Instructional Behavior Assistant

Job Summary

Behavior IA must have experience working with individuals with disabilities such as Autism, and with implementing skill acquisition programs and implementing function-based behavior support plans. Qualified candidates should be proficient in ABA methodologies and teaching techniques and possess excellent communication, organization and time management skills.

Primary Job Duties/Responsibilities

• Knowledge of applied behavior analysis and appropriate interventions for students with Autism Spectrum Disorder.
• Understanding of child development and curriculum and instructional materials used at various grade levels are essential skills in order to assist the students in accessing their learning environment.
• Assess student needs and provide interventions to redirect behavior.
• Regularly review and remain well-versed in a multitude of BIPs in order to implement the plans and monitor plans for multiple students at the same time.
• Provide the highest quality of individualized, educational services to students 3-22 with Autism Spectrum Disorders and other disability areas across multiple environments within CPCSC classrooms, including the general education and special education classrooms.
• Facilitates independent work and transitions as indicated in the student's IEP.
• Provides escort and assistance as necessary throughout the school and community settings.
• Implement acquisition and behavior programs.
• Accept and implement specific feedback provided by teacher of record, classroom teacher, therapists, and building administrator.
• Implement data collection systems including data collection, data graphing, progress monitoring and support with the completion of Functional Behavior Assessments.
• Maintain consistency of Behavioral Intervention Plans by communicating and providing input to teachers and other support staff.
• Work collaboratively with other specialists (Teachers of Records, OT, PT, SLP) to develop and implement appropriate programming for students based on environment and individual needs.
• Assists with the implementation of inclusion practices and implements a transition program developed by building staff to transition students to the most appropriate Least Restrictive Environment.
• Model implementation of Behavior Intervention Plans for other paraprofessionals and staff.
• Adhere to high standards of professional behavior including using appropriate applied behavior teaching, communication, and reinforcement techniques consistently.
• Provide a highly structured approach that relies on behavioral principles.

Education and Experience Requirements

• Required minimum: High school diploma or equivalent, attend required ongoing district training.
• Bachelor's degree preferred.
• Experience using ABA methodologies, preferably in a public school setting, and with students on the Autism spectrum or with severe behavioral needs.

Skills Required

• Strong interpersonal and leadership skills.
• Relates and interacts positively with teachers, other staff, students, administrators, central office personnel, parents, and the general public;
• Communicates effectively in written and oral form;
• possesses excellent public speaking abilities;
• Demonstrated competency in ABA methodologies and ability to follow written procedures as developed by teaching staff;
• Emotional Control - the ability to maintain a rational and objective demeanor when faced with stressful or emotional situations;
• a measure of self-composure in a difficult situation and the ability to act objectively, rather than impulsively or emotionally.

Physical Effort

• The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.
• Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Working Conditions

• The work environment characteristics described in this document are representative of those an employee encounters while performing the essential functions of this job.
• Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

AAP/EEO/DIVERSITY STATEMENT

Clark-Pleasant Community School Corporation believes in equal employment opportunity for all without regard to race, color, religion, sex, gender, sexual orientation, age, national origin, disability, or veteran status. The policy extends to recruiting and hiring, working conditions, training programs, promotions, and all other terms, conditions, and privileges of employment. As an equal opportunity employer, CPCSC actively supports and seeks to implement all federal and state legislation and rules pertaining to the employment process. CPCSC expects and requires its employees to comply with this policy in every respect. People with disabilities, people of color, indigenous people, Hispanic/Latinx, and LGBTQ, regardless of age are encouraged to apply. We are committed to developing a diverse and talented team.