Behavior Support Assistant Job Description

The Behavior Support Assistant provides evidence/research-based interventions under the direction of the Behavior Specialist that will enable students to remain in school and help students become more productive in the classroom.  The behavior support assistant may work with a student for one to two days at an assigned location or for some time.  The daily school assignment will be based on students’ needs determined by the Behavior Support Team.  

PERFORMANCE RESPONSIBILITIES:  

• Provide direct support to staff by introducing and modeling research/evidence-based interventions
• Provide direct support to students by teaching and modeling research/evidence-based interventions and curriculum.  
• Coordinate with Behavior Specialists and school staff to implement behavior curriculum
• Provide transition plans and support for students moving from one educational setting to another
• Coordinate with Behavior Specialists and school staff to develop effective intervention plans
• Coordinate with Behavior Specialists and school staff to develop crisis/safety plans  
• Provide interventions to enable students to remain in school and help stabilize  
• Assist in monitoring student’s attendance and suspension data
• Provide crisis assistance for students to include the use of Non-violent Crisis Intervention De-escalation strategies and Physical Interventions 

A two-year degree, preferably in a human service field,  with completion of a minimum of 48 semester hours in post-secondary education is required.  Experience in supporting individuals with behavioral needs is preferred.  

Position Summary:
The behavior support assistant works with identified students to increase social/emotional/behavioral skills needed to function in the least restrictive setting possible.  The Behavior Support Assistant models interventions and supports recommended by the Behavior Specialist for high-risk students who have demonstrated behavioral challenges. This position will collaborate with and support teachers when implementing and tracking data for functional behavioral analyses and behavior intervention for at-risk students.

Qualification Requirements:
Highly qualified requirements (48 college semester hours or 2-year associate's Degree).

Knowledge, Skills, and Abilities:

• General knowledge of the special needs of pupils in the classroom.
• General knowledge of the practices and methods used in special education programs.
• Skill in working with special education students.
• Ability to establish and maintain effective working relationships with school officials, the public, associates, and students.
• Ability to accept and follow the direction of the teacher as well as being a self-starter.
• Ability to display calmness, patience, and firmness in managing problem behaviors.
• Patient and kind, respecting all students regardless of abilities or needs.
• Willingness and ability to learn new skills.
• Dependable and prompt.

Physical Requirements:

• The ability to obtain and maintain certification in non-violent crisis intervention.  

Disclaimer:
The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees for this job.