SPED Behavior Specialist

Position Type:
Student Support Services/Behavior Intervention Coordinator - PBIS

Date Posted:
5/3/2024

Location:
FultonJob Title: Behavior Specialist Special Education Wage/Hour Status: Exempt
Reports to: Director of Special Education Pay Grade: Teacher Pay Grade Days: 187
Dept./School: Special Education Date Revised: 05/03/2024 Primary Purpose:
Perform professional work in behavior management for students with autism, emotional disturbance, learning disabilities, and behavioral problems in the general education and special education setting.
Qualifications:
Education/Certification:
Certified educator (general or special education) or
Bachelor's degree conferred in behavior analysis or other natural science, education, human services, engineering, medicine or a field related to behavior analysis.

Special Knowledge/Skills:
Knowledge of measurement of behavior
Knowledge of displaying and interpreting behavioral data
Knowledge of behavioral change procedures and systems support
Knowledge of procedures for assessing behavioral functioning for educational purposes
Knowledge of prevention and intervention strategies, including behavior management interventions
Knowledge of current methods and techniques of applied behavior analysis including functional behavior assessment, functional communication training, discrete trial training, TEACCH, and other confirmed evidence based practices.
Knowledge of psycho-social development
Strong consultation skills for conferencing with teachers, parents, and students
Excellent organizational, communication, and interpersonal skills
CPI/ABA training preferred

Experience:
Two years experience providing behavioral services, or
Three years teaching experience (special education preferred, but not required)
Major Responsibilities and Duties:
Behavior Analysis

1. Analyze and interpret behavioral data.
2. Develop behavior management plans based on data.

Consultation

1. Consult with school staff regarding implementing behavior intervention plans and managing behaviorally disruptive students.
2. Provide staff development training in assigned schools to assist school personnel with identifying and understanding students with emotional, social, and behavioral disturbances.
3. Consult with teachers and relevant staff concerning the educational needs of students.
4. Provide intensive staffing in support of specific behavioral IEP components.
5. Consult with classroom teachers regarding the management of student behavior according to IEP.
6. Consult with district school psychologists regarding the needs of the students.

IEP Development and Program

1. Develop and maintain effective individual and group relationships with students and parents.
2. Compile, maintain, and file all physical and computerized reports, records, and other documents required, including case records, behavior intervention plans, progress on plans, restraints data analysis, time-out data analysis, etc.
3. Comply with policies established by federal and state law, State Board of Education rule, and local board policy regarding special education services.
4. Comply with all district and local campus routines and regulations.

School Visitation

1. Establish and maintain campus visitation.
2. Observe informal interactions between teacher(s) and student(s).

Communication

1. Maintain a positive and effective relationship with supervisors.
2. Maintain a professional relationship with colleagues, students, parents, and community members.
3. Use effective communication skills to present information accurately and clearly.

Program Management

1. Participate in professional development activities to improve skills related to job assignments and obtain an appropriate number of continuing education hours necessary to maintain license(s) or certification(s).
2. Maintain ethical standards as required by the state psychology board and/or SBEC.
3. Complete all other duties as assigned.

Other

1. Attend and participate in faculty meetings and serve on staff committees as required.
2. Assist parents, diagnosticians, speech-language pathologists, community services personnel, classroom teachers, and instructional support teams in early identification, assessment, and intervention planning for students on the autism spectrum or with emotional behavioral needs.

Supervisory Responsibilities:
None.

Mental Demands/Physical Demands/Environmental Factors:
Maintain emotional control under stress. Regular district-wide travel to multiple work locations as assigned; moderate lifting and carrying. May be required to lift and transfer students.

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.

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