Job Description / Essential Elements:
Therapeutic Behavioral Services Coordinator
Under the general direction of a certificated or classified administrator, provides Therapeutic Behavioral Services (TBS) using Evidence-based practices; provides one-to-one interventions for students with serious emotional problems and behavior problems; coordinates and documents the development of therapeutic behavior service plans and collaborates with multidisciplinary team including parents, caregivers, school personnel in school settings, mental health providers and other agencies; provides other ongoing behavioral interventions in classrooms; provides case management to link students, parents and caregivers to community resources; develops and conducts staff training programs.
An incumbent of this classification provides therapeutic behavioral services for students who have emotional and behavioral problems that impact school functioning in coordination with mental health providers, health providers, other agencies and school personnel at school sites. Therapeutic Behavioral Services Coordinator develops, writes and implements therapeutic behavioral service plans and collaborates with school administrators and others to implement Evidence-based practices. Develops and conducts in-service training programs.
Therapeutic Behavioral Services Coordinator is distinguished from the Behavioral Health Liaison Specialist in that the Behavioral Health Liaison Specialist does not provide therapeutic behavioral services as defined by State and does not develop, write and implement therapeutic behavioral service plans. Additionally, the Behavioral Health Liaison Specialist does not develop and conduct in-services trainings.
ESSENTIAL DUTIES AND RESPONSIBILITIES
Essential duties and responsibilities of this class include but are not limited to:
• Provides therapeutic behavioral services as defined by State of California and a variety of intervention services for student and families using Evidence-based practices
• Develops therapeutic services plans according to State of California standards for Medi-Cal/EPSDT and Service Function Code 58
• Coordinates and collaborates with parents, caregivers, school personnel and mental health providers and other agencies to develop and implement behavioral intervention plans
• Provides intensive therapeutic behavioral interventions to support students with emotional and behavioral problems to successfully transition between higher and lower restrictive school settings
• Supports parents and other caregivers to develop and practice effective interventions in response to students’ behavioral and emotional problems
• Documents therapeutic behavioral services plans and progress notes with content and quality as required by State of California standards for Medi-Cal/EPSDT and Service Function Code 58
• Collects and analyzes data and compiles comprehensive reports using various computer programs
• Monitors student progress consistent with Evidence-Based requirements
• Develops and conducts in-service trainings
• Participates in training opportunities within District and provided by County or other agencies regarding therapeutic behavioral services and evidence based practices
• Performs other related duties as required
• Non-violent crisis intervention techniques and principles
• De-escalation techniques
•State requirements for providing therapeutic behavioral services interventions
• Evidenced-based practices
• State of California documentation requirements
• Effective behavioral intervention practices for students with behavior and emotional problems including the definition of clear and specific directions and positive reinforcement
• Basic Applied Behavior Analysis techniques
• Laws, codes and regulations related to assigned activities
• Community resources
• Effectively work with and contribute to a multidisciplinary team
• Integrate Therapeutic Behavioral Services and Evidence-based practices into behavioral interventions
• Analyze situations accurately and adopt an effective course of action
• Use correct vocabulary, grammar, sentence structure, spelling and punctuation when constructing written correspondence and documentation
• Prepare and maintain detailed case records, progress notes, reports, quality service plans, or other report outcomes as required by State
• Participate in required training activities on various topics relevant to job performance as identified by supervisor and program management and to appropriately adapt and apply this knowledge in the work place
• Provide psycho-education regarding effective strategies for parents and other caregivers and provide role playing experience and follow up regarding their efforts to implement strategies
• Read, interpret, apply and explain rules, regulations policies and procedures
• Plan and prioritize tasks with respect to importance and deadlines
• Operate a computer and assigned software
• Communicate effectively both orally and in writing
• Maintain confidentiality of sensitive and privileged information
• Establish and maintain effective working relationships with others
• Maintain sensitivity to ethnic, religious, cultural and sexual differences
Writing / Reading Comprehension / Oral Communication / Attention to Detail / Self Management / Teamwork / Using Technology / Presentation Skills / Continuous Learning / Safety Focus/ Relationship Building / Listening / Dependability / Customer Focus / Developing Others / Valuing Diversity / Integrity / Influencing / Handling Stress/ Flexibility
Experience: Three (3) years of experience providing rehabilitation or therapeutic behavioral or other support services for seriously emotionally disturbed (S.E.D.) children and their families in a psychiatric hospital, group home, day treatment, classroom or equivalent setting. Six (6) months of experience utilizing Evidence-based practices is desirable.
Education: AA degree or equivalent of sixty (60) semester units of college courses in psychology, behavioral studies, sociology or related field. Additional experience may be substituted for all or part of the required AA degree or equivalent of sixty (60) semester units on the basis of one (1) year of full-time experience being equal to thirty (30) semester units of college courses in psychology, behavioral studies, sociology or related field.
Special License or Language Skills:
A valid Class C California Driver's License and use of a private automobile is required
Upon employment evidence of insurability at standard rates must be submitted in the form of a DMV printout
The ability to read, write and speak another language other than English is desirable
Employees must be physically and mentally able to perform the essential duties of a position with or without reasonable accommodation and without hazard to themselves or others.
Employees in this classification work inside, in direct contact with the public, students, and District staff, with a high volume of work, tight deadlines, without guidance from a supervisor. Employees must be willing and available to work a flexible schedule that includes up to two evening per week until 8:00 pm to accommodate parents and other caregivers.
Employees who receive a regular appointment to the class must serve a probationary period of one hundred and thirty (130) days of paid service. During this period, an employee must demonstrate an overall satisfactory level of performance. Failure to do so shall result in the employee's termination without right of appeal to the Personnel Commission.
ADOPTED BY THE PERSONNEL COMMISSION ON: OCTOBER 21, 2010