Under the direction of the Director of Special Education, to plan, implement and oversee applied behavior analysis (ABA) programs and services to meet the needs of students in general educational and special education settings; train employees in the use of positive behavior support, applied behavior analysis and evidence-based behavior intervention strategies; supervises and evaluate classified Behavior Intervention Technician staff and paraeducators as assigned; oversee and coordinate the fieldwork of district personnel working to maintain and/or obtain professional certification as a Registered Behavior Technician (RBT) or Board Certified Assistant Behavior Analyst (BCaBA); monitor and assess data to enhance behavioral plans and strategies; lead Pro-ACT training sessions; and perform other related duties as assigned.

Plans, develops and monitors the implementation of applied behavior analysis (ABA) programs and service delivery options to meet the needs of students in special education and general educational settings; oversees the districtwide development and implementation of evidence-based student behavioral intervention and positive behavioral support activities to meet student needs; monitors and oversees ABA practices and standards to ensure compliance with applicable laws, codes, regulations, policies and best practices in the industry; and coordinates with outside agencies as assigned.

Collaborates with leadership to establish procedures for providing training, guidance and support to all school sites in implementing and maintaining appropriate student behavioral intervention strategies to enhance student engagement and learning; supports district and site leadership with the assignment of behavior intervention technicians; and assists in facilitating communication between behavioral support team members, educators, administrators and support staff.

Plans, coordinates and supervises behavior intervention services using applied behavior analysis components, including but not limited to Discreet Trial Training (DTT), Pivotal Response Training (PRT), task data collection and analysis, Differential Reinforcement Systems, Antecedent-Based Interventions (ABI), structured teaching approaches, and progress monitoring systems for students in the special education and general education programs.

Provides training to staff including educators, behavior intervention staff, paraeducators and administrators in the utilization of ABA strategies to improve the learning, communication and social development skills of students; trains educators and certificated behavior intervention staff in the creation of behavior support plans; guides classified and certificated employees in the implementation of Behavior Intervention Plans (BIPs); and prepares specialized training, presentations and related materials.

Supervises and evaluates classified Behavior Intervention Technician staff and paraeducators as assigned; oversees and coordinates the required fieldwork of district personnel working to obtain and/or maintain professional certifications such as an Registered Behavior Technician (RBT) or Board Certified Assistant Behavior Analyst (BCaBA); and ensures fieldwork is supervised is in accordance with national Behavior Analyst Certification Board standards, applicable state regulatory standards, and relevant third-party payer requirements.

Consults with educators and administrators in the development of goals and objectives for student intervention practices and standards; collaborates with educators, administrators and others to develop creative behavior management techniques for supporting students with behavioral challenges; and ensures that classroom staff have the tools and knowledge necessary to record reliable behavioral data.

Assists with the establishment, modification, and implementation of student behavioral plans for assigned students district-wide; consults and collaborates with teachers, administrators, support staff and families regarding behavioral support activities that ensure student progress; may assist in planning the transition of students between programs, schools and grade levels; uses evaluation and observational information and behavioral data to develop, monitor and evaluate student action plans; and participates in Individualized Education Plan (IEP) meetings for students with behavior intervention service to provide input regarding student progress, proposed services and behavioral goals, as assigned.

Models a variety of evidence-based behavior management strategies, including behavior modification, reinforcement, and other positive behavior shaping strategies to assist in student development and reduce behavioral concerns; may directly perform functional analysis assessments (FAA) of behaviors for students with complex and/or severe behaviors, to develop legally defensible BIPs in accordance with state and federal regulations; and may assist in the instruction of appropriate replacement behaviors to individual students as assigned.

Collects and analyzes data to monitor the progress of behavior interventions; reviews data and evaluates opportunities for program modifications and/or enhancement of behavioral plans and strategies; prepares a variety of comprehensive reports; and maintains confidential records and files.

Develops and completes various written contracts, meeting forms, and supervision tracking forms that comply with Behavior Analyst Certification Board guidelines; reports completed hours and enters various electronic information into a computerized system; and retains documentation as required.

Leads Pro-ACT employee training sessions; participates in and completes professional development activities related to behavior intervention strategies to remain current on research and methodologies; and leads and oversees continuing education training for staff as required.

Creates and facilitates training and clinic sessions for families, as assigned.

Participates in a variety of meetings as assigned.

Performs other related duties as assigned.

The Behavior Intervention Coordinator is a management-level classification requiring a BCBA issued by the Behavior Analyst Certification Board and is responsible for to planning and overseeing districtwide applied behavior analysis (ABA) programs and services to meet the needs of students, leading professional development activities and supervising assigned staff. The Behavior Intervention Specialist classification requires a teaching or pupil services credential and is responsible for developing functional behavior assessments, behavior intervention plans and positive behavior intervention strategies for students. The Behavior Intervention Technician provides support to staff in the implementation of behavior intervention strategies and provides related guidance, training and support to staff for assigned students. A technician in this assignment has more independence in the implementation of behavior intervention plans and/or behavior summary forms than those in paraeducator roles. The Paraeducator Special Education – Structured Communication and Social/Behavioral Program provides instructional assistance to students using applied behavioral analysis strategies for the purpose of teaching communication and appropriate social behavior. A paraeducator in this assignment performs significant data collection to assist staff in monitoring student progress. The Paraeducator Special Education II provides instructional assistance and, usually, more constant physical care to individual or groups of students with severe and, often, multiple physical, emotional, behavioral, cognitive, learning and/or communication disabilities such as emotional disturbance, autism, orthopedic impairment, significant mental retardation and blindness.

Knowledge of: Principles and strategies of Applied Behavior Analysis; behavior management strategies and strategies relating to pupils who experience frequent maladaptive behavior; federal and State laws and regulations regarding the provision of special educations services and addressing the needs of at-risk students; district policies and procedures; behavior intervention skills; social, emotional, and behavioral characteristics of pre-school and school age students; social emotional learning curriculum; concepts of child growth and development and developmental behavior characteristics, particularly pertaining to pupils with special learning needs; routine record keeping and data collection strategies; methods and strategies of data analysis.

Ability to: Supervise, direct, evaluate, and manage job performance of assigned staff; prepare and present training programs for large groups; work independently within general guidelines to support the behavioral certification program effectively; establish appropriate priorities, plan and organize work, coordinate timelines and assignments with others, and meet deadlines; demonstrate understanding, patience, and receptive attitude toward students of varied age groups; provide verbal and hands-on training to individuals and groups; model appropriate behavioral interventions and provide support to other staff members; conduct Functional Behavioral Assessments to develop Behavior Intervention Plans; establish and maintain cooperative working relationships with co-workers, school staff, administrators, parents and others; maintain records and confidentiality; utilize data collection strategies and maintain, analyze, and synthesize data using relevant software for analysis reporting; communicate effectively in oral and written form; operate computers and related software; understand and carry out oral and written instructions; comply with the District’s customer service standards.

Essential Physical Activities and Work Environment: Sufficient visual acuity to read text in a wide variety of typed/written formats and observe student activities; hearing sufficient to understand normal conversations; clarity of speech sufficient to explain instructional concepts to children and discuss them with adults; finger dexterity sufficient to operate a variety of office equipment, write and grasp, push and pull various light objects and equipment; sufficient stamina to stand, walk, sit, kneel, squat, bend, crawl, twist, and reach to perform various activities in a classroom, learning center, home setting, other instructional facilities and playground area; sufficient strength to occasionally lift, move and/or carry various items in the classroom or office up to 25 lbs.; sufficient mobility to confine/control active students in an assigned area and visit classrooms and other locations on campus; sufficient mobility to travel to various work locations; sufficient strength to restrain students who become physically aggressive and occasionally lift, move, and/or carry physically disabled students with or without assistance weighing up to 50 lbs., and adjust, push or pull orthopedic equipment. Potential exposure to communicable diseases and contact with blood and other bodily fluids. Potential exposure to physical injury from aggressive behavior. Work is performed in primarily indoor environments but the necessity to go to different locations involves some exposure to the outdoor elements. This job generally requires 40% sitting, 20% walking, and 40% standing.

Required Background: Master’s degree in Behavior Analysis, Education, Psychology or a related field from an accredited university and completion of the Board Analyst Certification Board’s Supervisor Trainings Curriculum Outline course within 30 days of hire. Experience as a Behavior Analyst or equivalent is highly preferred.

Licenses and/or Certificates: Current Board Certified Behavior Analyst® (BCBA®) or Board Certified Behavior Analyst-Doctoral™ (BCBA-D™) certificate from the Behavior Analyst Certification Board. Valid instructor certification from a District-approved crisis intervention program. Possession of a valid California Class C driver’s license, and the use of an automobile or proof of an equivalent mode of personal transportation.

Qualifications: In order to be considered qualified for a vacancy in this classification, a candidate must possess the required background and successfully demonstrate such background, knowledge, skills and abilities through an examination process.

Prepared April 2024-AL

Approved by Personnel Commission on May 16, 2024