Primary Purpose:

Provide support to parents, teachers, and administrators in the management of student behaviors. 

Qualifications:

Education/Certification:

Master’s degree in education, AND

TSBEP Licensed Specialist in School Psychology, OR

Board Certified Behavior Analyst (BCBA), OR

NASP Certified School Psychologist 

Special Knowledge/Skills

Knowledge/experience in crisis prevention/intervention

Understanding of emotional and developmental disorders of childhood

Strong background/knowledge in applied behavior analysis

Ability to interpret data from educational and psychological evaluations

Understanding of Federal and State Board of Education rules for education of students with disabilities

Good verbal and written communication skills

Ability to work with other professionals in leadership as well as collaborative roles

Ability to provide staff development training as well as training to parents

Experience

Minimum of three years experience providing services to students with special needs in the area of behavior.   

Major Responsibilities and Duties:

1. Conduct formal (Functional Behavior Assessments) and/or informal evaluations of student behavior.
2. Participate as a member of a multi-disciplinary assessment team.
3. Develop behavior plans and specific intervention plans for students and assist in their implementation, including designing and making materials.
4. Guide and serve as a model for implementation of behavior interventions and social skills lessons for behavior teacher, other special education and general education teachers, paraprofessional staff, and administrators.
5. Monitor the provision of interventions as recommended through the FBA/BIP and as addressed through the ARD process.
6. Conduct ongoing follow-up assessment/observation of progress on the behavior plans.
7. Collaborate with educators to develop programming for students with special needs.
8. Provide staff development training sessions.
9. Provide support and training to parents.
10. Assist families and school staff in accessing community resource services when needed.
11. Train teachers, administrators, and paraprofessionals in the Texas Behavior Support Initiative (1196) and to implement specific behavior strategies and interventions.
12. Conduct research of current behavior interventions with specific disabilities related to students served.
13. Attend conferences, workshops, and behavior specialist meetings to learn current behavioral strategies.
14. Develop curriculum for in-service training and collaborate with educators to develop in-service training sessions for teachers that serve students with special needs.
15. Conduct regular Crisis Prevention Institute (CPI) and Satori Alternatives to Managing Aggression (SAMA) trainings for educators throughout the districts served by the cooperative.
16. Conduct in-home and parent training assessments and training for parents who qualify for those services.

Supervisory Responsibilities:

None

Equipment Used:

Computers, copy machines, telephones, scanners, and software for word processing and databases

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors:

Maintain physical and emotional control under stress.  Frequent travel throughout the district; occasional travel to students’ home; occasional prolonged and irregular hours.

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.