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Behavior Support Assistant
Job Code:2019-HS-013
Department:Head Start
Location:Suffolk Head Start Center
FT/PT Status:Regular Full-time
Salary:$13.25/per hr-$15.20/per hr
  

Job Responsibilities:

The Children's Center, a non-profit agency, is dedicated to making a positive difference in the lives of young children, one family at a time. Our mission is to nurture and educate children and their families. We provide opportunities for education, parenting support and resources to families in our communities.

The Children's Center Head Start/Early Head Start is a federally funded program that provides no cost services to qualifying families who reside in the community. Comprehensive services are provided to pregnant women and their partners and children from birth to 5. Child development, health and family services are provided through a variety of program options designed to meet the needs of low-income and at risk families.

This position is responsible for implementing individualized plans to support the successful participation of all young children in the classroom setting.

JOB SUMMARY

 

This position is responsible for implementing individualized plans to support the successful participation of all young children in the classroom setting.

 

MAJOR DUTIES

 

  • Develops positive, nurturing relationships with children, staff, and families. Demonstrates developmentally appropriate and trauma-informed practices when interacting with children and families.
  • Works collaboratively with center-based staff, mental health staff, and families to implement positive strategies for children identified as needing additional supports to maximize their successful participation in the classroom environment.
  • Works closely with children exhibiting a high level of need, including children with disabilities, delays, and/or intensive social-emotional needs.
  • Collects qualitative and quantitative data about the effectiveness of strategies and plans being implemented, communicating back to mental health staff and center-based leadership.
  • Works closely with classroom teachers to seamlessly implement identified strategies and troubleshoot challenges.
  • Communicates with center-based staff and mental health staff when a need to modify planned strategies is identified.
  • Participates in team planning meetings to develop and modify strategies to support individual children.
  • Supports teacher stress management and overall positive emotional climate of the classroom and center.
  • Performs related duties.

     

    BSA II Additional duties include:

     

  • Represent the agency at Child Study, IEP, and related meetings at the Local Educational Agency (LEA) or other community settings, as appropriate.
  • Support developmental and social-emotional screenings using the Ages & Stages Questionnaires, including documentation of next steps and follow-up.
  • Collect data to assist with the Prevent Teach Reinforce- Young Children (PTR-YC) process.
  • Engage teaching staff in collaborative problem-solving and developing/trying appropriate strategies and documenting outcomes.

     

    BSA III Additional duties include:

     

  • Organize and facilitate case conferences in collaboration with center management.
  • Initiate, develop, and sustain PTR-YC process as needed.
  • Oversee and monitor classroom interventions.
  • Confer with teachers and supervisors and clearly document and communicate needs.
  • Completes clear, succinct, professional documentation in ChildPlus database.

     

     

     

     

    KNOWLEDGE REQUIRED BY THE POSITION

     

  • Knowledge of child development and early childhood education principles.
  • Knowledge of disabilities, early intervention, or special education fields.
  • Familiarity with social-emotional development, mental health, and basic behavioral principles.
  • Knowledge of agency policies and procedures.
  • Skill in assisting with data collection.
  • Skill in the operation of computers and job-related software programs.
  • Skill in decision making and problem solving.
  • Skill in interpersonal relations.
  • Skill in oral and written communication.


Job Qualifications:

SUPERVISORY CONTROLS

 

The Mental Health & Disabilities Specialist assigns work in terms of fairly specific instructions. The supervisor spot-checks work for compliance with procedures and the nature and propriety of the final results.

 

GUIDELINES

 

Guidelines include program Early Head Start and Head Start requirements, Virginia Department of Education regulations, and agency policies and procedures. These guidelines require judgment, selection, and interpretation in application. 

 

COMPLEXITY/SCOPE OF WORK

 

  • The work consists of varied behavioral support classroom duties. The unique needs of each client contribute to the complexity of the position.
  • The purpose of this position is to provide behavioral support and individualized strategies to children following a plan developed by mental health staff and early education staff. Success in this position results in the consistent support to children with significant social-emotional and behavioral needs, improvement in overall classroom emotional climate, and support to teachers and families.

     

    CONTACTS

                                                                         

  • Contacts are typically with co-workers, other agency personnel, teachers and family advocates, children and their families.
  • Contacts are typically to give or exchange information, to resolve problems, and to provide services.

     

     

     

    PHYSICAL DEMANDS/ WORK ENVIRONMENT

     

  • The work is typically performed while standing, walking, bending, crouching or stooping. The employee frequently lifts light objects, distinguishes between shades of color, and utilizes the sense of smell.
  • The work is typically performed in a classroom and outdoors, occasionally in cold or inclement weather. The employee may be exposed to contagious or infectious diseases. Work requires the use of protective devices such as masks, gloves, etc.
  • Working Conditions:
    • The work is typically performed while standing and walking or while intermittently sitting, or stooping. The employee frequently lifts light and medium weight objects and occasionally heavy objects.The employee may climb ladders. The employee uses tools or equipment requiring a high degree of dexterity, distinguishes between shades of color, and utilizes the sense of smell.
    • The work is typically performed in a classroom. The employee may be exposed to noise, dust, dirt, contagious or infectious diseases, or irritating chemicals. Work requires the use of protective devices such as masks, goggles, gloves, etc.
    • This position is classified as Medium work for physical exertion requirements. Medium work involves lifting no more than 50 pounds at a time with frequent lifting or carrying of objects weighing up to 25 pounds. If someone can do medium work, we determine that he or she can also do sedentary and light work.
    • The noise level in the work environment is usually moderate to loud.
  • Physical Activity Requirements:
    • Employee is required to obtain the assistance of another employee when attempting to lift or carry objects in excess of 85 pounds. Employee needs to have the ability to work in a standing position for long periods of time (up to 8 hours). Employee must be aware that during the normal, routine performance of the essential functions, some of the following body movements may occur naturally, although they may not be a requirement of the job.
      • Primary Physical Requirements:
        • Lift up to 35 lbs: Constantly
        • Lift 36 to 50 lbs: Occasionally
        • Lift over 50 lbs: Rarely
        • Carry up to 35 lbs: Constantly
        • Carry 36 to 50 lbs: Occasionally
        • Carry over 50 lbs: Rarely
        • Reach above shoulder height: Constantly
        • Reach at shoulder height: Constantly
        • Reach below shoulder height: Constantly
        • Push/Pull: Constantly
  • Hand Manipulation:
    • Grasping: Constantly
    • Handling: Constantly
    • Torquing: Frequently
    • Fingering: Frequently

 

 

SUPERVISORY AND MANAGEMENT RESPONSIBILITY

 

None.