Under the direction of the Director of Special Education, conduct functional behavior assessments and plans, and provide consultative and direct instructional and behavioral support services to students in the District, particularly those with difficulties conforming to acceptable behavior patterns. Participate in the development and implementation of programs, policies, and practices relative to the management of students' problematic behaviors, including children with Autistic Spectrum Disorder (ASD) and Emotional Disturbance (ED). Consult with and train instructional team members regarding pro-active, educational, programming, and behavioral support. Develop and implement comprehensive treatment plans. Collaborate with team members, related service providers, families, and other agencies as appropriate. Provide ongoing training and direct supervision to team members.

• Establish and maintain data measurement, collection, and analysis systems for clients receiving behavioral interventions. Prepare and complete reports as required and maintain appropriate documentation.
• Use appropriate assessment instruments and data to develop and implement teaching programs that reflect behavioral and other outcomes and objectives identified in the Individual Family Support Plan (IFSP).
• Ensure the implementation of treatment plans and observations as well as use professional knowledge and independent judgment to strategize continuous improvements.
• Ensure that all treatment plans and programs comply with contract requirements, satisfy all relevant insurance certification and meet or exceed professional standards.
• Provide training and supervision of instructional aides through observations, meetings, performance coaching and other methods.
• Maintain highly organized, consistent, thorough, and systematic recordkeeping practices.
• Seek creative options for ensuring the continuity and consistency of treatment and support services across settings for the lifespan of the client. Develop strategies for the stability of quality services when clients experience transitions.
• Conduct structured periodic service reviews to monitor the effectiveness of treatment programs and their implementation; modify and document plan changes as needed.
• Promote positive public relations, facilitate interagency collaboration, and advocate for the establishment and maintenance of comprehensive services.
• Participate in professional growth activities such as conferences, classes, team meetings, and program visitations.
• Develop and/or monitor District procedures to assure compliance with governmental regulations, codes, restrictions, and reporting requirements concerning behavioral interventions and emergencies.
• Process referrals and respond to referrals of students for behavior intervention services.
• Work with special education staff in developing data collection systems, monitoring data collection and analyzing data to ensure the effectiveness of interventions and instructional strategies.
• Develop and/or conduct behavior training for staff and parents in areas of expertise including development and implementation of effective behavior interventions including training specific to individual students, nonviolent crises intervention and behavior case management.
• Assist in the development and implementation of effective programs for children with autism and serious disturbances of behavior.
• Consult with school staff(s) and parents/guardians on matters related to behavior.
• Participate in the Individualized Education Program (IEP) process as a member of the IEP team by presenting oral and written information.
• Participate in the development of and in ongoing relationships with other agencies serving students with disabilities (i.e.; Regional Center, Non-Public Schools, etc.).
• Accept all other responsibilities as assigned.

• Certification by the Behavior Analyst Certification Board, or significant current progress toward meeting certification requirements with completion date of no later than six (6) months from hiring date.
• A Master's degree in special education, psychology, or related field, with specialized knowledge of behavioral health, treatment philosophies and professional practices.
• Three (3) years of experience working with individuals with autism spectrum disorders and their families and current methods and techniques of applied behavior analysis and discrete trial training.

• Valid California Class C Driver's License.

• Excellent oral and written communication skills to work with a diverse team.
• Basic computer skills and be able to use all required software.
• Maintain current status regarding assigned core competencies and other required certification acquisition within established schedule and timelines.
• Work productively to develop relationships with individuals, families, and natural supports.
• Proven creative abilities, strong organizational and time management skills.
• Good interpersonal skills and customer service skills.
• Maintain a high level of organization daily, weekly, and monthly record keeping and for file maintenance.
• Knowledge of best practices and laws governing students with disabilities.
• Knowledge of District and state curriculum.
• Knowledge of early childhood and autism assessment tools and procedures, and thorough knowledge of child development.
• Knowledge of developing positive behavior support plans and programs.
• Knowledge of teaching social interaction and play skills.
• Data-gathering methodology.
• Knowledge of Special Education laws and procedures.
• Maintain current knowledge of program rules, regulations, requirements, and restrictions.
• Effective personal and academic counseling techniques and procedures.
• Counseling theory, ethics, and associated legal confidentiality requirements.
• Behavior modification techniques and strategies.

• Ability to provide direction to others and to make independent judgments.
• Ability to keep and maintain accurate records and to meet deadlines.
• Skill in public speaking, designing presentations, and trainings for small and large groups of school professionals.
• Ability to understand and implement complex oral and written directions.
• Ability to independently compose clear, complete and concise correspondence and reports using correct grammar, syntax, punctuation, and spelling.
• Ability to problem-solve and assist in decision-making, including during emergencies or when a supervisor is not onsite.
• Effective consultation skills.
• Ability to make referrals to other community resources, support groups, and social service agencies as appropriate.
• Skill in communicating assessment results both orally and in writing; interpersonal communication, consultation, and group leadership skills necessary to work effectively with students, parents, teachers, and administrators.
• Effective use of technology and/or related skills.

• Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• Attendance at a variety of work sites is required.