Classification: Classified Management
Under the general supervision of the Humboldt-Del Norte SELPA Director, provides technical behavior assistance to Humboldt County school district personnel, conducts student functional analysis assessments, develops and implements positive behavior plans and interventions assuring that effective and efficient behavioral intervention and support systems are in place to support the continuous academic progress of students. The behavior intervention support specialist will train district and SELPA instructional aides in Applied Behavior Analysis and other intervention techniques as required for individual student’s needs. In addition, the Behavior Intervention Support Specialist will attend student SST, 504 or IEP meetings as requested and coordinate behavior techniques in the school with a student’s home program as applicable. The Behavior Intervention Support Specialist will serve as a complement to district designated staff to provide guidance in behavior management techniques that comply with various federal, state, and SELPA requirements.
Experience and Training
- California Pupil Personnel Services (PPS) credential or Board Certified Behavioral Analyst (BCBA) certification.
- A minimum of three years’ work experience as a certified behavior specialist in public education with K-12 students, emphasizing working collaboratively with students with intense social-emotional needs, families, and staff.
- Experience in conducting Functional Behavior Analysis (FBA), interpreting data, designing specific educational programs, implementing positive behavior plans, and training staff to implement and monitor the plan.
Examples of Duties and Responsibilities
- Works collaboratively with staff to identify students/classes with behavioral concerns, process referrals, conducts student functional behavioral analysis assessment, design data collection systems, analyze data, develop and implement behavioral intervention programs to support students and teachers.
- Provides support and training to school site administrators and instructional staff related to effective strategies designed to meet the needs of all learners.
- Provides support and leadership planning on fundamentals of applied behavioral analysis, classroom, student, and school-wide positive behavioral reinforcement systems.
- Provides consultation assistance to teachers, psychologists, paraprofessionals, and parents in assessing, planning, developing individual student behavioral support plans, and tracking/monitoring data systems for assessing student progress.
- Provides direct service to students as mutually determined by specialists, principals, and directors.
- Models positive behavioral interventions strategies in classrooms for staff members as requested.
- Provides professional development support, assistance, staff development, and coaching to paraprofessionals and certificated staff members as requested on applied behavioral analysis and effective intervention strategies.
- Provides information as needed on programs, services, regulations, etc., to staff and parents.
- Attends Student Study Team (SST), 504 Accommodation Plan meetings, and/or Individual Education Plan (IEP) meetings as necessary to review assessment data, consult on the behavior program, and develop goals and objectives.
- Attends conferences or meetings related to district and school goals for student behavior.
- Performs other duties as assigned or requested by the SELPA Director, including potential flexibility of work calendar to meet school district needs.
Individuals who serve as Program Director 1 provide services in the office as well as in various sites throughout the county, sometimes serving multiple sites in a single workday. Public speaking skills, group problem solving and leadership ability, the ability to communicate effectively in writing, the capacity to maintain a personal demeanor during periods of peak workflow and perform efficiently within restricted timeframes are critical factors for success in this position.
Individuals who serve as certificated management personnel must be willing to modify days/hours and to work additional days/hours on occasion with appropriate compensation and be willing to travel using their own transportation with mileage reimbursed, or county office fleet vehicle, as the job may require.
Occasional (less than 25%)
- Ability to bend and twist, stoop, and kneel
- Ability to lift 40 pounds
- Ability to carry 25 pounds
- Ability to stand for extended periods of time
Often (25 – 50%)
- Sufficient mobility to move about the work environment
- Ability to drive to various sites
Very Frequent (76%)
- Sufficient mobility to move around a classroom to observe students and staff
- Ability to stand and move around an office
- Ability to work at a desk, conference table, or in meetings of various configurations.
- Ability to see for purposes of reading printed matter and observing staff
- Ability to hear and understand speech at normal levels
- Ability to communicate so others will be able to clearly understand
- Ability to operate office equipment
- Ability to reach in all directions
Reasonable accommodation may be made to enable a person with a disability to perform the essential functions of the job.
NOTE: This list of essential functions and physical requirements is not exhaustive and may be supplemented as necessary in accordance with the requirements of the job. For further information concerning the specific requirements of any particular assignment, please contact the Personnel Office.
Amended 9/19 ssj