Behavioral Intervention Technician

BEHAVIORAL INTERVENTION TECHNICIAN BASIC FUNCTION: Under the direction of an assigned supervisor, assist with developing and implementing positive behavior intervention supports and services using research based positive behavioral intervention strategies and methodologies. This classification supports the development and implementation of behavioral and mental health components of students’ Individualized Education Plans (IEP), providing support to assist students in accessing their educational program. DISTINGUISHING CHARACTERISTICS: Behavioral Intervention Technician incumbents are assigned to students with behavioral and/or mental health components as part of their IEPs. Incumbents in the Behavioral Intervention Technician Assistant (BIIA) classification provide intensive behavioral intervention instruction and guidance to students with Autism and/or other autistic like behaviors. Incumbents in the Instructional Assistant II-Special Education classification provide more complex instructional support and assistance for students enrolled in a self-contained and critical skills environment as the primary assignment, including Severely Handicapped and Physically Handicapped programs where handicapping conditions are generally more severe. The Instructional Assistant I-Special Education classification supports the instruction and activities related to a designated non-critical special education program. REPRESENTATIVE DUTIES: Work with program staff and students served through IEPs across multiple school sites to support delivery of positive behavior intervention strategies and progress monitoring of related behavior and social-emotional skills. Support implementation of practices and strategies to support student progress towards individual IEP goals in compliance with established policies and procedures. Assist teachers in development and implementation of instructional and behavioral support services using strategies aligned with, but not limited to, Applied Behavior Analysis (ABA) and other research based positive behavior intervention methodologies. Work with students 1:1 or in small groups in the classroom to support students in behavior management, self-regulation, and ready-to-learn skills as a function of data collection and progress monitoring support. Provide direct intensive 1:1 support for students who engage in aggressive or unsafe behaviors towards self or others and/or exhibit significant mental health needs. Support implementation of prompt fading strategies to increase student independence and/or less restrictive levels of support. Provide support to students by setting up work areas, visual supports, and materials to increase students’ communication skills and independence in accessing their educational setting. Assist with creation of specialized curriculum tasks/materials to support IEP goals, such as social stories, visuals, behavior supports, etc. Assist in the implementation of behavioral supports and instruction to students in various areas including critical life skills, play and social skills, pre-academic learning, motor skill development, social communication, social-emotional coping strategies, and personal hygiene. Support virtual and in-person data collection, creation of data sheets, monitoring, and analysis of data collection for behavior and social-emotional goals. Assist staff with graphing data in student data books, collaborating with case manager in analyzing and summarizing the data. Support the training of Behavior Intervention Instructional Assistants in data collection and strategy implementation to respond to and support student behavior skill needs, provide modeling and coaching in research-based strategies and methodologies such as ABA, mental health supports, etc. Attend in-person classroom sessions and virtual teaching sessions as needed to support the development of behavior intervention strategies, data collection, and progress monitoring. Assist in the development of Behavior Intervention Plans, providing input that assists with the identification of function of behaviors and functionally equivalent replacement behaviors. Assist in developing reinforcement inventories and reinforcement systems. Consult with teachers and instructional assistants for behavior management and progress on goals. Consult with case managers to prepare for IEP meetings and parent-teacher conferences. Collaborate with teachers to provide parent trainings and parent consultations to support student behavior at home. Maintain classroom environments in a safe, clean, and orderly condition, assuring the health and safety of students by following established health and safety practices and procedures which may include lifting, toileting and diapering as necessary. Maintain the confidentiality of student records and information according to established guidelines. Provide Professional Development for staff regarding positive behavior management techniques and strategies. Perform routine first aid as needed. Perform related duties as assigned as they relate to the classification. KNOWLEDGE AND ABILITIES: KNOWLEDGE OF: ABA techniques and other research based positive Autism-Spectrum Disorder (ASD) methodologies and supports. Training/Modeling techniques. Knowledge to determine need for physical restraint to maintain safety of students and staff. ABILITY TO: De-escalate aggressive, elopement and other severe behaviors. Understand relationship between mental health needs and behavior. Physically restrain students as necessary to control aggressive/unsafe behavior. EDUCATION AND EXPERIENCE:

• Two years of behavior support experience in a school or home setting
• Completion of 2 years of college level training or equivalent experience in a related field
• Experience with specific behavioral strategies/programs (ABA, behavior management, mental health systems) preferred
• BCBA Certification preferred (or actively working towards obtaining it)
  
  

LICENSES AND OTHER REQUIREMENTS:

• Valid certifications of First Aid, Adult/Child CPR, and AED must be obtained within the first six months of employment or be submitted at the time of application. Only certifications provided by American Heart Association, American Red Cross, or District approved provider for First Aid, Adult/Child CPR, and AED will be accepted. Online certifications will be accepted from these vendors as long as a hands-on skills assessment is completed.
• Valid California driver’s license.
  
  

WORKING CONDITIONS: ENVIRONMENT: In-person/on-campus support for students and programs Indoor classroom settings Outdoor settings Virtual settings Travel to multiple District sites as assigned PHYSICAL DEMANDS: Assist in de-escalation strategies which may include physical restraint in accordance with district procedure Sitting or standing for extended periods of time Sitting on the floor to work with students Bending at the waist, kneeling or crouching to assist students Hearing and speaking to exchange information and make presentations Seeing to read assignments and to monitor student activities Lifting severely handicapped students in and out of wheelchairs Physically managing aggressive student behavior Carrying, pushing or pulling to assist students in wheelchairs HAZARDS: Potential exposure to communicable diseases and contact with blood and other body fluids Potential exposure to physical injury from aggressive behavior