CLASS TITLE: Behavior Interventionist                            

REPORTS TO: Director of Special Education

APPROVED:  April 18, 2024

EXEMPT STATUS:  Exempt

NUMBER OF DAYS:  Contract 

 

BASIC FUNCTION: 

The Behavior Interventionist provides consultation, training, and supportive interventions to educators, staff, families, and students to effect positive behavioral change in students. Complies with Federal, State, County, and District policies, regulations, and procedures.

 

The Behavior Interventionist partners with the student's educational team as well as parents to create and execute intervention strategies (known as positive behavior supports) tailored for the classroom and wider school environment. These strategies aim to facilitate the student's successful behavioral integration within the school setting. Possessing specialized training in addressing behavior challenges within schools, this professional delivers both direct and consultative services to prevent and intervene in behavioral issues within the school environment.

 

The Behavior Interventionist will measure success by:

• Increasing positive student behavior outcomes as evidenced by data collection.
• Increasing students’ abilities to succeed in school by working in collaboration with other district faculty and staff, administrators, and building level staff as evidenced by data review.

REPRESENTATIVE DUTIES:

• Conduct functional behavior assessments (FBA) and lead in development of behavior intervention plans (BIP) for the purpose of providing a safe and effective educational environment for students with challenging behaviors.
• Develop specific, individualized systems of data collection for each assigned student.
• Execute data collection methods to support interventions and behavior change.
• Revise and update behavior support plans, and behavior goals as data suggest the need for intervention change.
• Assist with student performance assessments and testing.
• Provide on-going support and resources to special educators for IEP development, disability information, research-based instructional strategies, and behavior management.
• Work with teachers to:
• Identify and resolve behavior barriers to learning.
• Design and implement student progress monitoring regarding behavior.
• Support instruction to help create a positive classroom environment.
• Motivate all students to encourage appropriate behavior.
• Provides training, consultation, and support to administrators, teachers, and school-based leadership teams. Assistance activities include observation and feedback, modeling, and interpreting data.
• Attends state, regional, and local meetings as necessary to perform duties relevant to research based behavioral interventions. Meeting attendance will be at the discretion of the Director of Special Education and Superintendent. 
• Expands and organizes district materials/resources pertaining to behavior management. 
• Assists in proper referrals of students suspected of having an emotional/behavioral disability. 
• Collaborates with ARC members to develop appropriate individualized education programs (IEPs) for eligible students.
• Assist with developing age-appropriate transition planning for students who are emotionally/behaviorally disabled.
• Provides recommendations and documentation concerning individual students to principals, upon request.
• Supports a comprehensive continuum of prevention, de-escalation, and safe emergency intervention strategies for responding to aggressive behavior in schools.
• Manages Safe Crisis Management (SCM) student tracking system and ensures compliance with data records management. 
• Ability to apply a gradual and progressive system of verbal and non-verbal strategies to effectively deescalate potentially dangerous situations.
• Assists in developing interventions, functional behavior assessments and behavior plans. 
• Provides social skills instruction to students utilizing research based. 
• Assists in developing procedures and training materials for staff involved with students with challenging behaviors for the purpose of enhancing programs for students and ensuring that program operations are in compliance with established guidelines. 
• Conducts workshops, training, in-service presentations, etc. in classroom management techniques and other topics for the purpose of developing skills and establishing effective relationships with behaviorally or emotionally disturbed students. 
• Completes all reporting requirements as mandated by the district, state, federal, and educational agencies (i.e. restraint and seclusion, assessments, behavioral data). 
• Collects and summarizes behavioral data. 
• Assists with student crisis intervention. 
• Required to have prompt, regular attendance in-person and be available to work on-site, in-person during regular business hours and as needed.
• Performs other duties that may be assigned. 

KNOWLEDGE AND ABILITIES

KNOWLEDGE OF:

• JKM guidelines (Safe Crisis Management).
• 701 KAR 7:160, Use of physical restraint and seclusion in public schools.
• Evidence based behavior interventions.
• Correct English usage, grammar, spelling, and vocabulary.
• Interpersonal skills using tact, patience, and courtesy.
• Basic record-keeping techniques.

 

ABILITY TO:

• Communicate and maintain effective relationships.
• Physically perform SCM strategies and interventions.
• Understand and follow oral and written directions.
• Work cooperatively and collaboratively toward project implementation and other problem solving.

PHYSICAL DEMANDS

• Work is performed while standing, sitting and/or walking.
• Requires the ability to communicate effectively using speech, vision, and hearing.
• Requires the use of hands for simple grasping and fine manipulations.
• Requires bending, squatting, crawling, climbing, reaching.
• Requires the ability to lift, carry, push, or pull light weights.

Reasonable accommodation may be made to enable a person with a disability to perform the essential functions of the job.

EDUCATION AND EXPERIENCE:

•  Bachelor’s Degree or higher in Education, Counseling, Social Work, Psychology, Sociology, or a related field or hold a Collegiate Professional Certificate or Postgraduate Professional Certificate. 
• Master’s Degree from an accredited institution in a related field preferred.