Behavior Intervention Specialist Under direction of the department principal and behavior coordinator, the Behavior Intervention Specialist performs entry-level special education support for students in the area of behavior management in order to help the student fulfill their potential for academic, emotional, and social growth through instruction in academic content standards and curriculum designed to meet each student's individualized goals and objectives. Works under close supervision, with minimal latitude for the use of initiative and independent judgment. Length of position: 189 days
Hours: 40 hours per week
Essential Functions:
Fully understand and ensure the fidelity of the implementation of the developed behavioral plan for identified students.
Direct/redirect the work and responsibilities of teacher assistants who may work with student(s) as it relates to implementation of the behavior intervention plan.
May work with identified student(s) to reinforce motor, academic, social, self-care or communication skills under the direction of the teacher.
In conjunction with the Behavior Coordinator, may assist the teacher(s) in devising strategies for reinforcing skills based on understanding of student needs, interests and abilities.
Under the direction of the Behavior Coordinator, may assume responsibility for learning and adapting to student's special medical, physical, communicative, and emotional needs.
May assist students with physical disabilities according to their needs, including transferring to and from wheelchairs, lifting and positioning.
May assist students with physical needs and personal care, including feeding, toileting needs and personal hygiene.
Help manage behavior of all students This includes intervening in crisis situations (including NSSI) and restraining disruptive or dangerous student behavior using MANDT strategies, as needed.
Guide students in working and playing appropriately.
Assist and supervise students throughout the school day, inside and outside.
Monitors, observes and reports behavioral data of students according to approved procedures.
Participates in Restorative Meetings as assigned.
Coaches with supervision.
Participates in Behavior Intervention Plan creations with supervision.
Participates in Bullying Investigations as a BIS witness.
Participates in Threat Assessments with supervision.
Non-Essential Functions:
Track progress of academic and behavioral interventions for students.
Facilitate communication with parents, other staff, and school representatives regarding the student's progress.
Perform other duties as assigned.
Minimum Qualifications:
High School degree or equivalent 0-3 years of related experience Current and continuing certification in MANDT or the ability to become and remain certified in MANDT.Sign Language: At hire, the applicant must have sign language skills equivalent to a Signed Language Proficiency Interview (SLPI) level of INTERMEDIATE. When applying, the applicant must submit documentation that the applicant believes substantiates that the applicant has achieved the proficient level required at hire. Note to Applicant: The ultimate required proficiency level for the position using the levels designated in the Signed Language Proficiency Interview (SLPI) is ADVANCED. If hired with a sign language proficiency level below this level, you are required to participate in signed communication learning opportunities on a regular basis until you have achieved the sign language proficiency level assigned to your position.
Desirable Qualifications:
Experience working deaf and/or hard of hearing students with multiple disabilities in a residential school setting.
Experience working with individual education plans and/or behavior plans.
Advanced or better ASL sign skills.
Knowledge, Skills & Attributes:
Problem solving—the individual identifies and resolves problems in a timely manner and gathers and analyzes information skillfully.
Effective Communication—the individual must be able to appropriately communicate with colleagues, students, parents, families, administrators, supervisors, and the public.
Planning/organizing—the individual prioritizes and plans work activities, uses time efficiently, and develops realistic action plans.
Quality control—the individual demonstrates accuracy and thoroughness and monitors own work to ensure quality.
Dependability—the individual is consistently at work and on time, follows instructions, responds to management direction and solicits feedback to improve performance.
Safety and security—the individual actively promotes and personally observes safety and security procedures, and uses equipment and materials properly.
Interpersonal Skills—the individual maintains confidentiality, remains open to others' ideas and exhibits willingness to try new things.
Supervisor: Deptartment Principal and Department Behavior Coordinator
It is the Texas School for the Deaf's (TSD) policy to provide equal employment opportunities to all employees and applicants for employment without regard to race, color, religion, sex (including pregnancy, gender identity, and sexual orientation), national origin, age, disability, genetic information, political affiliation or belief, or any other characteristic protected by state, federal, or local law. TSD expressly prohibits any form of workplace discrimination or harassment based on any of these characteristics. Retaliation against individuals who oppose unlawful discrimination or participate in an employment discrimination proceeding is also prohibited. This policy applies to all terms and conditions of employment, including hiring, firing, promotions, training, wages, and benefits. In addition to federal law requirements, TSD complies with applicable state and local laws governing nondiscrimination in employment.
