions; clerical work requires dexterity and precision.
• Requires flexibility due to frequent shifts in focus between assignments.
• Regularly required to deal with angry or upset students.
• May restrain students if necessary; constantly monitors behavior of students

 

Mental Demands

Ability to communicate (verbal and written) effectively. Maintain emotional control under stress.

 

Physical Demand/Environmental Factors

May be required to lift and transfer students to and from wheelchair or assist with positioning students with physical disabilities.