Instructional Assistant - Behavior

California Schools Talent Collaborative

6h•Onsite

About The Position

The special educational behavior instructional assistant assists the teacher or behavior analyst or specialist in improving the behavior, adaptive functioning, quality of educational opportunities, supervision of students, and instructional tasks which, in the judgment of the teacher or behaviorist may be performed by a non-credentialed employee. The work need not be performed in the presence of the teacher/behaviorist, but the teacher/behaviorist retains responsibility for instruction and supervision. Assist in autism and ED programs with children ranging from age 0-22 either in small groups or individually These positions are authorized only in connection with established special education programs where students have autism and/or behavioral difficulties, physical impairments, language impairments, or learning disabilities. Assistants may spend a substantial portion of their time providing intervention to students who exhibit maladaptive behaviors including repetitive, disruptive, aggressive, depressive, and/or self-injurious behaviors associated with their disability.

Requirements

SKILLS are required to perform multiple, non-technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skills required to satisfactorily perform the functions of the job include: operating athletic equipment; group games, operating standard office equipment including using pertinent software applications; preparing and maintaining accurate records. Knowledge and awareness of children with ASD, ED, LD, at-risk children, and developmental differences in children.
KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; read a variety of manuals, write documents following prescribed formats, and/or present information to others; and understand complex, multi-step written and oral instructions. Specific knowledge required to satisfactorily perform the functions of the job includes: concepts of grammar and punctuation; stages of child development and teaming styles; basic rules for various games/sports; and age appropriate activities.
ABILITY is required to schedule activities; collate data; and use job-related equipment. Flexibility is required to work with others in a variety of circumstances; work with data utilizing specific, defined processes; and operate equipment using a variety of standardized methods. Ability is also required to work with a wide diversity of individuals; work with specific, job-related data; and utilize a variety of job-related equipment. In working with others, problem solving is required to identify •issues and create action plans. Problem solving with data requires following prescribed guidelines; and problem solving with equipment is limited to moderate. Specific abilities required to satisfactorily perform the functions of the job include: communicating with diverse groups; maintaining confidentiality; setting priorities; working as part of a team; and working with constant interruptions. Ability to remain calm in stressful situations. Ability to follow a schedule that may change per student needs. Ability to work effectively with a wide variety of personalities and situations requiring tact, judgment, stability, and poise. Ability to work with students having special needs and/or aggressive behaviors (i.e. biting, kicking, hitting, emotional outbursts, profane language, etc.)
Responsibilities include: working under direct supervision using standardized routines; providing information and/or advising others; and operating within a defined budget. Utilization of resources from other work units is sometimes required to perform the job's functions. There is some opportunity to effect the Organization's services.
The usual and customary methods of performing the job's functions requires the following physical demands: significant lifting, carrying, pushing, and/or pulling; some climbing and balancing; frequent stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally the job requires 5% sitting, 45% walking and 50% standing. The job is performed under some temperature extremes, a generally hazard free environment, and in a clean atmosphere. Be physically agile and possess sufficient strength and stamina to work with children who may be prone to sudden flight or aggression. Ability to lift up to 50 pounds and physically restrain and control a student up to 150 pounds with assistance.
Job related experience is required.
High School diploma or equivalent.
Pre-employment Proficiency Test (AA or 48 college level semester units may be required)
Criminal Justice Fingerprint/Background Clearance, TB Clearance

Nice To Haves

Prefer experience in the care of children with autism, physical and/or learning disabilities and/or emotional disturbances.
First Aid/CPR Certificate Desired
Pro-Act Training Desired
Willingness to complete such training courses, in-service, or otherwise, as may be required after being hired. Courses and/or in-service in psychology, behavior modification, and other related fields desirable. Training in crisis intervention, applied behavior analysis (ABA), pivotal response training, discrete trial training, visual communication systems and/or Picture Exchange Communication System (PECS) highly desirable. Must complete Pro-Act Training within 3 months of hire and maintain certificate. Have or be willing to receive training in autism spectrum disorder and/or applied behavior analysis. Have or be willing to receive training in positive behavior supports and behavior data collection.

Responsibilities

Provides direct instruction to students.
Implements positive behavior supports.
Collects and reports on data to teachers and behaviorists.
Assists individuals or small groups with assignments.
Prepares and modifies instructional materials as indicated by teacher or Behavior Analyst/Behaviorist.
Participates in classroom discipline and behavior management programs.
Assist with a variety of record keeping activities, such as attendance, lunch count, daily charts, data collection/recording student behavior, and other records as needed or required
Assists teachers with crisis prevention and physical restraints (as needed)
Participates in crisis management and physical intervention training provided by the district.
Supervises students during mainstreaming and inclusion activities, including lunch and social activities as required.
Models appropriate social interaction with students and peers.
Assists in toileting and diapering as needed.
Supervises students during assigned disciplinary actions; i.e., in-house suspension, social isolation.
Assist in autism and ED programs with children ranging from age 0-22, either in small groups or individually.
Assist in contacting outside agencies.
Assist with students who require constant supervision.
Assistant must be prepared to help manage whole class in crisis situations.