Behavior Specialist - Autism Intervention Center

Behavior Specialist - Autism Intervention Center

PURPOSE:

The Behavior Specialist position is a specialized role available at our autism intervention center to work with our clients that have more challenging behaviors. This position is best for a detail-oriented person who loves to collaborate with others, can implement clinician‑developed behavior support plans with fidelity, collect and document daily data, complete daily progress notes, and provide data to clinicians at case review meetings.

Challenging behaviors vary depending on the client and their specific needs.

• Position Title:
  
  Behavior Specialist
• Reports To:
  
  Mental Health Clinical Supervisor;
  Director(s);
  Clinical Supervisor(s);
  Behavior Analyst/Behavior Consultant;
  Other managers as directed.
• Positions Supervised:
  None
• FLSA Status:
  Non‑exempt
• Organizational Level: Director, Manager, Senior Staff, Staff
• Job Type: Full-time
• Seniority Level: Entry level
• Employment Type:
  
  Full-time
• Industry: Book and Periodical Publishing
• Work Location:
  
  In person

• Bachelor’s degree and/or 3 years of related experience required.
• No credentials required.

1,200 hours per year (12 months)

• Follow work schedule with reliable attendance and punctuality.
• Attend meetings, staff development, and training.
• Multi-task, organize and prioritize assignments.
• Adhere to applicable company and departmental policies and procedures.
• Work in difficult environments, solve problems effectively, and exhibit a positive attitude.
• Initiate communication with supervisor when needed and work collaboratively with supervisor and other employees.
• Follow the guidelines, coaching, and directives provided by management to ensure consistent application of agency protocols.
• Receive constructive feedback from supervisor(s) and implement corrections.
• Follow all legal and licensing board requirements and ethical standards.
• Follow state, federal, and local law as they pertain to job duties and execution.
• Keep all client information confidential.

• Work 1:1 consistently with clients that have more challenging behaviors for up to 6 hours per day.
• Do not respond emotionally to behavior episodes verbally or through body language or other non‑verbal communication.
• Remain calm during behavior episodes and not give off that they are nervous or scared to other staff or the client.
• Respond positively to feedback from supervisors and implement feedback immediately, correctly and consistently.
• Initiate modification of instructor variables—pairing, fading in demands, extinction of off‑task behaviors—without direction from supervisors.
• Follow a BSP with minimal modeling front the program supervisor and implement the BSP(s) without question with fidelity.
• Demonstrate adaptability to new clients, new recommendations, and environmental changes.
• Treatment Room Organization: IA sets up the classroom areas such as teacher desk, independent centers and instructional area. Creates schedules and sub plans for the classroom and students. Treatment Binder is set up correctly and the room is clean and organized daily.
• Safety:
  Maintain proper supervision of children within care at all times. Keep a safe environment for students by ensuring children do not have access to anything that could harm or injure them. Student health and hygiene are top priority as well as teaching self‑help/adaptive skills.
• Discrete Trial Training:
  Implement the procedures of Applied Behavior Analysis including completing correction procedures, teaching verbal behavior accurately, modifying instructor variables. Implement errorless learning as designed as well as prompt fading procedures.
• Discrete Trial Training Part 2:
  Implement appropriate variable ratio schedule of work to reward, use visuals such as schedulesles and first, then boards, token economy systems, review data daily and use an appropriate pace of instruction.
• Mand Training:
  Pair self and environment with reinforcement on a daily basis, conduct preference and reinforcer assessments, and teach functional communication training to students.
• Engagement:
  Have a…