Behavior Consultant

Education & Experience

Master's level licensure in the areas of (1) school, clinical, or child psychology, (2) school social work or school counseling, (3) general or special education, (4) administration, (5) related service personnel, (6) vocational rehabilitation counselor, or (7) other qualified area. Certification and/or experience as a BCBA preferred. Experience working with the psychosocial, behavioral, and educational aspects of PK-12 students with special needs.

Competencies

• Data-driven decision making
• Excellent problem-solving skills
• Extensive knowledge of creating and implementing behavior intervention plans
• Training and development
• Excellent interpersonal communication skills
• Ability to work collaboratively with building administrators, teachers, and support staff
• Strong organizational skills
• Professional Attitude and Appearance

Terms of Employment

183-day contract

Status

Exempt

Reports To

Directors of Special Education or designee

Primary Function

The purpose of the Behavior Consultant position is to effect positive behavioral change in students and provide positive behavior management support for families, school/community professionals, and the students themselves. Behavior consultants will provide direct services to the student and/or indirect consultation and coaching to school personnel, depending on the IEP of the student. Behavior Consultants will also build capacity within each building through ongoing professional development.

Duties And Responsibilities

• Individual Student Services
• Conduct formal and informal functional behavior assessments
• Develop behavior intervention plans with school personnel to support students throughout the school environment
• Design behavior protocols and crisis intervention plans
• Collaborate in the educational evaluation process and program development for students
• Absorb and support staff in writing individualized education program (IEPs) goals
• Participate in case conferences and other meetings involving students on their caseload
• Absorb and support staff in crises
• School-Wide Professional Development
• Provide professional development via workshops, in-service presentations, and coaching on behavior support/management strategies in the classroom and social skills curriculum
• Facilitate and support school-wide positive behavior support plans when appropriate and when called upon
• Coordinate district training in certified crisis intervention programs and ongoing refresher training
• Plan, develop, and facilitate collaborative Professional Learning Community meetings that are centered on appropriate and effective strategies for dealing with challenging behaviors
• Transition Services
• Absorb and prepare necessary paperwork for referral to alternative education programs
• Absorb and support students placed in alternative settings, their educational programming, and transition back to their home schools
• Support positive transitions for students with disabilities as they progress through various buildings and grade levels
• Collaboration with Family and Outside Services
• Absorb and collaborate with family members, outside service providers, and homeschool personnel when students engage in problematic behaviors
• Help connect families to relevant community resources (e.g., counseling, funding options, physicians)
• Serve as a liaison between the school and mental health services, and state or local initiatives
• Absorb and coordinate district-wide parent training
• Ethical And Interpersonal Expectations
• Adhere to the policies and procedures of the assigned schools
• Maintain respect at all times for confidential information
• Develop and maintain trusting, supportive, and professional relationships with all staff members
• Complete annual employee training
• Absorb other duties as assigned by the Director or designee
• Physical Demands
• Requires the ability to stand or sit up to 7.75 hours per day with intermittent occasional walking, standing, bending, and squatting
• Required to sit, stand, bend, stoop, reach, grab, pull, hear, see, and speak on a daily basis
• Required to perform repetitive physical tasks such as computer keyboarding, writing, and reading
• Required to lift or carry supplies, textbooks, furniture, and equipment at a minimum of 35 pounds
• Work Environment
• Standard office and school conditions - Moderate noise level in the work environment, adequate lighting, and comfortable temperatures
• May have to monitor students in a variety of locations, including those with noise, activity, and inclement weather
• The work schedule consists of a minimum full school day, with occasional nights and weekends
• Occasional high to moderate levels of stress