Overall Purpose
The job of Behavior Interventionist is done for the purpose/s of assisting in the implementation of all aspects of the building’s behavior intervention support program, including, but not limited to, the delivery of researched based intervention strategies to individual students as well as small groups of students, and progress monitoring of those students. The behavior interventionist provides a well-organized, smoothly functioning learning environment in which students at the elementary school level can take full advantage of instructional programs and available resource materials. A behavior interventionist may be assigned to work in classrooms, small group settings, individually with students, or in a variety of situations in response to the needs of the school, students, behavior specialist and classroom teachers.
Direct Supervisor
Building Principal
Essential Functions
- Assists students, individually or in small groups, with support for accomplishing daily tasks for the purpose of practicing and/or reinforcing concepts while assisting students in reaching academic goals, grade level standards and appropriate social skills.
- Implements behavioral supports and interventions for the purpose of presenting and/or reinforcing learning concepts.
- Supports Positive Behavior Intervention System (PBIS) initiatives.
- Provides assistance with de-escalating student behaviors and reintegration back into the classroom.
- Assists students by supporting plans for being successful in the classroom.
- Collects and documents data, related reports, and child records for the purpose of ongoing behavior intervention service planning and review.
- Assists school staff for the purpose of implementing intervention strategies to follow specified behavior management plans.
- Collaborates with school support staff as needed for the purpose of implementing the behavior intervention plans as a team.
- Maintains the same high level of ethical behavior and confidentiality of information about students as expected of a fully licensed teacher.
- Maintains classroom equipment, supplies, and supportive learning aids for the purpose of providing a safe and positive learning environments.
- Monitors individual and/or groups of students in a variety of settings for the purpose of providing a positive and safe learning environment.
- Reports observations and incidents relating to specific students for the purpose of communicating information to appropriate instructions and/or administrative personnel.
- Responds to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.
- Complies with all district rules, regulations, and policies.
Marginal Functions
- Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.
Competencies
- Skills-based Competencies
Required to perform multiple tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: adhering to safety practices and procedures; applying assessment instruments; applying physical restraint practices; planning and managing projects; promoting activities and/or events; operating standard office equipment and office technology.
- Knowledge-based Competencies
Required to perform basic math, including calculations using fractions, percentages, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: age appropriate activities/behaviors; assessment instruments and techniques; cultural differences of student population; knowledge of community resources; methods of instruction and training; school safety and security practices; stages of child development; treatment modalities; classroom instructional media and technology; current and emerging technology; keyboarding; office equipment and technology.
- Ability-based Competencies
Required to schedule a number of activities, meetings, and/or events; gather and/or collate data; and use job-related equipment. Flexibility is required to work with others in a variety of circumstances; work with data utilizing specific, defined processes; and operate equipment using defined methods. Ability is also required to work with a wide diversity of individuals; work with specific, job-related data; and utilize specific, job-related equipment. Some problem solving may be required to identify issues and select action plans. Problem solving with data may require independent interpretation; and problem solving with equipment is limited. Specific ability based competencies required to satisfactorily perform the functions of the job include: adapting to changing work priorities; communicating with persons of diverse backgrounds; dealing with frequent interruptions; maintaining confidentiality; meeting deadlines and schedules; organizing tasks; setting priorities; working as part of a team.
Requirements
Associate’s degree with at least 2 years of study (60 credit hours) at an institute of higher learning preferred
At least 21 years’ of age (Individuals who have a minimum credit hours and hold an Associate Degree or higher teaching credential do not have to meet the minimum 21 years of age requirement)
Three (3) years’ experience working with elementary age children preferred
Physical Requirements
The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity.
Generally the job requires 20% sitting, 40% walking, and 40% standing.
Continuing Education/Training
Maintains all licenses and certifications
Clearances
Criminal Justice Fingerprint
Background Clearance
Fair Labor Standards Act
Non-Exempt