Behavior Intervention Specialist

Qualifications:

1. Bachelor’s Degree in General Education, Exceptional Children, or Behavioral Science.
2. North Carolina teaching licensure in Exceptional Children or related field.
3. Three to five years working in a multi-disciplinary treatment and public school setting.
4. Certified in a Crisis Intervention Program and maintain that certification through the proper renewal process, adhering to all timelines. Certified as a trainer in crisis de-escalation skills and physical restraint.
5. Demonstrated experience, commitment, and competence in working with behaviorally and emotionally disabled children.
6. Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

Reports to: Director of Behavior and Alternative Supports

Supervises: (N/A)

Job Goal: Under general supervision, provides consultation, support, and training to school staff in the areas of behavior
management-prevention-intervention, classroom management, and instructional strategies. Employee assists in the development of Functional Behavior Assessments, Behavior Intervention Plans, and Manifestation Determination reports. Employee assesses academic and behavior needs of students and assists teams in developing a plan to address needs. An employee travels to assigned schools as required. Employee participates in ongoing training as required by supervisor.

 

Job Description

Performance Responsibilities:
1. Follow all rules, policies, and procedures of Carteret County Schools, along with state and federal regulations, including IDEA.
2. Provide consultation to school staff and school-based teams on individual behavior strategies, classroom management, and school-wide behavior supports.
3. Provide in-class observations, feedback, and coaching to teachers on the implementation of behavior strategies
4. Assist in the development of Functional Behavior Assessments, Behavior Intervention Plans, and Manifestation Determination reports/reviews
5. Collect data and assist with ongoing evaluation of behavior plans and interventions with recommendations for modifications.
6. Provide training on topics identified by school teams and the school system with a focus on building capacity in the areas of behavior management: prevention, and intervention.
7. Provide training in the implementation of Positive Behavior Supports and Interventions.
8. Organize and maintain a means of promoting the visibility of the Positive Behavior Support and Interventions in the school system.
9. Provide training or consultation in a crisis intervention program.
10. Assist in enrollment procedures for identified At-Risk youth.
11. Work effectively and respectfully with students, family members, school personnel, community resources, and natural supports.
12. Provide classroom programs, instruction in behavior management techniques, and environmental modifications, including identifying
architectural barriers.
13. Consult with parents and guardians regarding students’ behavior programs.

 14. Develop and implement individualized behavior programs for eligible school-age students.
15. Assess students using appropriate evaluation tools, including standardized tests, clinical observations, and review of medical and educational reports to determine the need for a behavioral intervention plan.
16. Determine evidence-based research supporting behavioral therapy interventions.
17. Provide consultation with classroom teachers and other school staff regarding students’ optimal function in the school environment.
18. Perform related duties and responsibilities as requested by the Director and/or principal.

 

The above statements describe the general nature and level of work being performed by
individuals assigned to this position. This is not intended to be an exhaustive list of all responsibilities and duties required of personnel so employed.

Terms of Employment: Ten-month year/At Will/FLSA Exempt

Starting Salary and/or Grade: Salary based on state teacher salary scale.

Evaluation: Performance of this job will be evaluated in accordance with Carteret County Public Schools Board policy.

 

Knowledge, Skills, and Abilities:
• Ability to maintain confidentiality of student information.
• Ability to constantly monitor the safety and well-being of students and staff.
• Ability to motivate students.
• Ability and competence to work with behaviorally and emotionally disabled children.
• Thorough knowledge of the theory, principles, and methods of behavior therapy and their proper application within the educational environment.
• Considerable knowledge of appropriate evaluation tools.
• Considerable knowledge of current literature, trends, and developments in the field of behavior management therapy.
• General knowledge of the principles of organization and administration.

• Skill indirectly providing a wide range of treatment activities.

• Ability to follow detailed written and oral instructions.
• Ability to plan, coordinate, and conduct on-the-job training and continuing education for a variety of individuals.
• Ability to develop and implement individualized programs.
• Ability to train others in simple therapy principles and de-escalation methods.
• Ability to maintain complete and accurate records and to develop simple report from those records.
• Working knowledge of effective methods of dealing with children.
• General knowledge of methods of adapting instruction, equipment, and tools for students with special needs.
• Ability to establish and maintain effective working relationships as necessitated by work assignments.
• Ability to communicate clearly and concisely, both orally and in writing; ability to communicate with school personnel, students, and parents while complying with the confidentiality requirements in local, state, and federal policies and
statutes.
• Speak to individuals or groups of people with poise, voice control, and confidence.
• Apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions.
• Perform under stress, deal with persons acting under stress, and adapt when
confronted with emergency situations.
• Physical ability (able to exert up to 20 pounds of force occasionally) and dexterity to perform the duties and responsibilities of the job, such as, walk, lift, stoop, stand, grasp, kneel, crouch and key requiring repetitive motions.
• Physical ability to restrain and lift students of various weights independently and with shared responsibilities.
• Position is contingent on finishing all required duties and may involve minimal extended employment beyond the school year.

The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. The individuals currently holding this position perform additional duties and additional duties may be assigned.