GovernmentJobs.com
Instructional Assistant (Paraeducator) - Behavioral Support
GovernmentJobs.com, Anaheim, California, United States, 92808
Instructional Assistant-Behavioral Support
Under general supervision of an administrator and general direction of a classroom teacher and specialists, administers behavior management techniques specific to individuals with emotional disturbance, Autism Spectrum Disorder (ASD), or severe intellectual disabilities who are exhibiting aggressive behaviors; uses de-escalation techniques and controls stimuli in the learning environment that may trigger students; implements supportive interventions; and performs other related duties as required. The Instructional Assistant-Behavioral Support classification is distinguished from other instructional assistant positions by the advanced knowledge of behavior management techniques specific to individuals who have emotional disturbance, Autism Spectrum Disorder (ASD) or intellectual disabilities. Incumbents of this classification would be assigned to students who are demonstrating severe behaviors as a result of their emotional disturbance, ASD, or intellectual disabilities. Consistent with No Child Left Behind Act of 2002 and other related legislation, candidates for this classification must meet the following standards: The equivalent of graduation from high school and one of the following: 1. Completion of at least two years of study (48 semester units or 60 quarter units) at an institution of higher education; Or 2. Attainment of an Associate of Arts degree or higher degree; Or 3. Meeting a rigorous standard of quality by receiving a passing score in an examination administered by the Personnel Commission which demonstrates the knowledge and ability to assist in instructing, reading, writing and mathematics. Additional college-level course work directly related to this classification, such as Psychology, Child Development, Special Education or a related field is preferred. One year of experience working with special needs students in an instructional setting. Previous experience working with students who exhibit severe challenging behaviors that interfere with their progress academically and socially (i.e. severe self-injurious behavior, aggression toward others) is highly desirable. Two years of education in Psychology, Child Development, Special Education or a related field may be substituted for one year of experience. Possession of a valid CPR/First Aid certificate and any other certifications pertaining to this position at time of application and throughout employment*. Completion of ProACT training within the first 6 months of employment is required. *Online-only certificates are NOT valid. Characteristics of emotional disturbance, ASD, and intellectual disabilities, specifically what causes individuals with emotional disturbance, ASD, and intellectual disabilities to manifest aggressive behaviors; Child guidance principles and practices related to individuals with emotional disturbance, ASD, and intellectual disabilities; Behavior management strategies and techniques, which are evidence-based for emotional disturbance, ASD, and intellectual disabilities; Appropriate restraint procedures using ProACT techniques; Applied Behavioral Analysis (ABA); Emergency crisis management techniques; Secondary-level academic subjects taught in District schools; Correct English usage, grammar, spelling, punctuation, and vocabulary; Record-keeping and report preparation techniques; Effective communication skills; Appropriate safety precautions and hygiene standards; Heath and safety regulations; First Aid and CPR. Follow the Behavior Support Plan (BSP) developed for the student; De-escalate or redirect the student; Recognize "triggers" for the students and adjust classroom or learning environment to control such stimuli; Effectively use behavior management strategies and techniques specific for students with emotional disturbance, ASD, and intellectual disabilities; Adapt to new procedures and conditions; Assist students with personal care such as dressing and toileting; Effectively utilize training received on the job; Assist in the supervision of students in the classroom and outdoors; Recognize and effectively assist in responding to emergency and/or hazardous conditions; Perform First Aid and CPR; Work closely with students exhibiting emotional and physical outbursts (i.e. hitting, spitting, swearing, throwing objects; self-injurious behavior); Keep pace with students who are exhibiting flight behaviors, as necessary; Perform ProACT techniques; Collect data in the manner designed by the credentialed staff; Document and maintain accurate daily written documentation of specific services performed; Make accurate mathematical calculations; Perform routine clerical support duties; Operate standard classroom equipment, telephones, and computers. Follow safety procedures; Understand and carry out oral and written instructions; Establish and maintain effective working relationships with students, parents and District staff; Work as a team; Demonstrate an understanding, patient, warm and receptive attitude toward students with severe needs; Maintain emotional control under difficult situations; Communicate in a clear, concise manner appropriate to the development stage of the student; Communicate effectively orally and in writing; Maintain confidentiality of student records. Incumbents in this class must be able to stand for long periods of time; run or walk long distances and/or quickly for short distances to keep pace with students; ability to apply appropriate techniques to mitigate the threat of harming self or others which could involve evading, blocking, and restraining; sit, kneel, stoop/bend repeatedly; lift, carry, push and/or pull up to 50 lbs. unassisted, and over 50 lbs. with assistance; use both hands and legs simultaneously, reach over head, pull hand over hand, use fingers repetitively twisting or applying pressure with wrists or hands; have rapid mental/muscular coordination; maintain balance; have depth perception, see to read small print and distinguish shades; must speak clearly and hear normal voice conversation; and use a telephone and a computer. Incumbents in this class work inside and outside, in a multiple or single classroom environment; direct contact with students, staff, and public; work around foul odors, loud noise; work with exposure to bodily fluids, minor and/or major contagious illnesses; wear gloves; works in negative interpersonal situations (irate students or parents); may be subject to physical and emotional outbursts by students including such behaviors as kicking, spitting, scratching, hitting, biting, or self-injurious behavior; and work with continuous interruptions and changing priorities. Applies behavior management and Applied Behavioral Analysis (ABA) techniques which are evidence-based for students exhibiting aggressive behaviors due to their emotional disturbance, ASD, or intellectual disabilities; implements supportive interventions designed to complement the student's Behavior Support Plan (BSP); assists with social skill development techniques; recognizes the beginning signs of escalation and intervenes and redirects the student; adjusts classroom or learning environment to control stimuli that may trigger students; restrains volatile students appropriately using techniques learned in ProACT training; and follows the Behavior Support Plan (BSP) developed for the student. Explains and assures students understanding of classroom rules, procedures, assignments and homework instructions; assists students by answering questions and providing examples, emotional support, friendly attitude, and guidance; provides feedback regarding student progress in attainment of individualized goals; confers with supervisors, teachers, and specialists to coordinate instructional efforts and implement Individualized Education Plans (IEP); utilizes appropriate methods of instruction to achieve goals and objectives set forth in the IEP; monitors, observes, and supports an individual or small group of students in a variety of settings for the purpose of maintaining a learning environment conducive to the implementation of each Individualized Education Plan (IEP); collects data, prepares summaries, and records anecdotal notes; implements program modifications; adapts class work/homework under the direction of the teacher and/or specialist; maintains confidentiality of sensitive and privileged information; initiates and receives phones calls; operates classroom equipment; sets-up work area, decorates, and sets-up displays; distributes and collects paper and supplies; and assists in preparing instructional materials. Implements emergency crisis management techniques learned in ProACT training; keeps pace with students who are exhibiting flight behaviors; assists with student supervision in classrooms, lunch rooms, and various outdoor activities; escorts students to and from designated locations as assigned; attends and participates in a variety of trainings, meetings and workshops to maintain current knowledge which includes developments in the field of special education, ProACT techniques, and emergency crisis management; provides assistance in self-help training in feeding, grooming, brushing teeth, toilet training and changing diapers, and other hygiene related tasks; provides assistance to students who use bus transportation as necessary; may push students in wheelchairs; may assist other Instructional Assistant staff in performing specialized health care procedures as assigned; administers first aid and/or CPR as necessary; and reacts effectively to emergencies.
Under general supervision of an administrator and general direction of a classroom teacher and specialists, administers behavior management techniques specific to individuals with emotional disturbance, Autism Spectrum Disorder (ASD), or severe intellectual disabilities who are exhibiting aggressive behaviors; uses de-escalation techniques and controls stimuli in the learning environment that may trigger students; implements supportive interventions; and performs other related duties as required. The Instructional Assistant-Behavioral Support classification is distinguished from other instructional assistant positions by the advanced knowledge of behavior management techniques specific to individuals who have emotional disturbance, Autism Spectrum Disorder (ASD) or intellectual disabilities. Incumbents of this classification would be assigned to students who are demonstrating severe behaviors as a result of their emotional disturbance, ASD, or intellectual disabilities. Consistent with No Child Left Behind Act of 2002 and other related legislation, candidates for this classification must meet the following standards: The equivalent of graduation from high school and one of the following: 1. Completion of at least two years of study (48 semester units or 60 quarter units) at an institution of higher education; Or 2. Attainment of an Associate of Arts degree or higher degree; Or 3. Meeting a rigorous standard of quality by receiving a passing score in an examination administered by the Personnel Commission which demonstrates the knowledge and ability to assist in instructing, reading, writing and mathematics. Additional college-level course work directly related to this classification, such as Psychology, Child Development, Special Education or a related field is preferred. One year of experience working with special needs students in an instructional setting. Previous experience working with students who exhibit severe challenging behaviors that interfere with their progress academically and socially (i.e. severe self-injurious behavior, aggression toward others) is highly desirable. Two years of education in Psychology, Child Development, Special Education or a related field may be substituted for one year of experience. Possession of a valid CPR/First Aid certificate and any other certifications pertaining to this position at time of application and throughout employment*. Completion of ProACT training within the first 6 months of employment is required. *Online-only certificates are NOT valid. Characteristics of emotional disturbance, ASD, and intellectual disabilities, specifically what causes individuals with emotional disturbance, ASD, and intellectual disabilities to manifest aggressive behaviors; Child guidance principles and practices related to individuals with emotional disturbance, ASD, and intellectual disabilities; Behavior management strategies and techniques, which are evidence-based for emotional disturbance, ASD, and intellectual disabilities; Appropriate restraint procedures using ProACT techniques; Applied Behavioral Analysis (ABA); Emergency crisis management techniques; Secondary-level academic subjects taught in District schools; Correct English usage, grammar, spelling, punctuation, and vocabulary; Record-keeping and report preparation techniques; Effective communication skills; Appropriate safety precautions and hygiene standards; Heath and safety regulations; First Aid and CPR. Follow the Behavior Support Plan (BSP) developed for the student; De-escalate or redirect the student; Recognize "triggers" for the students and adjust classroom or learning environment to control such stimuli; Effectively use behavior management strategies and techniques specific for students with emotional disturbance, ASD, and intellectual disabilities; Adapt to new procedures and conditions; Assist students with personal care such as dressing and toileting; Effectively utilize training received on the job; Assist in the supervision of students in the classroom and outdoors; Recognize and effectively assist in responding to emergency and/or hazardous conditions; Perform First Aid and CPR; Work closely with students exhibiting emotional and physical outbursts (i.e. hitting, spitting, swearing, throwing objects; self-injurious behavior); Keep pace with students who are exhibiting flight behaviors, as necessary; Perform ProACT techniques; Collect data in the manner designed by the credentialed staff; Document and maintain accurate daily written documentation of specific services performed; Make accurate mathematical calculations; Perform routine clerical support duties; Operate standard classroom equipment, telephones, and computers. Follow safety procedures; Understand and carry out oral and written instructions; Establish and maintain effective working relationships with students, parents and District staff; Work as a team; Demonstrate an understanding, patient, warm and receptive attitude toward students with severe needs; Maintain emotional control under difficult situations; Communicate in a clear, concise manner appropriate to the development stage of the student; Communicate effectively orally and in writing; Maintain confidentiality of student records. Incumbents in this class must be able to stand for long periods of time; run or walk long distances and/or quickly for short distances to keep pace with students; ability to apply appropriate techniques to mitigate the threat of harming self or others which could involve evading, blocking, and restraining; sit, kneel, stoop/bend repeatedly; lift, carry, push and/or pull up to 50 lbs. unassisted, and over 50 lbs. with assistance; use both hands and legs simultaneously, reach over head, pull hand over hand, use fingers repetitively twisting or applying pressure with wrists or hands; have rapid mental/muscular coordination; maintain balance; have depth perception, see to read small print and distinguish shades; must speak clearly and hear normal voice conversation; and use a telephone and a computer. Incumbents in this class work inside and outside, in a multiple or single classroom environment; direct contact with students, staff, and public; work around foul odors, loud noise; work with exposure to bodily fluids, minor and/or major contagious illnesses; wear gloves; works in negative interpersonal situations (irate students or parents); may be subject to physical and emotional outbursts by students including such behaviors as kicking, spitting, scratching, hitting, biting, or self-injurious behavior; and work with continuous interruptions and changing priorities. Applies behavior management and Applied Behavioral Analysis (ABA) techniques which are evidence-based for students exhibiting aggressive behaviors due to their emotional disturbance, ASD, or intellectual disabilities; implements supportive interventions designed to complement the student's Behavior Support Plan (BSP); assists with social skill development techniques; recognizes the beginning signs of escalation and intervenes and redirects the student; adjusts classroom or learning environment to control stimuli that may trigger students; restrains volatile students appropriately using techniques learned in ProACT training; and follows the Behavior Support Plan (BSP) developed for the student. Explains and assures students understanding of classroom rules, procedures, assignments and homework instructions; assists students by answering questions and providing examples, emotional support, friendly attitude, and guidance; provides feedback regarding student progress in attainment of individualized goals; confers with supervisors, teachers, and specialists to coordinate instructional efforts and implement Individualized Education Plans (IEP); utilizes appropriate methods of instruction to achieve goals and objectives set forth in the IEP; monitors, observes, and supports an individual or small group of students in a variety of settings for the purpose of maintaining a learning environment conducive to the implementation of each Individualized Education Plan (IEP); collects data, prepares summaries, and records anecdotal notes; implements program modifications; adapts class work/homework under the direction of the teacher and/or specialist; maintains confidentiality of sensitive and privileged information; initiates and receives phones calls; operates classroom equipment; sets-up work area, decorates, and sets-up displays; distributes and collects paper and supplies; and assists in preparing instructional materials. Implements emergency crisis management techniques learned in ProACT training; keeps pace with students who are exhibiting flight behaviors; assists with student supervision in classrooms, lunch rooms, and various outdoor activities; escorts students to and from designated locations as assigned; attends and participates in a variety of trainings, meetings and workshops to maintain current knowledge which includes developments in the field of special education, ProACT techniques, and emergency crisis management; provides assistance in self-help training in feeding, grooming, brushing teeth, toilet training and changing diapers, and other hygiene related tasks; provides assistance to students who use bus transportation as necessary; may push students in wheelchairs; may assist other Instructional Assistant staff in performing specialized health care procedures as assigned; administers first aid and/or CPR as necessary; and reacts effectively to emergencies.