General Function

The Behavioral Interventionist shall provide direct and indirect services and be responsible for providing leadership, expertise, and supervision related to student behaviors for students with and without Individualized Education Plans. The Behavior Interventionist shall provide quality behavioral support service, technical assistance, professional development, modeling, and coaching to classroom staff, students, families, and other services to ensure the realization of the mission of the NC RESA. 

Position Qualifications

• Certified as a school social worker, counselor, BCBA, BCBA Assistant, psychologist, or other mental health professional.
• At least three years of successful teaching or clinical experience.
• Experience working with students with Autism Spectrum Disorder, Emotional Impairments, and other disabilities.
• Thorough understanding and knowledge of behavioral interventions implemented through a Multi-Tiered Systems of Support.
• Experience in data analysis and writing/implementing behavior treatment plans.
• Experience developing Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs) is required.
• Experience or training in behavioral management and support.
• Extensive knowledge of current trends, supports, and interventions recommended to support students affected by trauma, Autism Spectrum Disorder, Emotional Impairments, and other disabilities that impact behavior.

• Extensive knowledge of positive behavior support and prevention strategies and restorative practices.

   

Other Qualifications

• Solid organizational and planning skills.
• Strong verbal and written communication skills.
• Able to work as a member of a team and contribute to the agency vision and goals.
• Able to demonstrate confidentiality in all matters.
• Positive leadership skills.
• Must complete and pass required criminal history check.

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Essential Duties

Essential duties shall include, but are not limited to:

Review and appraise the effects of interventions that impact the goals of the behavior-change plan, and their possible impact on the behavior-change plan.

Ensure accountability and meet legal and organizational requirements by creating and maintaining detailed documents that are consistent with best practice and facilitates the provision of services.

Create data management systems with accompanying visual analysis displays to track and display student targets/progress, graphically displaying data using behavior-analytic conventions, in a manner that allows for decisions and recommendations for behavior-change plan development.

Participate in the MTSS-Child Study/Student Intervention process as a tier 3 intervention to support educational teams to be more successful with student behavioral outcomes.

Observe students, collect data, document and analyze results.

Conduct and use current assessments prior to making recommendations or developing behavior-change programs including a functional behavioral assessment or other types of assessments as determined by student's needs, environmental parameters, and other contextual variables. Develop and implement written behavioral support plans and participate in/facilitate follow-up child study/student intervention meetings.

Effectively collaborate and maintain positive relationships with teachers, classroom staff, family members, and other stakeholders.

Instruct staff in the utilization of positive behavior supports.

Coach and model specific interventions and related procedur