Behavioural Specialist

The Emotional Behavioural Specialist provides school-based intervention services for students with severe behavioural and emotional challenges, impacting their ability to learn. The role involves developing and implementing functional behaviour assessments and intervention plans, collaborating with a multi-disciplinary team to support students, parents, and school staff. By promoting positive behavioural strategies and fostering a supportive learning environment, the specialist contributes to the overall success and well-being of students within the Edmonton Catholic School Division.

Responsibilities and Activities

Conduct Assessments & Provide Intervention Services (50%)

• Utilize environmental checklists to determine necessary Positive Behaviour Supports/Universal Design for Learning (UDL) strategies.

• Perform functional assessments to explore underlying causes of severe behaviour.

• Collect and analyze data to formulate evidence-based Behaviour Support Plans (BSPs).

• Provide and implement positive behaviour strategies for students, communicating plans and strategies to all who work with the student.

• Work directly with students exhibiting severe and challenging behaviour.

• Assist teachers and learning coaches in developing and monitoring Individual Program Plan (IPP) goals or BSPs.

• Partner with school staff to provide coaching, model appropriate behavioural strategies, and provide support within natural school environments.

• Monitor student progress, adjusting as required.

Provide Information and Consultation (35%)

• Provide in-depth information on relevant diagnoses and principles of applied behavioural analysis.

• Meet with families, school staff, and Division staff to provide and obtain information to support students.

• Train staff and stakeholders on assessment and intervention techniques.

• Participate in school team meetings and Emotional Behavioural Specialist (EBS) callbacks.

• Provide professional development to school staff during meetings or Division PD opportunities.

Maintain Documentation and Reporting (15%)

• Maintain accurate documentation of evaluations, BSPs, and communications.

• Generate clear and concise reports that school staff and parents can easily understand.

• Document observations, meetings, and communications to ensure comprehensive records

Knowledge, Skills, and Competencies

Knowledge:

• Degree in Community Rehabilitation and Disability Studies or a related area, plus three years of directly related experience.

• Applied Behaviour Analysis training or equivalent.

• Understanding of Trauma-Informed Care Principles.

• Knowledge of intervention strategies, CPR/First Aid.

• Familiarity with psychological diagnoses and the impact of delays/disorders on children.

• Knowledge of data collection and analysis techniques and principles.

• General knowledge of multi-disciplinary settings and the department operations, business, goals, and objectives.

• General knowledge of the Division’s operations and business and general understanding of the Division’s mission and vision in a faith-based environment.

• Knowledge of records management principles, the Protection of Privacy Act (POPA), and the Access to Information Act (ATIA).

• Knowledge of workplace safety and awareness of Occupational Health and Safety regulations.

• Knowledge and alignment with the Division's administrative procedures.

Skills:

• Advanced written and oral communication skills, with the ability to relay complex information to non-technical contacts.

• Strong consultation and facilitation skills for training and professional development.

• Proficiency in data collection, analysis, and reporting.

• Excellent problem-solving skills to address behavioural and educational delays.

• Strong teamwork and collaboration skills, with the ability to work independently.

• Effective decision-making and leadership abilities.

• Ability to work positively and collaboratively with children, school staff, social workers, parents, and other professionals.

Competencies:

• Flexibility to manage a variety of children’s abilities, needs, and conditions.

• Ability to guide and support staff in crisis situations and safety interventions.

• Building emotional resilience, seeking feedback, and developing soft skills to positively impact others' performance and foster a collaborative environment.

• Developing effective, cooperative relationships, actively listening to diverse viewpoints, and treating people with fairness and respect to create a supportive and inclusive work environment.

• Continuously seeking innovative and creative ways to improve work performance, anticipate and respond to change, and challenge the status quo.

• Acting with integrity, seeking personal growth opportunities, and developing a personal vision of leadership based on core values and principles.

• Making decisions based on future trends, inspiring a compelling vision, and aligning actions with organizational mission and values to drive continuous growth and improvement.