TITLE BEHAVIOR SUPPORT INTERVENTIONIST QUALIFICATIONS • Master’s degree in Special Education preferred • Previous experience in a school setting • Current Board Certified Behavior Analyst Certification preferred (BCBA, as certified by the Behavior Analyst Certification Board) • Appropriate teacher certification for the State of Tennessee • Ability to communicate effectively with students, school personnel and parents • Ability to maintain a cooperative, harmonious relationship within the school setting which fosters recognition and respect for every individual REPORTS TO Director of Student Services JOB GOAL To support school administrators, classroom teachers, and parents with behavior interventions for students. ESSENTIAL FUNCTIONS • Requires regular, reliable, and punctual in-person attendance at the assigned work location • Observes upon referral from counselors, principals, and other school personnel students in the classroom setting demonstrating inappropriate behaviors • Consults with classroom teachers and other school administrators and support personnel about effective behavioral prevention strategies to decrease frequency of disruptive behaviors • Conducts professional development sessions for teachers and parent groups on developmentally appropriate behavioral prevention and intervention strategies • Attends IEP, eligibility, and case management meetings as appropriate • Collaborates with mental health personnel in referring students with more severe emotional/behavioral issues • Provides techniques for teachers and other school personnel in de-escalating student conflicts • Provides consultative services for teachers in developing psychologically comfortable learning environments • Performs functional behavior assessments, writes behavior intervention plans, and uses other assessment instruments as needed • Consults with the Supervisor of Special Populations as requested to meet student needs • Recommends a variety resources for students and families needing assistance • Facilitates a smoother transition for identified at-risk students going from elementary to middle school and from middle school to high school by working with counselors, principals, and teachers • Completes reports and paperwork within established timeframes • Models behavioral management techniques for teachers • Serves as part of the Raider Ready team • Performs other related duties assigned by the Director of Student Services, Supervisor of Special Populations, or the Director of Schools PHYSICAL DEMANDS This job may require lifting of objects that exceed 50 lbs., or the average weight of a child, if assigned to elementary school, with frequent lifting and/or carrying of objects weighing up to 25 lbs. Other physical demands that may be required are as follows: • Pushing and/or pulling • Climbing and/or balancing • Stooping, kneeling, crouching, and/or crawling • Reaching, handling • Talking • Hearing • Seeing TEMPERAMENT (Personal Traits) • Adaptability to perform a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure • Adaptability to accept responsibility for the direction, control, or planning of an activity • Adaptability to deal with students • Adaptability to make generalizations, evaluations, or decisions based on sensory or judgmental criteria CAPACITY AND ABILITY REQUIREMENTS Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty. • Intelligence: Ability to understand instructions and underlying principles and ability to reason and make judgments • Verbal: Ability to understand meanings of words and the ideas associated with them • Numerical: Ability to perform arithmetic operations quickly and accurately • Manual Dexterity: Ability to move hands easily and manipulate small objects with the fingers rapidly and accurately • Form Perception: Ability to make visual comparisons and discriminations and see slight differences in shapes and shadings of figures WORK CONDITIONS Normal working conditions GENERAL REQUIREMENTS The above statements are intended to describe the general nature and level of work being performed by people assigned to this position. They are not intended to be a complete list of responsibilities, duties and skills required of personnel so assigned.