About this role
PERQUIMANS COUNTY SCHOOLS JOB DESCRIPTION JOB TITLE: Behavior Support Assistant – Student Behavioral Support
GENERAL STATEMENT OF JOB Under general supervision, provides dedicated one-to-one support to a student requiring behavioral, emotional, personal care, and/or educational assistance in order to remain safely engaged in the school environment and access the curriculum. The Behavior Support Assistant (BSA) works closely with the supervising teacher and Exceptional Children staff to provide consistent structure, supervision, redirection, encouragement, and behavioral support throughout the school day. The employee accompanies the assigned student throughout the school day and maintains close supervision to promote safety, positive behavior, successful participation in classroom and school activities, and access to instruction. Responsibilities may include assisting the student with emotional regulation, transitions, communication, social interactions, task completion, personal care, mobility, and other individual needs. The BSA uses positive, student-centered behavior-support strategies and follows the student's Individualized Education Program (IEP), behavior intervention plan (BIP), safety plan, and other directions provided by the supervising teacher and Exceptional Children staff. The employee responds calmly and appropriately to challenging behaviors, including behaviors that may present a risk to the student or others, and implements approved de-escalation and intervention strategies as directed. The employee collaborates with the supervising teacher and student support team to monitor behavior, document observations and interventions, collect required data, and communicate relevant information regarding the student's progress and needs. The BSA may also assist with personal care, mobility, feeding, toileting, medication monitoring, therapy, or other health-related needs as assigned and permitted by school procedures. The Behavior Support Assistant may be directed to perform secondary responsibilities when the assigned student is absent or during teacher workdays. The employee reports to a Principal and/or supervising teacher. Behavior Support Assistants are assigned or reassigned to school locations by the Exceptional Children's Director based on individual student needs. SPECIFIC DUTIES AND RESPONSIBILITIES ESSENTIAL JOB FUNCTIONS
• Provides dedicated one-to-one supervision and support to an assigned student throughout the school day.
• Utilizes approved de-escalation techniques to defuse volatile situations, aggressive outbursts, or crisis behaviors.
• Maintains constant awareness of the student's safety, behavior, emotional state, and educational needs.
• Establishes a positive, respectful, and supportive relationship with the student while maintaining appropriate professional boundaries.
• Provides consistent structure, routines, expectations, and positive reinforcement to encourage appropriate behavior and student engagement.
• Implements behavioral strategies and interventions identified by the supervising teacher, IEP, Behavior Intervention Plan, safety plan, or other approved student-support plan.
• Uses appropriate redirection, prompting, modeling, reinforcement, and de-escalation strategies to support the student's ability to remain engaged in the educational environment.
• Assists the student in recognizing and appropriately communicating emotions, needs, frustrations, and requests.
• Supports the development and use of appropriate coping, self-regulation, communication, and social skills.
• Assists the student with transitions between classrooms, activities, locations, and routines while minimizing behaviors that may interfere with learning or safety.
• Responds calmly and professionally during episodes of challenging behavior, following established school and student-specific safety procedures.
• Takes appropriate action to protect the student and others from injury when behavior creates a safety concern, consistent with training and school/district procedures.
• Does not use physical intervention except as specifically authorized, trained, and directed according to applicable school and district policies.
• Provides support during classroom instruction while encouraging the student's independence and participation to the greatest extent appropriate.
• Redirects the student back to instructional tasks and classroom expectations while avoiding unnecessary attention to inappropriate behaviors.
• Reinforces positive behaviors, appropriate choices, successful participation, and progress toward identified goals.
• Collects and records daily behavioral and educational data as directed, including observations related to antecedents, behaviors, interventions, responses, and outcomes when required.
• Communicates significant behavioral incidents, changes in student behavior, safety concerns, and other relevant observations promptly to the supervising teacher and appropriate school personnel.
• Maintains confidentiality regarding student behavior, educational records, medical information, and other student-related information.
• Assists with personal care needs, including toileting, feeding, hygiene, and other basic human functions, as assigned.
• Assists students with mobility needs, including transfers to and from wheelchairs, toilets, classroom equipment, and other locations as necessary.
• Collaborates with the supervising teacher to administer or monitor medication, therapy, or other special treatment when trained and authorized to do so.
• Participates in required training related to behavioral support, de-escalation, safety procedures, student needs, and Exceptional Children services.
• Assists teachers with maintaining a safe, structured, clean, and orderly classroom environment.
• Performs clerical duties and maintains records as assigned.
• Supports the classroom teacher and school staff while maintaining the primary responsibility of supporting the assigned student.
• Performs other related duties as assigned.
MINIMUM EDUCATION, TRAINING AND EXPERIENCE High school diploma and experience working with children with behavioral, emotional, developmental, physical, or educational support needs; or any equivalent combination of training and experience that provides the required knowledge, skills, and abilities. Experience working with students who demonstrate challenging behaviors, emotional regulation difficulties, communication needs, or other behavioral support needs is preferred. Demonstrated experience with de-escalating techniques and/or handling physical aggression or self-injurious behaviors in a controlled, professional manner is highly preferred. MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS Behavioral and Interpersonal Skills
• Ability to remain calm, patient, and professional when responding to challenging or unpredictable student behavior.
• Ability to establish and maintain a positive, trusting, and respectful relationship with an assigned student.
• Ability to maintain consistent expectations and boundaries while providing encouragement and support.
• Ability to recognize changes in student behavior and identify potential triggers, escalation, or safety concerns.
• Ability to use appropriate redirection, prompting, reinforcement, and de-escalation techniques.
• Ability to follow student-specific behavior and safety plans accurately and consistently.
• Ability to accept direction and feedback from teachers, Exceptional Children staff, administrators, and related service providers.
• Ability to maintain professionalism when working in high-stress situations.
• Ability to protect student dignity and confidentiality at all times.
• Ability to work effectively as part of a multidisciplinary student support team.
Physical Requirements: Must be able to use a variety of equipment and classroom tools such as computers, copiers, calculators, pencils, scissors, specialized equipment, and equipment designed for children with special needs. Must possess the physical stamina and agility to react quickly to sudden, aggressive movements. Must be able to exert the physical effort necessary to frequently or constantly stand, walk, bend, kneel, push, pull, carry, toilet, transfer, diaper, feed, or otherwise assist assigned students. Physical requirements may include responding quickly to safety concerns and assisting with student mobility or approved safety procedures. Must be able to exert up to 80 pounds of force occasionally and/or up to 30 pounds of force frequently and/or a negligible amount of force constantly to move objects and/or students. Physical demands are in excess of those for Sedentary and Light Work and are consistent with Medium Work due to the amount of time spent standing, walking, and assisting students. Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions or directions to students. Language Ability: Requires the ability to read and complete simple forms. Requires the ability to prepare time sheets using prescribed format. Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral or diagrammatic form. Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English. Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide, and multiply. Manual Dexterity: Must have minimal levels of eye/hand/foot coordination. Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under minimal levels of stress. Physical Communications: Requires the ability to talk, see, and hear. KNOWLEDGE, SKILLS AND ABILITIES Working knowledge of effective methods of dealing with children. Working knowledge of the core subjects at the grade level to which employment assignment is made. Some knowledge of expected behavior of children, that is, basic characteristics of ages and stages. Skill necessary to operate audiovisual equipment and common office machines. Skill necessary to make learning aids which will strengthen lesson plans. Ability to comprehend the purpose of teacher-designed strategies as a fulfillment of the instructional objective. Ability to discern significant student behavior and refer this to the supervisor. Ability to impart information to the child's level of comprehension. Ability to apply impartially and consistently proper methods of recognition, reward, and punishment. Ability to solve most minor problems independently. Ability to follow minimally detailed written and oral instructions without constant supervision. Ability to record and store data accurately. Ability to use correct grammar in written and oral formats. Ability to speak in a clear and pleasant manner. Ability to maintain confidentiality of student information.
• General knowledge of classroom routines, instructional activities, and student expectations.
• Knowledge of basic positive behavior-support strategies.
• Knowledge of appropriate methods for redirecting and supporting students who demonstrate challenging behaviors.
• Knowledge of basic de-escalation and student safety practices.
• Knowledge of procedures for responding to emergencies and safety concerns.
• General knowledge of methods for adapting instruction, equipment, communication, and activities for children with special needs.
• Ability to maintain constant awareness of student safety and well-being.
• Ability to motivate and encourage students.
• Ability to reinforce appropriate behavior and student progress.
• Ability to follow individualized behavior, educational, medical, and safety plans.
• Ability to collect and accurately document student data and observations.
• Ability to communicate effectively with teachers, administrators, families, and student support personnel as directed.
• Ability to maintain appropriate professional boundaries with students.
• Ability to maintain confidentiality.
• Ability to maintain order and a structured learning environment.
• Ability to work effectively under stress and in situations involving challenging or unpredictable behavior.
• Ability to understand and follow oral and written instructions.
• Ability to establish and maintain effective working relationships with students, families, teachers, administrators, and other school personnel.
• Ability to perform general clerical duties and maintain basic files and records.
• Ability to operate common office and classroom equipment.
ADDITIONAL JOB FUNCTIONS Performs other related work as required and participates in training required by the school's Exceptional Children's Department, including training related to student behavior, de-escalation, crisis prevention, safety, confidentiality, and student-specific support needs. The preceding job description is designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions or directions to students. Language Ability: Requires the ability to read and complete simple forms. Requires the ability to prepare time sheets using prescribed format. Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral or diagrammatic form. Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English. Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide and multiply. Manual Dexterity: Must have minimal levels of eye/hand/foot coordination. Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under minimal levels of stress. Physical Communications: Requires the ability to talk, see, and hear. Disclaimer: The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job. FLSA: Non-Exempt Perquimans County Schools is an Equal Opportunity Employer. The Perquimans County School System does not discriminate on the basis of race, gender, color, religion, age, disability, national origin, political affiliation citizenship status, veteran status, or genetic information or testing in any of its educational or employment programs or activities.