Behavioural Therapy Jobs

The Behavioral Health Specialist I and II play vital roles in supporting the behavioral health and personal development of district students referred for assessment and assistance. Both positions aim to facilitate students’ success in academic and social environments by identifying behavioral health needs, developing therapy goals, and implementing individual therapy plans.

The Behavioral Health Specialist I focuses on providing direct crisis intervention and behavioral support through targeted behavioral health strategies. This role emphasizes hands-on intervention to address immediate student needs, including providing milieu support to foster a safe and productive environment for learning and personal growth. Additionally, the Specialist I participates in weekly clinical supervision sessions to fulfill internship requirements, reflecting a focus on professional growth and compliance with licensure standards. Adaptability and the ability to remain effective under pressure are critical components of this role.

The Behavioral Health Specialist II builds upon these responsibilities by not only providing direct services but also offering guidance and oversight to pre-licensed Behavioral Health Specialists, serving as a mentor and leader within the behavioral health team. The Specialist II ensures the effective delivery of behavioral health services while maintaining flexibility and adaptability in response to disruptions or changing student needs. This role requires a higher level of professional expertise and leadership, emphasizing collaboration and the cultivation of a supportive environment for both students and colleagues.

Both positions share a commitment to fostering behavioral health and personal growth, focusing on tailored strategies to help students overcome challenges and thrive in their educational and social settings.

Under the guidance of an administrator or designated supervisor, the Behavior Intervention Specialist (BIS) plays a critical role in supporting teaching staff and students by implementing tailored instructional and behavioral strategies. This includes assisting with both individualized and group activities, ensuring that Behavior Intervention Plans are effectively executed as needed. The role involves developing, implementing, and modeling behavior and instructional support plans to address individual student needs, particularly for those with emotional disabilities, behavior disorders, or mental health challenges. The BIS utilizes specialized learning techniques, communication strategies, and applied behavioral methods to enhance students’ learning experiences and emotional regulation. Additionally, they model positive behavior support and intervention techniques for other staff members, reinforcing a collaborative approach to student development. A key aspect of the position is collecting and analyzing data related to academic and behavioral outcomes, ensuring interventions are evidence-based and directly support student success. Through these efforts, the BIS contributes to creating a structured and supportive learning environment that facilitates both instructional and behavioral growth for students.

The Board Certified Behavior Analyst (BCBA) plays a pivotal role in guiding and supporting school personnel, including teachers and assistants, in implementing behavior programs rooted in the principles of Applied Behavior Analysis (ABA). They professionally engage with parents, district staff, and other relevant professionals while staying updated on the latest behavior literature, practices, and regulations to ensure compliance with current guidelines. Under the direction of the Assistant Superintendent of Student Services or designee, the BCBA collaborates with teachers and support staff to integrate appropriate behavior intervention strategies and Positive Behavioral Interventions and Supports (PBIS) into a multi-tiered system of support. Additionally, under the leadership of the Director of Special Education or the Director of Student and Family Services, and in partnership with site administrators, the BCBA provides consultation, advisory, and support services to district staff. Their responsibilities include planning, designing, and monitoring the implementation of PBIS for students across various settings, including those with Individualized Education Programs (IEPs), 504 Plans, or in general education environments. This involves delivering training and guidance in areas such as behavior intervention and management techniques, ABA, data collection and analysis, de-escalation strategies, and fostering positive behavioral outcomes to ensure the holistic development and success of students with diverse behavioral needs.

The Registered Behavior Technician (RBT), as defined by the Behavior Analyst Certification Board, is a paraprofessional certified in behavior analysis who assists in providing behavior-analytic services under the close supervision of an RBT Supervisor or Requirements Coordinator. RBTs play a crucial role in supporting Special Education students by implementing skill-acquisition and behavior plans, as well as assisting with Behavior Intervention Plans (BIPs) and behavior-related accommodations outlined in Individualized Education Programs (IEPs). Working directly with students who require extensive behavior support, RBTs help replace disruptive or harmful behaviors with positive actions by delivering targeted behavior intervention services. They collaborate closely with teachers, staff, and school site teams to monitor and implement positive behavior modification strategies. Under the guidance and support of a Board-Certified Behavior Analyst (BCBA), RBTs ensure the effective execution of intervention plans and provide essential support to students, fostering improved behavioral outcomes and contributing to their overall success in the educational environment.