Behavioral interventionist job description

You’d be best matched to this position if you have a bachelor’s degree in human services, education or psychology and if you have experience in a human service setting serving children or youth. A high school diploma or equivalent is a minimum requirement for this position, as is having a valid driver’s license and excellent driving record. The position requires you to have access to a safe, reliable vehicle that can meets Vermont’s minimum insurance requirements. Daily physical requirements include frequent standing, walking and running, the ability to lift and carry 50 pounds, and to satisfactorily complete specialized physical and verbal de-escalation training provided by WCMHS (this is a condition of employment.)

We have multiple Behavioral Interventionist openings in several programs in our Children’s Youth and Family Services Division:

Ch.O.I.C.E. Academy

BI’s working at ChOICE Academy are focused on serving students in grades 5-12 ages 10-22. Working in small groups you’ll have an opportunity to provide individual support as needed. The emphasis of this position’s duties is meant to help students access their education, build positive relationships and solve problems as issues arise during the program day. ChOICE Academy cross trains all staff in the fields of mental health and education. The position works closely with a multidisciplinary team to help students navigate their school days successfully. There are positions available in both our high school and middle school programs.

Residential Treatment Programs

BI’s working in one of our Residential Treatment programs are focused on helping our youth work on their mental health, academic, and life goals. The residential treatment programs are dedicated to youth in emotional, social and physical need who desire to grow, heal and improve their lives. We are committed to their self-betterment, and support youth in their daily lives through structure, process, and nurture. Our team of celebrated staff strives to create a therapeutic home environment in which these youth may thrive and ultimately lead independent, successful and healthy lives.

School Based Services

BI’s working as part of our School Based Services Teams are focused on helping our youth build appropriate social, emotional and behavioral strategies within their school and community settings. This is done in collaboration with mental health and educational providers by implementing a behavioral support plan focused on improving emotional regulation and building positive connections. The BI Provides direct supervision to enrolled children or youth within a school setting and serves as an integral member of the youth’s educational team. In additional to Implementing behavioral programming School Based BI’s provide counseling in social, recreational and daily living skills in school and community-based settings.

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Behavior Interventionist

ESSENTIAL JOB FUNCTIONS

* Under supervision of the Program Supervisor and/or Clinical Manager, implements in-home/community-based intervention for children diagnosed on the autism spectrum in person and/or via teletherapy.
* Travels to home and other community settings, as required, to deliver services.
* Responsible for meeting established minimum productivity requirements, while providing efficient and effective service in all areas of performance.
* Completes necessary documentation within required timeframe, including behavioral data collection and graphing, treatment notes, and other company-related documents and current ABA treatment plans for each client.
* Remains current regarding new research, current trends and developments in ABA and related fields.
* Attends staff meetings, trainings, and other meetings as requested.
* Responsible to complete additional job duties as assigned by Supervisors/Management.

QUALIFICATIONS

Minimum Education, Experience & Training Equivalent to:

* High School diploma or equivalent required; relevant experience preferred.
* RBT Certification preferred

Knowledge, Skills & Abilities:

* Sensitivity to working with an ethnically, linguistically, culturally, and economically diverse population.
* Ability to communicate effectively verbally, hearing and in writing.
* Ability to maintain confidentiality and exercise discretion pertaining to the work environment.
* Ability to appropriately interpret and implement policies, procedures, and regulations of ESNorcal; training provided.
* Ability to consistently demonstrate good judgment and decision-making skills.
* Knowledgeable and skilled in computer/word processing software and excel.
* Ability to travel to multiple work sites; reliable transportation needed (proof of CA valid driver's license, current auto insurance identification card, and acceptable driving record per NIAC standards is required).

Preferred Qualifications:

* Bachelor's degree in child development, special education, early childhood special education, pediatric therapy, social work or related field.
* Recent experience working with children with Autism Spectrum Disorders (ASD) and/or related developmental disabilities in a direct care capacity preferred.
* Knowledge of evidence-based methodologies found to benefit children with ASD preferred, including Applied Behavioral Analysis (ABA), Early Start Denver Model (ESDM), Treatment and Education of Autistic and related Communication-Handicapped Children (TEACCH), Picture Exchange Communication System (PECS), and Pivotal Response Training (PRT)
* Previous experience providing education, coaching and support to families with children with Autism Spectrum Disorders (ASD) and/or related developmental disabilities a plus.
* American Sign Language or bi-lingual ability.

Physical Requirements:

* Frequent bending, reaching, squatting, kneeling, twisting in order to observe, assess, and interact with clients.
* Ability to stand or sit for extended periods of time, stand for up to 6-8 hours a day.
* Frequent speaking and listening (50%) to clients, staff, and other professionals in meetings and on the phone.
* Frequent driving (to and from office and client homes)
* Frequent sitting and maintaining close visual attention to write reports and work at the computer.
* Occasional lifting, carrying, and loading/unloading toys and materials up to 30lbs used in home visits.
* Ability to physically implement behavior management strategies including responding to physically aggressive behavior.
* Visual and auditory ability to work with clients, staff and others in the workplace continuously.
* Ability to utilize computer, cell phone, iPad.
* Frequent proofreading and checking documents for accuracy.
* Must be able to communicate effectively within the workplace, read and write using the primary language within the workplace.

CONDITIONS OF EMPLOYMENT

* Ability to obtain and maintain criminal record clearance through the Department of Justice. The People & Performance department must analyze DOJ/FBI live scan reports in accordance with applicable federal, State and local laws as well as fitness for position.
* Must have valid California Driver's License and maintain a clean driving record.
* Must pass health screenings, obtain vaccinations, including COVID-19 vaccination, and clear TB test based on company policies.
* Ability to obtain and maintain CPR certificate.
* Ability to obtain and maintain clearance through the Office of Inspector General.
* Ability to obtain RBT Certification within 90 days of hire and maintain active certification status.
* Ability to obtain and maintain a National Provider Identifier (NPI).

About Us:

For nearly 100 years, Easterseals Northern California has provided services to people with disabilities and their families, helping them live, learn, work, and play to their full potential. Today, Easterseals Northern California is a powerhouse in the autism spectrum disorder (ASD) space and it's setting a new standard of care. Easterseals Northern California is also a founding member of one of the nation's largest behavioral health networks delivering more than one million hours of clinical services annually to people in need across Northern California.

We are part of a family of companies, a strategic set of non-profit organizations, including the Catalight Foundation, Easterseals Hawaii, the Behavioral Health Provider Network (BHPN), and Xolv, that are working together to responsibly disrupt and transform the delivery of home and community-based care.

Easterseals Northern California is an equal opportunity employer

Job DescriptionSalary:

Under the supervision of the Dean of Culture, the Behavior Interventionist
promotes positive attitudes and behavior of students. The BI implements positive and effective
interventions to resolve conflicts. Assists teachers with classroom management and the safety of
students. The BI interventionist may monitor the Reset room or have another assigned post in the
building to support culture efforts during the school day.
Major Duties and Responsibilities
A. Culture, Ethics and Integrity
• Understands, communicates, and exemplifies the goals and vision of the organization and
the Head of School’s Office.
• Contributes to and maintains the organization’s culture and identity, using the
organization’s mission and vision as a guide.
• Helps create an environment and culture that enables the organization to fulfill its
mission by meeting and exceeding its annual and long-term goals by: conveying the
school’s mission to all staff, motivating and providing staff with the resources and
support required to improve performance, and holding staff accountable to performance.
• Assists teachers and counselors to better understand and work more effectively with
students that have school related behavioral problems.
• Serve as a resource to staff regarding student management issues.
• Fosters positive interactions among students and teaches useful social skills.
• Acts as a mediator between students, students and staff and faculty keeping res harmony
and understanding as a priority in these interactions.
B. Instructional Leadership
Communication
• Conferences with students, parents, and teachers where individual student behavioral
problems are involved.
• Acts as resource for teachers, parents, counselors, and administrators regarding student,
behavior, and other concerns.
• Facilitates communication between personnel, students and/or parents toward solving
problems and/or resolving conflicts.
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• Promptly informs parents of escalated behavior problems, and also updates parents on
good news.
• Responds to parent concerns regarding behavior.
• Clearly communicates and consistently enforces high standards for student behavior.
Proactive/Prevention
• Independent problem solving to analyze issues and create action plans.
• Problem solve based on organizational objectives
• Works with faculty and staff to understand and implement a school wide discipline plan/
Code of Conduct.
• Promotes a positive school culture by supporting and implementing school wide routines.
• Gives students a clear sense of purpose by discussing behavioral goals.
• Assist staff with the creation and alignment of classroom student behavioral expectations
and classroom management plans
• When necessary, refers students for specialized diagnosis and extra help.
• Collaborate with staff, administrators, and parents through the response to intervention
process.
C. Strategic Planning
• Understands and implements IHS philosophy, policy, and procedures relating to conduct,
discipline, educational and attendance outcomes for students, staff, and parents.
• Compile, analyze, and share student discipline data regularly, and use that data to make
decisions.
• Assist in the planning, developing, and implementation of student behavior plans.
• Works with faculty and staff to develop and enhance enrichment activities that support
behavioral objectives.
• Assists in taking all necessary and reasonable precautions to protect students and prevent
damage to school equipment and classroom facilities. This includes managing student
logistics, such as escorting students to/from locations. Monitors and provides direction
and leadership regarding safety and security by assisting in the student arrival and
dismissal process at school entry and exit points, and within the classroom setting, as well
as participating in proper student searches when necessary.
• Assists in the implementation of a comprehensive behavior management program that
includes effectively dealing with student misbehavior such as violence and/or aggression.
• Assists in taking all necessary and reasonable precautions to protect students
D. Resource Management
Behavior Management
• Has students set goals, self-assess, and know where they stand behaviorally at all
times.
• Assists the Principal in a variety of school administrative functions (e.g. school
schedule, programing – before & after school as well as during school hours) for
the purpose of enforcing school policy and maintaining safety and efficiency of
school operations.
• Develops students’ self-discipline and teaches them to take responsibility for their own
actions.
E. Advocacy
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• Acts to influence national, state, district and school policies, practices, and decisions that
impact student engagement.
• Stays informed about research findings, emerging trends, and initiatives in education in
order to improve practices.
• Acts to ensure that students receive appropriate special services when necessary.
• Participates in meetings, workshops and seminars for the purpose of conveying and/or
gathering information required to perform functions.
Qualifications:
• Associate Degree or equivalent
• Meet all qualifications needed to work with children
• Hold and maintains a valid Louisiana driver’s license
• Has a positive outgoing personality and works well with teachers, staff, students, and
parents
• Provide proof of U.S. citizenship or legal resident status by completing Federal form I-9
in compliance with the immigration Reform and Control Act of 1986
• Provide evidence that a criminal record check has been conducted and clearance has been
given to work around children. Provide a sworn statement that he/she has not been
convicted of a crime or a disorder offense
• Provide evidence that his/her health is adequate to fulfill the job functions with
reasonable accommodations and in accordance with the job requirements
Job Functions:
• Assist in student supervision throughout the school day
• Monitor students on campus, cafeteria, courtyard, bathrooms, transitions, and hallways
• Escort specific students to needed areas such as the front office, ISS, and to class when
needed
• Record and document daily interventions used for each student
• Cover classroom teachers during emergency situations until a substitute arrives
• Monitor morning bus arrival and afternoon bus departure
• Serve as chaperone on selected field trips, monitor students during school events
• Notify immediately, appropriate personnel of evidence of substance abuse, child abuse,
severe medical conditions, bullying, hazing, potential suicide or students appearing to be
under the influence of alcohol, controlled substances, or steroids
• Be available and flexible to perform other duties assigned by the Principal of Culture
F. Other
• Work within a diverse population; work with data of widely varied types and/or
purposes; and utilize a variety of job-related equipment.
• Assumes the responsibility of tasks and special projects as requested by the Principal or
designee.
• Performs other related duties as assigned, for the purpose of ensuring the efficient and
effective functioning of the work unit.
• Performs multiple, highly complex, technical tasks with a need to periodically upgrade
skills in order to meet changing job conditions.
• Work independently or with others in a wide variety of circumstances and in variety of
complex processes. Flexibility is required.
• Excellent communication and motivations skills
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• Excellent management and organizations skills
• Excellent observation and analytical abilities
• A good knowledge about the psychology of high schools students
• Creativity and innovation to come up with plans for the benefit of the students
• Sensitivity towards students in order to understand their problems
Work Conditions
While performing the duties of this job, the employee is frequently required to walk three flights of stairs,
stand and talk or hear and sometimes sit for an extended period of time. The employee is occasionally
required to reach with hands and arms and stoop, kneel, crouch, or crawl. While performing the duties of
this job, the employee may occasionally lift/ and or move up to 150 lbs.
The demands of an extended workday (coverage of building activities and extra-curricular activities, etc.)
requires a high level of physical endurance. This job requires the ability to handle and balance multiple
demands at one time.
Other Requirements

Have a valid state driver’s license

*Must be fully vaccinated against Covid-19

The above statements are intended to describe the general nature and level of work being
performed. They are not intended to be an exhaustive list of all responsibilities and duties required