Under the supervision of the Coordinator of Integrated Student Supports, develop and implement behavioral strategies for students with disciplinary and/or behavioral concerns within the general education and special education programs; train certificated and classified staff on student behavior intervention strategies; implement and assist others in the implementation of behavioral intervention plans and the completion of behavior summary forms; and assist with the establishment and modification of student behavioral plans for assigned students district-wide; and perform other related duties as assigned.

Assists in the development of student behavior intervention plans; implements and assists certificated and classified staff members in the implementation of student behavior intervention plans; completes student data sheets, conducts intervention trials and prepares resulting graphs depicting behavioral outcomes.

Works with the Behavior Specialist, Coordinators of Integrated Student Supports, and Program Specialists, to establish procedures for providing training, guidance and support to teachers, instructional assistants and other support staff in implementing and maintaining appropriate student behavioral intervention strategies to enhance student development for assigned students district-wide.

Utilizes and trains and supports others in the utilization of Applied Behavior Analysis (ABA) techniques to improve the learning, communication and social development skills of students.

Collects data such as frequency and duration of student behaviors, utilizing the Antecedent Behavior Consequence model and other relevant approaches throughout all stages of the behavioral intervention plan process, and maintains related records and graphs of student progress in identified and/or targeted behavior areas, and provides information to Supervisors concerning student progress.

Uses positive reinforcement, schedules of reinforcement and related techniques to assist student development and reduce behavioral concerns; assists individual students and small groups with special learning needs to reinforce learning and behavior modification techniques.

Prepares specialized training and instructional materials related to individual programs and assists with the establishment, modification, and implementation of student behavioral plans for assigned students district-wide.

Provides student interventions in social skills training to improve communication skills and facilitate appropriate interpersonal behavior; leads social skills activities with students during unstructured times; assists in the instruction of appropriate replacement behaviors to individual students; demonstrates behavior modification through modeling and/or shadowing techniques.

Attends to and intervenes during student cycles of aggressive or behavioral outbursts to ensure student and classroom safety; in accordance with district-approved methods, physically restrains students demonstrating aggressive behaviors.

Observes and documents student behavior to determine a function.

Assists severely disabled students with personal care such as feeding, toileting, changing diapers and clothing, cleaning/grooming and other physical or health care needs as needed.

Assists with training sessions for staff and/or parents.

Maintains a variety of records and files, including confidential student records and information.

Attends specialized training as required.

Performs other related duties as assigned.

The Behavior Intervention Technician provides support to staff in the implementation of behavior intervention techniques and provides related guidance, training and support to staff for assigned students district-wide. A technician in this assignment has more independence and responsibility for obtaining and preparing specialized training and instructional materials related to individual programs, assisting with training sessions for staff and/or parents, and assisting with both the development and implementation of behavior intervention plans and/or behavior summary forms. The Paraeducator Special Education II – 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. The Paraeducator Special Education I provides instructional assistance and, as necessary, physical care assistance for students, individually or in groups, with learning disabilities and/or any other special needs in a Separate Class (SC), or Specialized Academic Instruction program, inclusion, general education or other non-critical care instructional program. The Paraeducator Alternative Education provides instructional assistance in an alternative education program for at-risk students with serious at-risk behaviors where the ability to constantly monitor and manage their negative behaviors is a necessary requirement of the position.

Knowledge of: Reading, writing and mathematics exceeding the 12th grade level; basic principles of child behavior and development; basic academic subjects taught in elementary and middle schools; basic instructional methods and techniques. Basic concepts of child growth and development and developmental behavior characteristics, particularly pertaining to pupils with special learning needs; behavior management strategies and techniques relating to pupils who experience frequent maladaptive behavior. Routine record keeping and data collection techniques; methods and techniques of data analysis.

Ability to: Read, write and speak English proficiently. Demonstrate understanding, patient, and receptive attitude toward students of varied age groups, particularly exhibiting special needs; model appropriate behavioral interventions and provide support to other staff members; learn behavior intervention strategies and procedures such as identifying antecedents and consequences of behavior, function of behavior, and replacement behaviors; modify instruction techniques or methods to meet the needs of the students; appropriately and safely manage student behavior and guide students toward more acceptable social behaviors; follow behavioral intervention plans and behavior summary forms; willingly perform hygienic and physical care duties as needed; utilize a variety of instructional materials and procedures to enhance a positive educational environment; establish and maintain cooperative working relationships with co-workers, school staff, parents and others; motivate, encourage positive learning patterns, gain the cooperation of, and relate well to students as an adult role model; be flexible and able to adapt to changes in routine and duties; be organized and manage time effectively; maintain records and confidentiality; be reliable in attendance, punctuality, and follow-through; work with some independence and exercise initiative; effectively utilize data collection techniques; perform routine clerical duties and learn to operate instructional and office equipment, maintain grooming and dress appropriate for the job duties and as an adult role model; communicate effectively in oral and written form; operate computers and use software; understand and carry out oral and written instructions; comply with the District’s customer service standards.

Essential Physical Activities and Work Environment: Sufficient stamina to stand, walk, sit, kneel, squat, bend, crawl, twist, and reach on a daily basis 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 up to 25 lbs.; sufficient visual acuity to read text in a wide variety of typed/written formats and monitor 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 in a classroom, learning center, home setting, and/or other instructional facility; 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, 25% walking, and 35% standing.

Required Background: Possession of a secondary school diploma or its recognized equivalent and one of the following: 1) completion of at least two years of study (minimum 48 semester hours) at an institution of higher education; 2) possession of an associate’s (or higher) degree; or 3) passing a rigorous assessment that demonstrates the knowledge of, and the ability to assist in instructing, reading, writing, and mathematics at a level meeting State and Federal requirements. Two years of instructional and/or behavioral support experience. A background working with students with autism and/or behavioral disorders is highly preferable. A valid Registered Behavior Technician (RBT) Certification can substitute for the required years of experience. An alternate career pathway is a bachelor’s degree in psychology, human development or similar, plus a minimum of six months experience working as a behavioral therapist or behavior coach.

Licenses and/or Certificates: 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 by CS November, 2015

Approved by Personnel Commission on November 25, 2015

Revised 5/2016. Approved by Personnel Commission on 5/19/2016.

Revised 11/2019-CS Approved by Personnel Commission on 11/14/2019

Revised 3/2020-CS Approved by Personnel Commission on 5/14/2020

Revised 10/2022-AL Approved by Personnel Commission on 10/27/2022

Revised 11/2023-CS Approved by the Personnel Commission on 11/9/2023