Behavioral Support Specialist - Best Point Educational and Behavioral Health

FLSA Status: Non-exempt

 Definition and Primary Objective:

The Behavior Support Specialist works collaboratively with the student’s educational team in the development and implementation of intervention strategies for the classroom and school environment.  The Behavior Support Specialist also is to provide back-up classroom support, and crisis support to the classrooms.  The Behavior Support Specialist supports Principals and Associate Principals with the implementation of the Teaching Family Model within the classrooms daily.  The Behavior Support Specialist is an expert in TFM Teaching Procedures and provides proactive supports to students and staff.

 Reporting Relationships:

 Reports to: Behavior Support Supervisor/ School Principal

Direct reports include: None

 Primary Responsibilities:

 Direct Client Service

  • Provides back up crisis intervention, including de-escalation and restraint as a support to staff and students.

  • Monitors the In-School Success room as needed.

  • Supports staff in the development of student’s individual treatment plan and strategy sheet.

  • Functions as a positive role model at all times to promote age appropriate social skills, self-care, problem solving, modulation of mood, and maintaining appropriate body boundaries. Maintain a safe environment that is age appropriate for students.

  • Provides direct classroom support to teachers in the absence of the classroom Educational Aide.

  • Communicates pertinent behavioral information and data in the development of a student’s Functional Behavior Assessment/Behavior Intervention Plan.

  • Demonstrates proficiency in the use of the Teaching Procedures. Promotes the integrity of the motivation system within the classrooms.

  • Fully integrates, implements, and promotes the TFM with students and staff. Takes the lead with the TFM as appropriate and/or as requested from the building leadership in order to model and develop staff skills and capacity in the implementation of the model.

  • Supports the implementation of strategy sheet and behavior plans through modeling and coaching staff as they are being implemented in a crisis.

Internal and External Collaboration

  • Actively participates in daily debriefings, student focused meetings, and staff/program meetings as scheduled.

  • Assists and leads program refreshers in areas identified as an expert.

  • Presents training modules in Pre-Service workshop in areas identified as an expert.

  • Identifies and recommends to program leadership areas of process improvements in the implementation of TFM*.

  • Collaborates daily with school administrators, School-based therapist, and classroom staff to promote humane, effective and individualized behavior interventions.

  • Collaborates with the student’s educational team in the development and implementation of Functional Behavior Assessments and Behavior Intervention Plans.

  • Works closely with the school administration in the implementation of Positive Behavior Supports.

  • Represents the agency within the community and with clients with professionals at all times, maintains a strong customer service and public relations perspective.

  • Serves on agency committees as assigned.

  • Networks with other special education professionals in efforts to share best practices and develop professional skills and relationships.

  • Actively collaborates with other service programs across the agency to ensure student needs are being met and to benchmark and share resources as assigned.

Administration

  • Completes all assigned paperwork such as but not limited to incident and restraint reports, assessments, ISS logs and Progress Tracker.

  • Supports the education team by completing identified assessments and contributing to student’s documentation such as the FBA, BIP and IEP.

  • Supports classroom EAs with their monthly motivation reviews.

  • Completes Brief Feedback documentation for school administration pertaining to the requested modeling and support to staff on strategy sheet and behavior plan implementation.

  • Completes all pre-evaluation paperwork.

Quality Assurance and Effectiveness

  • Participates in daily debriefs and assists in adjusting student’s behavior plans as needed for maximum progress.

  • Uses student assessment data and other student resources to support individualized behavior plans.

  • Professionally accepts and utilizes conceptual feedback for professional development thereby attaining practitioner certification. Meets and maintains criteria for professional certification in TFM.

  • Performs all levels of crisis intervention including de-escalation strategies, life space interview, seclusion and physical restraints in emergency situations only. Works to promote the reduction of physical restraint. Completes and passes the Non-Violent Crisis Intervention course.

  • Completes all required trainings.

Fiscal Responsibility

  • Uses program resources efficiently and responsibly.

Other duties as assigned

 Minimum Education, Experience and Other Skill Requirements:

 This position requires a Bachelor’s Degree from an accredited college or university, (or equivalent combination of education and 3 years’ experience).  Requires 3 years as a TFM Certified practitioner, and identified as an “expert” in extended teaching and other TFM elements.  Must possess minimum technical skills including familiarity with Microsoft Windows and ability to use standard Microsoft Office applications.

 *Teaching Family requirements apply only to TFM certified programs.

 Work Environment:

 Exposed to a combination of office, school and mental health treatment environments.  Exposed to children with behavior problems.  May be exposed to shouting and clients who may be verbally and physically aggressive.  May be exposed to blood or vomit and bodily fluids.

 Physical demands:

The physical demands are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

 While performing the duties of this job, the employee is regularly required to:

Regularly required to sit, stand, walk, bend and lift up to 50 pounds.  Must be capable of sustained exertion and be able to participate in the physical restraint techniques and exercises required to ensure safety of clients at all times. 

 Interested candidates please contact Max Doerrer in human resources. mdoerrer@bestpoint.org


Michele Boguslofski