Education Behavior Specialist

Chileda Institute Inc.•La Crosse, WI

20d•Onsite

About The Position

The Education Behavior Specialist works collaboratively with classroom teachers to help students meet educational and behavioral goals. Chileda serves children and young adults with special needs, including Autism, attachment challenges, developmental delays, and intensive behavioral needs. The role supports students in increasing appropriate social behaviors and developing independent living skills through individualized behavior programming in an enriched learning environment. The specialist completes functional behavior and other assessments, develops and reviews Positive Behavior Support Plans (PBSPs), creates behavioral goals, leads social skills groups, and trains staff in classroom behavior programs. The role also supports accurate data collection, communication across education and residential teams, and student participation in behavior programming. The position responds to behavioral crises, uses de-escalation techniques, and integrates trauma-informed care into interventions and follow-up. Work is primarily in classrooms, a shared office workspace, and other areas of the Chileda campus. The specialist may accompany students on community outings using Chileda vans or public transportation and may work outdoors in the courtyard. General hours are 8 AM–4 PM, Monday through Friday. The position reports to the Director of Behavior Services.

Requirements

Bachelor's degree in Psychology or a related field.
Understanding of functional communication training, differential reinforcement, non-contingent reinforcement, antecedent-based interventions, social skills training, PECS, TEACCH, and general behavioral concepts and principles.
Intermediate computer skills, including ability to operate Microsoft programs.
Ability to lead, take charge, and offer opinions and direction.
Knowledge of and ability to train and implement Positive Behavior Support Plans (PBSPs) and behavioral goals.
Knowledge and ability to complete Functional Behavior Assessments.
Knowledge of and ability to train and implement PECS, TEACCH, social stories, positive behavior supports, and other intervention strategies used to support student outcomes.
Ability to meet the physical demands of the role, including frequent physical interaction with students and implementation of Nonviolent Physical Crisis Intervention (CPI), including blocking, grab releases, physical transport, and physical restraint.
Ability to communicate and exchange information with coworkers by talking and hearing.
Ability to perform essential functions without directly risking harm to oneself or others.

Nice To Haves

Experience working with individuals with developmental disabilities, Autism Spectrum Disorder, and attachment challenges.
Coursework or work experience in applied behavior analysis.

Responsibilities

Collaborate with classroom teachers to structure classroom environments around educational and behavioral goals.
Oversee behavior-plan implementation in the classroom and coordinate behavioral supports with the overseeing teacher.
Complete functional behavior assessments and other assessments, including the VB-Mapp, and develop behavioral goals for students' IEPs and Treatment Plans.
Conduct Discrete Trial Training sessions when indicated by assessments and train staff in those procedures.
Train staff to implement classroom behavior programs and conduct fidelity checks.
Collaborate with residential behavior specialists to analyze data and prepare reports for quarterly Treatment Plan meetings.
Coordinate with Case Managers to support treatment-plan goals and keep parents informed and aligned with behavior programming.
Monitor the accuracy of behavior data trackers and data entry by residential behavior specialists, and work with team members to ensure data is collected accurately and consistently.
Collaborate with residential and education team members to develop and update PBSPs based on Functional Behavior Assessments; review plan effectiveness quarterly and ensure plans are updated at least annually.
Create classroom behavior-program supports and write social stories as needed.
Attend or conduct behavior in-service trainings as needed and periodically review material in monthly first-shift house meetings.
Collaborate respectfully with departments across the organization when developing behavioral assessments and supports.
Respond to behavioral crises and provide support and guidance; use de-escalation and emergency interventions only as a last resort and as outlined in the student's PBSP.
Monitor emergency-intervention use for assigned students and develop plans to reduce its use.
Attend Core Team Meetings, Case Conferences, House Meetings, and other meetings related to assigned students.
Develop and help implement classroom social skills groups and help students understand their social roles.
Use TEACCH, PECS, sign language, communication boards/books, and other communication devices; keep devices available and ensure staff use them with students.
Encourage and support students in achieving goals with appropriate, consistent, and patient prompting.
Include students in behavior programming and advocate for their needs and preferences.
Recognize and promptly act on and report unsafe or non-trauma-informed conditions.
Teach behavior-modification trainings and support generalization of these concepts into Chileda's daily routine.
Integrate trauma-informed care into programs, interventions, responses, and follow-up.
Perform other duties as assigned.