SOUTHEAST DELCO SCHOOL DISTRICT

Behavioral Interventionist

JOB SUMMARY:

The Behavior Intervention Specialist possesses knowledge and skills necessary to assist individuals, groups and systems through the application of positive behavior supports. The Behavior Specialist helps coordinate data that can be used for Functional Behavioral Assessments and Behavior Intervention Plans that address students’ behaviors and provide a means to help the students become more socially and academically successful. The Behavior Intervention Specialist also provides classroom and school-wide behavior management strategies.

REPORTS TO: Principal/Director of Special Education

FOR: Grades 1-8 Emotional Support

ESSENTIAL DUTIES & RESPONSIBLITIES:

• Assist staff in: defining and measuring behavior; understanding principles of reinforcement; teaching new behavior; implementing strategies for weakening behavior; and identifying antecedents.
• Participate in team meetings with the identified student’s teachers and parents for the purpose of discussing behavioral strategies.
• Participate in team meetings that address classroom organization and social skills instruction; School-wide Positive Behavioral Support; and factors that affect effectiveness including social validity and treatment integrity.
• Work with individual teachers, groups of teachers and/or the entire staff on issues such as: crisis intervention, learning and collaboration issues, and factors that can affect development and implementation of interventions.
• Promote highly specialized positive behavior interventions in which “at risk” students thrive: behavior support that is explicit, intensive, accelerated and provides ample practice.
• Maintain a record of student progress.
• Regard assessment as a joint venture through which both student and teacher understanding is enhanced.
• Model good processes that assist students in assessing their own work and behavior.
• Provide recognition of a variety of student accomplishments and positive behaviors.
• Work cooperatively with building administrators to promote positive student behavior by providing professional development that targets research, strategies and modeling of instructional practices to support teachers in their implementation of positive behavior support in their classrooms.
• Engage in on-going professional development to increase knowledge and skills of positive student behavior support for all students, targeted students and students who represent sub-group populations.
• Engage parents in the “student behavior intervention plan” process and empower parents by providing them with skills and techniques to support the positive behavior development of their child.
• Conduct conflict resolution and peer mediation sessions
• Review behavior referrals and data reports
• Participate in building level MTSS teams and/or grade level meetings, as appropriate
• Consult with school social worker, counselor, and teachers
• Attend professional development opportunities to maintain high level of skill and knowledge of current research and practices

QUALIFICATIONS:

• Holds a Bachelor’s or Master’s Degree and is trained in behavioral management, human services, psychology, or social services.
• Minimum of three years being successful working with “at-risk” and/or “behaviorally challenged” students.
• Expert knowledge of function-based intervention planning for developing behavior change strategies that focuses on reducing problem behavior and increasing more appropriate behavior.
• Expert knowledge of techniques needed to successfully understand Functional Behavior Assessments (FBA), function –based interventions, and implementation of Behavior Intervention Plans (BIP) or Positive Behavioral Support Plans (PBSP).
• Ascribes to the philosophy that all children can succeed and demonstrates the commitment to do what is necessary to make this a reality
• Proficiency in the use of personal computer technology and be able to operate a variety of office equipment including a telephone, copy machine, fax machine, calculator.
• Ability to establish and maintain effective working relationships with all administrators and the management team, the Board of School Directors, parents, students, professional staff and the community.
• Submission of pre-employment medical examination (Section 148 of the Pennsylvania School Code, Submission of a report of criminal history record from the Pennsylvania State Police (Section 111 of the Pennsylvania School Code), FBI Criminal History Record, Submission of a clearance report from the Pennsylvania Department of Public Welfare in accordance with Act 151 of 1994. Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

PHYSICAL DEMANDS:

• Ability to reach above and below the waist
• Ability to use fingers to pick, feel and grasp objects
• Ability to use both hands for repetitive motion
• Considerable bending and twisting of the body required
• Some stooping and squatting required
• Ability to lift and/or carry supplies and/or papers weighing no more than 25 lbs.
• Ability to stand for long periods of time of the workday

SENSORY ABILITIES:

• Visual acuity
• Auditory acuity

WORK ENVIRONMENT

• Typical office environment
• Subject to inside environmental conditions
• Exposed to moderate noise level

TEMPERAMENT:

• Must possess excellent interpersonal skills
• Must be cooperative, congenial, and service-oriented
• Must be able to work in an environment with frequent interruptions
• Must have the ability to establish and maintain effective working relationships with all administrators, the Board of School Directors, parents, students, professional staff, support staff and the community

COGNITIVE ABILITY:

• Ability to follow written and verbal directions
• Ability to read and write
• Ability to communicate effectively
• Ability to organize tasks
• Ability to handle multiple tasks
• Ability to exercise good judgment

SPECIFIC SKILLS:

• Ability to operate office equipment including a telephone, copy machine, fax machine and calculator.

TERMS OF EMPLOYMENT:

• Professional Teacher Contract
• Salary and benefits in accordance to the SDEA agreement.

(Reasonable accommodations may be made to enable a qualified individual with a disability or disabilities to perform the primary duties and responsibilities of the job.)

The Southeast DELCO School District is an Equal Employment Opportunity Employer.