Job TitleJob Purpose Provide support to the assessment, planning, instruction and documentation of education services and activities for assigned students as assigned by the Principal. Align practice and work with PEP's agency mission, vision, guiding principles, the Neurosequential Model and the Re-ED philosophy. Support PEP's goal to enable the student to achieve the greatest possible academic, social, emotional, and independence in the school and community environment. Work collaboratively with classroom team members to provide an integrated program of education and supports inclusive of academic, social-emotional, and behavioral programming within an ecologically-based model. Understand and respond to the diversity and individual learning and treatment needs of students served. Utilize positive behavioral supports (classroom structure and systems, behavior management techniques, and learning environment design) effectively and therapeutically. Implement the Therapeutic Crisis Intervention model with fidelity and effectiveness to support treatment and reduce/avoid restraints, as needed. Participate in the development, updating and review of the Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP). Support the implementation of the behavior intervention plan (BIP), support IEP goals, and help students remain engaged in learning. Responsible for required documentation, including but not limited to, data collection and assessments. Follow procedures for providing respectful and appropriate assistance to students for personal grooming, hygiene and toileting. Maintain RBT license, receive ongoing training and supervision by the licensed BCBA in accordance with the standards set forth by the Behavior Analyst Certification Board (BACB) and applicable state laws. Participate (and pass requirements where applicable) in all required trainings, including but not limited to, Vehicle Safety, First Aid, CPR, Therapeutic Crisis Intervention, Blood Borne Pathogens, and Standards of Practice. Participate in staff development activities, parent conferences, IEP meetings, team meetings, and staff meetings as scheduled or assigned.
Qualifications:
Bachelor's or Associate's degree preferred. High School diploma required. Appropriate related experience working with children with autism and other developmentally delays. RBT certification Demonstrate effective decision-making skills. Utilize good judgment under routine and stressful work conditions. Work professionally, effectively and collaboratively with others.
Physical Requirements:
Ability to participate in physical interventions, when necessary, and with fidelity to the methods taught through the Therapeutic Crisis Intervention model. Physical interventions are low in frequency but require intense physical exertion. The object is to safely control/maintain a struggling and aggressive young person ranging from 50 250+ pounds. Physical requirements include, but are not limited to: kneeling, possibly for extended periods of time on hard surfaces, bending, twisting, and holding. Ability to participate in therapeutic outdoor education/field trips which may involve hiking, biking, climbing, and swimming. Ability to use a computer and keyboard (eye-hand coordination and repetitive movements related to keyboarding). Ability to move around the classroom/center/community and sit and stand for more than an hour at a time. Ability to visually and auditorily assess and monitor the mental health status of students safety purposes. Ability to meet driver eligibility standards and operate an agency leased vehicle (see physical form for additional information). Direct reports None
