Behavior Specialist

GENERAL DEFINITION AND CONDITIONS OF WORK

The primary role of the Autism/Behavior Specialist is to provide support and professional development for teachers and paraeducators working with students with Autism.  The Autism/Behavior Specialist also provides consultation for special and general education teachers in the area of challenging behavior, and assists in the development of Tier 3 Functional Behavioral Assessments (FBAs) and Behavior Intervention Plans (BIPs).

ESSENTIAL FUNCTIONS/TYPICAL TASKS

• The Autism/Behavioral Specialist assists teachers assigned to self-contained Autism and related classrooms and Autism resource programs with classroom organization and set-up, including ordering materials, creating a “Structured Teaching” environment, and creating visual schedules and supports. 
• Provides teachers and paraeducators on-going imbedded professional development on evidence-based practices (EBPs), including the effective use of Applied Behavior Analysis (ABA) and Discrete Trial Training (DTT) and other EBPs according to the National Professional Development Center on Autism.
•  Provides on-going coaching support to teachers and paraeducators in EBPs for teaching students with Autism and proactively addressing challenging behavior. 
• As time allows, the Autism/Behavior Specialist will provide professional development and coaching on EBPs for other special education programs.
• Provide expertise at the Tier 3 level (according to CCPS MTSS for Behavior guidelines) for the development of FBAs and BIPs. 
• Provide consultation for staff members on effective strategies for students with Autism as well as other disabilities who are experiencing behavioral challenges. 
• Observations of student with written parental consent as needed. 
• Provide support and resources to IEP teams as well as to the professionals working with students not identified for special education eligibility. 
• Assist the Office of Special Education in providing professional development on the topics of Autism and behavior for teachers, paraeducators, administrators, and parents. 
• Other duties and responsibilities as designated by the Executive Director of Special Education.