Behavioral Specialist – Special Education
Assists teachers, principals, directors, and other school-based staff and central office personnel in the planning, delivery, and evaluation of special education services for students with disabilities who exhibit challenging behaviors, primarily to students with autism. Conduct Functional Behavioral Assessments; develop, implement and evaluate Behavior Intervention Plans. Provide direct support and consultation to classroom teams on behavior reduction, classroom management, crisis intervention, and skill acquisition.
Education, Certification and Experience
At the time of application, the candidate must hold or be eligible for:
- Master's degree and certification/licensure in special education, psychology, or related field.
- Board Certified Behavior Analyst (BCBA) certification or experience and coursework in Applied Behavior Analysis (ABA) and be in the process of obtaining certification/licensure as a BCBA.
- Experience in providing behavior services (e.g. functional assessment, behavior intervention plan, and crisis intervention) for students with autism spectrum disorders, developmental disabilities and other behavior disorders.
- Experience in educational environment or setting.
Knowledge, Abilities and Skills
These are pre-employment knowledge, abilities, and skills that apply to the Essential Job Functions. At the time of employment, the candidate must have:
- Ability to employ technology tools (e.g. e-mail, CCPS web-based tools, Microsoft Office Suite, etc.) and to utilize these tools to analyze, share and use data to make instructional and program decisions.
- Demonstrated ability to work in a fast and dynamic environment (Able to bend, kneel, squat and reach over head as needed to perform duties). Work involves exposure to a variety of safety elements, including moderate physical activity, student behavior and student hygiene.
- Willingness and physical capability of intervening in severe behavioral crisis to include non-violent crisis prevention and intervention.
- Experience working with families for family training, home visits and/or supervision of home programs.
- Excellent verbal and written communication skills that are effective in communicating with a diverse population.
- Demonstrated ability to self-regulate, maintain excellent organization and maintain a positive attitude.
- Collaborative leadership skills with the ability to work as a team member.
- Demonstrated ability to relate effectively to students, teachers, staff, central office personnel, and community members.
- A valid motor vehicle operator's license with daily access to a car.
- Such alternatives to the above qualifications as the Calvert County Public Schools may find appropriate and acceptable.
- Demonstrated success in accomplishing tasks akin to those responsibilities listed below.
Essential Job Functions, Responsibilities, and Duties
Provides initial and ongoing training to staff on principles of ABA, conducting Functional Behavioral Assessments, developing, implementing and evaluating behavior intervention plans.
Provides direct support and consultation to classroom teams on behavior reduction, classroom management, instructional best practices to reduce negative behaviors, crisis intervention, and skill acquisition as part of a behavior intervention plan.
Provides guidance and support to district-level and school-based administrators and staff regarding effective disciplinary practices in effort to eliminate disproportionality.
Responsible for the oversight, structure and maintenance of the ABA curricular programs. Provides family support and consultation through home visits and/or school conferences to ensure consistency from home to school.
Provides professional development, modeling, support and clear expectations relating to behavior management, crisis intervention, and IEP development/implementation relating to behavior.
Participates in ongoing professional development both inside and outside of school setting with a comprehensive knowledge of current professional trends and information.
Participates as a member of IEP and IFSP team meetings for targeted students and completes required paperwork in accordance with established timelines.
Serves as a resource to the director of special education, supervisors of special education, autism spectrum facilitators, behavior specialists, and other staff as appropriate in areas of applied behavior analysis and behavioral intervention.
Maintains required certification/licensing required by given profession.
Responds effectively to parent, school staff and administrator concerns.
Communicates with colleagues, families and outside agencies efficiently and collaboratively.
Travels between schools/homes etc. as needed.
Thinks, concentrates, and interacts positively with others.
Works well under stress and meets all deadlines.
Other Job Duties
Performs related work as required or assigned by the Director of Special Education and/or Supervisor(s) of Special Education.
Physical Demands
Position requires significant periods of standing and walking and is performed in a typical school environment. Work may require physical as well as psychological confrontations with aggressive students. Tasks may include relocating students and setting up needed equipment.
Unusual Demands
As indicated by Individual Education Program plans. May be subject to a flexible work schedule.
FLSA Status
Exempt
Terms of Employment
Eleven (11) month position and salary commensurate with qualifications and experience applied to the current Calvert County Public Schools salary schedule for teachers. All employees are encouraged to have automatic payroll deposit.
Evaluation
Performance will be evaluated in accordance with the policy on evaluation as established by the Calvert County Public Schools.
Effective Date of Position
school year