HEMET UNIFIED SCHOOL DISTRICT

MENTAL HEALTH BEHAVIOR SPECIALIST

SPECIAL EDUCATION

BRIEF DESCRIPTION OF POSITION

Under the supervision of the Director of Special Education, the Special Education Behavior Specialist will provide consultation, support, and advisory services to teachers, parents, administrators, and other personnel regarding the implementation of positive behavior interventions and special education programming for students with behavioral and/or mental health needs (including, but not limited to autism and emotional disturbance).

EXAMPLES OF DUTIES

• Provide consultant services to teachers, parents, administrators, and other personnel who work with students with behavioral and/or mental health needs (including, but not limited to autism and emotional disturbance)
• Assist in developing and implementing programs for students with behavioral and/or mental health needs (including, but not limited to autism and emotional disturbance)
• Participate as a member of the IEP team as appropriate.
• Maintain knowledge of current laws and regulations pertaining to individuals with exceptional needs.
• Assist in the implementation of state and federal laws to maintain district compliance.
• Perform other related duties as assigned.

• Conduct Functional Behavioral Analysis Assessment (FBA) and collect behavior data as part of a multi-disciplinary team.
• Develop and implement professional development in areas related to behavioral and mental health including, but not limited to: educationally related mental health services; functional analysis assessment and data collection, positive behavior intervention and support plans, and evidence-based practices.
• Develop, implement, and promote positive behavior intervention supports throughout the District, including systems at individual school sites.
• Promote awareness, communication, and public relations between parents, community partner agencies, and other public and non-public agencies regarding behavior and mental health services.

KNOWLEDGE AND SKILLS 

Knowledge of:

• All areas of elementary and secondary curriculum and recent educational research in the education of individuals with exceptional needs including evidence-based practices and curriculum modifications.
• Current laws and regulations pertaining to individuals with exceptional needs, including eligibility criteria and the identification, placement, and review process.
• Positive behavior intervention(s) and expertise in the area of Emotional Disturbance, Applied Behavior Analysis, and/or Autism Spectrum Disorders.

ABILITY TO

• Develop and coordinate programs.
• Negotiate and resolve conflicts and demonstrate strong interpersonal skills.
• Deal effectively with parents, teachers, administrators, and students.
• Maintain high standards of professionalism.
• Organize and manage time effectively.
• Work both collaboratively and independently.
• Demonstrate leadership and organizational skills.
• Manage multiple tasks;
• Direct, supervise & instruct others;
• Respond appropriately to evaluation & changes in the work setting;
• Communicate effectively in oral and written form, utilizing a simplistic communication mode in ensuring understandable and thorough communication;
• Work co-operatively with staff, students & public.

MINIMUM QUALIFICATIONS

Credential, Education, and Experience:

• Board Certified Behavior Analyst (BCBA) highly desired
• School Psychologist Credential OR
• Special Education Credential authorizing services in Mild Moderate or Moderate to Severe
• Three (3) years of successful experience in special education, specifically with students with behavioral and/or mental health needs

PHYSICAL DEMAND AND WORKING CONDITIONS

The physical requirements indicated below are examples of the physical aspects that this position classification must perform in carrying out the essential job functions listed above.

Physical Demands: Sit, look downward, reach, (up to frequently); stand, walk, bend, stoop, squat, push, pull, foot controls (occasionally); climb stairs, twist (infrequently); repetitive hand activities within close reach, such as files, keyboard & handwriting (frequently); lift/ carry up to 25 pounds (occasionally), may lift/ carry child up to 75 pounds(infrequently); extensive reading; use seeing, hearing & speaking (including in-person, phone & public address.)  Use seeing, hearing, and speaking (continuously); Grasp and manipulate materials, equipment, and supplies (frequently).  Ability to apply appropriate techniques (approved crisis intervention) to mitigate the threat of harming self or others which may involve evading, blocking, and/or restraining.

Working Conditions: Indoor offices and classroom, driving to District site and County facilities.  Exposure to: seasonal temperature variations, dust and wind, traffic, use of office equipment and desk supplies.   

Reasonable accommodation may be made to enable a person with a disability to perform the essential functions of the job.

Other Requirements:  Requires use of personal automobile, and the possession of a valid California Class Driver’s License and proof of current and appropriate auto insurance coverage.  If required to drive a District vehicle, must be insurable at standard market rates under the District’s insurance policy. 

Reasonable accommodation may be made to enable a person with a disability to perform the essential functions of the job.

10/23