726 - BEHAVIOR TRAINING ASSISTANT

QUALIFICATIONS:

Be a high school graduate or hold a GED certificate;
Have 2 years of experience as an educational aide I or a minimum of 15 semester hours of college credit with some emphasis on child growth and development or similar background; or have demonstrated proficiency in the area of special education;
Have experience related to working with Emotionally disturbed or Behaviorally Disordered students, preferred;
Desire and ability to work with and effectively communicate with staff, students, and parents;
If working at the Youth & Family Enrichment Center, must meet all of their guidelines.

REPORTS TO: Director of Special Education/Principal

JOB GOALS:

To conduct observations and provide input in developing the behavior management plans.
To model appropriate student behaviors and provide feedback for dealing with specific problem behaviors.
To support the teachers by providing technical assistance and current information.
To emphasize and nurture communication with the school, department, district, and community.

TERMS OF EMPLOYMENT: Noncontractual (At-will); Clerical/Technical Paygrade 2
Estimated 185 days; estimated 8 hrs daily
Wage/hour status: nonexempt

MAJOR RESPONSIBILITIES AND DUTIES

1.	Behavioral observations of students.
2.	Assist in developing management plans.
3.	Develop folders, files, and programs to enable teachers and staff to collect data.
4.	Individualize and give specific feedback for specific student-teacher needs.
5.	Oversee students with special needs.
6.	Model and provide specific feedback for dealing with specific problem behaviors.
7.	Provide technical assistance for classroom teachers.
8.	Stay current on literature, training, workshops, and in-service, dealing with Emotionally Disturbed and Behaviorally Disordered students.
9.	Encourage students and teachers using positive feedback and specific technical assistance.
10.	Escort students to classroom.
11.	Provide supervision during lunch, physical education, providing on-going needs assessment in order to make the setting safe and less restrictive (requiring less supervision).
12.	Provide constant supervision during crisis situations. Use of Crisis Prevention Intervention techniques when appropriate.
13.	Assist students in the classroom.
14.	Have an understanding of subject areas and ways to adapt and improve curriculum.
15.	Demonstrate a wide variety of developmental and remedial instructional approaches (especially tactile strategies).
16.	Assist with classroom organization (i.e., schedules, materials, teacher, assistants, etc.).
17.	Conduct a functional assessment and design appropriate recording/graphing strategies for specific behaviors.
18.	Teach about reinforcers, punishers, data recording, token system, graphing and effective instructional strategies.
19.	Design behavioral programs for problem students.
20.	Analyze antecedents for student behavior such as classroom design, curriculum design, lesson design, teacher communication style, etc.
21.	Familiarize with various social skills curriculum and with self-regulation strategies.
22.	Describe strategies for achieving the maintenance and generalization of pro-social behavior.
23.	Promote a positive attitude toward special needs students and services.
24.	Build teacher’s self-confidence in serving problem students.
25.	Assist in conducting effective in-service training.
26.	Be a good problem-solver (identify, clarify, analyze, and evaluate).
27.	Demonstrates good communication skills: Be a good listener; Relate information and ideas to others; Use non-verbal communication; Restate, paraphrase, and confront in non-threatening manner.
28.	Be able to identify resource personnel available to teachers.
29.	Complies with directions and instructions from supervisor and performs other tasks and assumes such responsibilities as may be assigned.
30.	Maintains positive and cooperative working relationships with colleagues and others in the conduct of district business and demonstrates team work in daily activities.
31.	Is prompt, timely, and thorough in completing assignments and attending to details accurately and efficiently.
32.	Meets attendance standards and complies with notification procedures for absences.
33.	Provides complete and accurate information in the conduct of district business.
34.	Maintains confidentiality in the conduct of district business.
35.	Complies with district policies, as well as state and federal laws and regulations.
36.	Conduct oneself in a professional, ethical manner, in accordance with generally accepted community standards; comply with TEA code of ethics.
37.	Adheres to the district’s safety policies and procedures.
38.	Participates in staff development training programs to improve job performance.
39.	Participates in faculty meetings and special events as assigned.

EQUIPMENT USED:

Uses typewriter, copier, audiovisual equipment, computer, and metal detector.

WORKING CONDITIONS:

Mental Demands:

Tolerate and ignore verbal abuse (insults, language, and threats). Use verbal de-escalation
techniques to defuse enraged students and/or parents. Reading; ability to perform basic arithmetic; ability to communicate effectively (verbal and written); maintain emotional control under stress.

Physical Demands/Environmental Factors:

Moderate standing, stooping, bending, and lifting. Block and deflect punches, kicks and other forms of physical attacks using CP techniques. Physically restrain students who are a danger to themselves and others. Physical transport students who need to be placed in an isolation booth at the day treatment program.

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.

Revised 11/03 sr