Job Description

Behavior Intervention Specialist at CHS New Danville Center summary:

The Behavior Intervention Specialist provides targeted and intensive behavioral support for children and staff through the implementation of evidence-based interventions, behavior support plans, and social skills groups. This role involves data collection, consultation with families and staff, crisis management, and the development of behavioral programs. The specialist collaborates with educational and health services teams to ensure continuity of care and improve behavioral outcomes within the classroom setting.

The Behavior Intervention Specialist position assists with the delivery of comprehensive behavioral management and support services for CHS children and staff. This includes but is not limited to supporting the implementation of targeted and intensive Tier 2 and 3 interventions in the classroom. The primary purpose of this position is to develop and implement visual supports, individual skill work and social skills groups for children, participate in individualized Child Support Teams, and develop behavior support plans. 

This role utilizes developmental and behavioral knowledge to collect data, provide consultation to staff and families, and supports in classrooms to implement, model, and transfer behavior support strategies to scholastic staff. In addition, the Behavior Intervention Specialist is responsible for ensuring continuity of care and safety for children in crisis. This position is also responsible for researching and utilizing evidence based social and emotional learning materials. Essential to this position is an effective, collaborative approach to working with and supporting families, teachers, Family Success, and Health Services staff members. The salary range for this position is $39,277 to $52,435 per year, based on expertise.

Responsibilities:

Direct Support of Children in Classrooms

• Provide Tier 2 and Tier 3 support in classrooms for children, modeling evidence-based behavioral and instructional strategies for teaching staff
• Develop and implement individual skill work and social skills groups for children utilizing evidence based social and emotional learning materials across all 3 tiers
• Create and implement various visual supports and other individualized tools to aid child success.
• Complete progress monitoring and evaluate service effectiveness and fidelity for support on an ongoing basis
• Support teaching staff in Implementing Behavior Support Plans in classrooms and collect related data
• Provide and model de-escalation strategies within the classroom
• Respond to and effectively manage children who are in crisis

Indirect Support of Children: Consultation and Collaboration

• Consultation and collaboration with families, Child Support Teams, teachers, Family Success, and Health Services staff for children receiving behavioral support
• Collect and analyze behavioral data through the Behavior Incident Reporting System (BIRS) to inform programming and support
• Conduct classroom observations and complete Child Support Team (CST) consultation forms for behavioral or regulation-based concerns
• Actively participate in and contribute to CST meetings to support child-specific planning and service coordination
• Monitor progress and evaluate the effectiveness of behavioral and skill-based interventions on an ongoing basis

Behavioral/Educational Program Development

• Develop curricular materials for Behavioral Services programming
• Research evidenced-based interventions and practices for tier 2 and tier 3 interventions; modify as appropriate
• Complete program evaluations and modify services based upon evaluation results in order to ensure efficacy of services
• Assist with ensuring the linkage of all Health Services programming to CHS goals

Miscellaneous

• Maintain a high standard of professional ethics and expectations
• Follow all CHS policies and procedures.
• Score and assist with the scoring of behavioral protocols
• Respond to requests for reports and records, including data analytics and reports
• Participate in various committees for the development and/or enhancement of CHS programming
• Maintain strong and consistent boundaries and serve as a positive role model for children, staff, and families.
• As appropriate, contribution to CQI initiatives

Other duties as assigned.

Qualifications:

• Bachelor's degree required
• 3-5 years of previous experience in a similar role
• Preferred Certifications- Act 126 Child Abuse, Title III ADA/HIV Awareness, Universal Precautions, CPR/AED, First Aid
• Understanding of child development
• Experience and knowledge in Early Childhood, Elementary Education
• Multi-Tiered System of Support: The Pyramid Model experience and knowledge in Early Childhood Education program and teaching standards, including code of ethics - NAEYC standards preferred
• Experience with crisis management and behavior management
• Experience with Functional Behavioral Analysis
  Experience working with individuals in a group setting
• Effective listening skill and consultation skill
  Sensitivity to individual needs
• Effective communication skills - verbal and written
• Experience in behavior intervention development and implementation
• Ability to establish authentic rapport with children from 6 weeks to 5-years-of-age
• Ability to defuse emotionally charged situations and maintain calm demeanor
• Ability to work independently and as a team
• Ability to respect confidentiality
• Demonstrated understanding of and ability to effectively work with low-income families preferred
• Comfortability with technology including MS Office Suite and various software
• Commitment to the mission and values of CHS and MHS and demonstrated high degree of integrity as all MHS and CHS staff are considered to be role models for children
• U.S. work authorization and successful completion of pre-employment background checks and clearances

Keywords:

behavior intervention, behavior support plans, crisis management, social skills development, child behavior data, special education, early childhood education, functional behavioral analysis, evidence-based interventions, child support teams

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