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Behavior Intervention Assistant

1 month ago

San Diego, California, United States Grossmont Union High School District Full time
About the Employer

The Grossmont Union High School District is committed to providing a safe and collaborative learning environment that supports academic achievement and social development for all students. Our district operates on the premise that success for every student is dependent upon all groups in the organization, including teachers, administrators, parents, staff, students, and the community, working together to support all students in their development as life-long learners, thinkers, and successful contributors to the community.

Job Summary

The Behavior Intervention Assistant will provide support, implementation, and modeling of research-based behavior interventions, including Autism Spectrum Disorders and Social Emotional Disabilities, according to established Individual Education Plans (IEPs) for the purpose of supporting district staff and assisting students in achieving their academic, social, emotional, and behavioral goals. This position requires transportation throughout the day and between site locations.

Job Description / Essential Elements:
  • Adapts classroom activities, assignments, and/or materials under the direction of the teacher for the purpose of providing an opportunity for all special education students to participate in classroom activities.
  • Assists in developing, implementing, and modeling behavior and instructional support plans for the purpose of meeting individual student needs and reinforcing learning activities.
  • Assists in the preparation and adaptation of instructional materials for the purpose of providing activities and materials that facilitate student learning and performance.
  • Assists in training of staff, parents, and pupils in specialized instructional strategies and techniques being implemented for the purpose of sharing information and techniques used in behavior intervention.
  • Assists with data collection and assessments for behavior support services for the purpose of monitoring and reporting progress with identified goals.
  • Implements and models alternative communication intervention strategies for the purpose of teaching students to communicate effectively.
  • Implements and models social skill development techniques, including social stories, peer facilitation, and peer training for the purpose of assisting students in achieving academic, social, emotional, and behavioral goals.
  • Implements behavioral plans designed by IEP team for students with behavior disorders or other special conditions for the purpose of assisting in meeting special education students' needs and providing a consistent environment.
  • Monitors and records data on academic and/or behavioral information for the purpose of measuring student progress in identified areas.
  • Monitors student progress in identified areas for the purpose of recording appropriate data regarding academic and/or behavioral information.
  • Participates in staff development programs as directed for the purpose of learning new skills relevant to working with students with disabilities and/or peers.
  • Reports observations and incidents relating to specific students (e.g. fights, inappropriate social behavior, etc.) for the purpose of providing documentation and/or communicating information to appropriate personnel.
  • Supervises pupils at assemblies and on field trips, in the lunch or recess areas, halls, and grounds for the purpose of maximizing their independence and assimilation within the school environment.
  • Travels to school sites as required for the purpose of performing services at varied sites.
Job Requirements:
  • Minimum Qualifications:
    • Experience and/or education equivalent to one year of experience in behavior support, autism, and instructional methodologies.
  • Skills, Knowledge, and Abilities:
    • Experience and/or education equivalent to one year of experience in behavior support, autism, and instructional methodologies.
    • Knowledge of instructional methodologies and tutorial procedures and practices for students with pervasive developmental disorders.
    • Knowledge of data collection strategies.
    • Knowledge of behavioral principles and social interaction facilitation.
    • Ability to schedule activities and/or meetings.
    • Ability to gather, collate, and/or classify data.
    • Ability to use job-related equipment.
    • Flexibility to work with others in a wide variety of circumstances.
    • Ability to work with data utilizing defined but different processes.
    • Ability to operate equipment using a variety of standardized methods.
    • Ability to work with a diversity of individuals' and/or groups.
    • Ability to work with similar types of data.
    • Ability to utilize a variety of job-related equipment.
    • Problem-solving ability to identify issues and create action plans.
    • Problem-solving ability with data may require independent interpretation.
    • Problem-solving ability with equipment is moderate.
Responsibility:
  • Working under direct supervision using standardized procedures.
  • Providing information and/or advising others.
  • Operating within a defined budget.
  • Utilization of some resources from other work units is often required to perform the job's functions.
Working Environment:

The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally, the job requires 50% sitting, 25% walking, and 25% standing. The job is performed under minimal temperature variations and some hazardous conditions.