Temporary Instructional Behavior Assistant

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About the role

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.

Reports to: Director of Special Education/Building Principal/Asst. Special Education Director. Supervises: None. FLSA Status: Non Exempt. Corp Status: Classified. PERF: CPCSC is a Non-PERF District.

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.
• Employees may be assigned additional duties by management as required.
• 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.
• Director/Asst. Director or designee will collaborate with building administrators on the evaluation as needed.
• 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.
• Additional responsibilities may be designated at the discretion of the Special Education Administration/designee/building principal.
• Comply with district policies and procedures including maintaining student confidentiality, ensuring student dignity and choice with all interactions.
• Maintain student and program records in accordance within required timelines and with applicable standards, regulations, and CPCSC Policies.
• Complete necessary crisis management and de-escalation trainings.
• Participate as a member of the school crisis team.
• The employee in this job may be asked to support students in a different building location, on the school bus, or at an ABA center for transition.

Requirements

• Education (training/degree): Required minimum: High school diploma or equivalent, attend required ongoing district training. Bachelor's degree preferred.
• Experience Requirements: Experience using ABA methodologies, preferably in a public school setting, and with students on the Autism spectrum or with severe behavioral needs.
• Licenses, Certifications or Registrations Required: Maintain district program certifications, such as crisis management/de-escalation programs.

Skills

• 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;