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Behavior Support Coordinator Jobs in Indiana (NOW HIRING)

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Behavior Support Coordinator information

What are the key skills and qualifications needed to thrive as a Behavior Support Coordinator?

To thrive as a Behavior Support Coordinator, you need a background in psychology, social work, or special education, often supported by a relevant degree and experience with behavioral intervention strategies. Familiarity with data collection tools, behavior analysis software, and documentation systems is typically required. Strong communication, patience, and problem-solving skills help foster effective relationships with clients, families, and interdisciplinary teams. These competencies are crucial for developing and implementing successful behavior support plans that improve client outcomes and ensure a positive support environment.

What are some common challenges faced by Behavior Support Coordinators when implementing behavior intervention plans, and how can these be addressed?

Behavior Support Coordinators often encounter challenges such as resistance to change from staff or clients, inconsistent plan implementation, and balancing multiple caseloads. Addressing these challenges typically involves providing ongoing staff training, maintaining open lines of communication for feedback, and regularly monitoring and adjusting interventions as needed. Building strong relationships with team members and ensuring everyone understands the purpose and procedures of the intervention plan are also crucial for successful outcomes.

What is the difference between Behavior Support Coordinator vs Behavior Technician?

AspectBehavior Support CoordinatorBehavior Technician
CredentialsTypically requires a bachelor's degree in psychology, education, or related field; certifications like BCBA or BCaBA are commonUsually requires high school diploma or equivalent; some roles may require certification such as RBT
Work EnvironmentDesigns behavior plans, collaborates with teams, and oversees implementation in schools, clinics, or community settingsImplements behavior plans directly with clients, often in one-on-one settings or group environments
Employer & Industry UsageUsed by schools, clinics, and behavioral health agencies to develop and supervise behavior interventionsEmployed mainly in ABA therapy settings, working under supervision to deliver direct interventions

In summary, the Behavior Support Coordinator focuses on planning, supervision, and team collaboration, often requiring higher education and certifications. The Behavior Technician primarily implements behavior strategies directly with clients, typically with less formal education and certification requirements.

What is a behavior support coordinator?

A behavior support coordinator is a professional who develops and implements strategies to manage and improve challenging behaviors in individuals, often those with developmental or behavioral needs. They collaborate with families, caregivers, and other professionals, and may use behavioral assessment tools and positive reinforcement techniques as part of their work.

What cities in Indiana are hiring for Behavior Support Coordinator jobs?

Cities in Indiana with the most Behavior Support Coordinator job openings:

Behavior Consultant

Jasper, IN • On-site

Greater Jasper Consolidated Schools
Education Programs Administration • 51 - 200 employees
Learn more about Greater Jasper Consolidated Schoolsexternal

Full-time

Re-posted 9 days ago

Job description

POSITION TITLE:   Behavior Consultant

 


QUALIFICATIONS: Emotional Disability Teaching License; Social Work License; BCBA Certification; Experience in Behavior Management
REPORTS TO:  Director of Special Education and/or Director's Administrative Designee
SUPERVISES: Paraeducators in specific situations






 


JOB GOAL:   To provide both direct and indirect support services for students with Autism Spectrum Disorder, emotional disabilities, or other disabilities who have behavioral support needs.

 

PERFORMANCE RESPONSIBILITIES:

 

  1. PARTICIPATION IN GEI / RTI PROCESS: Participates in school general education initiative / response to intervention process.    

 

  1. REFERRAL PROCESS:  Assists and guides teachers and parents in observing, describing, and referring suspected and identified students with emotional disabilities or autism spectrum disorder, or students who may require a behavior intervention plan.  

 

  1. EVALUATION:  Conducts careful and efficient academic and behavioral assessments.   Conducts formal and informal systematic behavioral observations.

 

  1. REPORT WRITING:  Completes required documentation, paperwork, and reports in a thorough and timely manner.  Prepares written reports of evaluations within time guidelines as mandated by Article 7.  Interprets relevant functional academic and behavioral assessment data that are user-friendly, intervention and results oriented.

 

  1. COLLABORATES WITH TEACHERS OF RECORD:  Audits IEPs to ensure alignment of functional behavior assessments, behavioral intervention plans, goals, instruction, supports, progress monitoring, and placements.

 

  1. CASE CONFERENCES:  Coordinates and participates in case conferences to determine the eligibility, service delivery planning, and re-evaluation for students whom require special education programs and services.  Coordinates and participates in team meetings.  Coordinates compliant manifestation determination conferences.  

 

  1. ELIGIBILITY:  Ensures that all legal and procedural details have been followed when considering eligibility for special education programs.

 

  1. GOAL WRITING:  Creates written drafts of appropriate, measurable goals. 

 

  1. CONSULTATION:  Consults and collaborates with educators, parents, students, administrators and other professionals or agencies to improve student outcomes.   Communicates effectively with mental health agencies or other pertinent agencies concerning student eligibility, progress, and programming.

 

  1. PROGRESS MONITORING:  Provides support, instruction, and technical assistance to educators and administration for ongoing monitoring of progress.  Sets up data collection tools for staff to use.  Evaluates effectiveness of programs and behavior intervention plans.  

 

  1. SERVICE DELIVERY DEVELOPMENT:  Uses data outcomes from evaluations and progress monitoring to implement evidence-based plans at an individual, group, or systems level.  Provides direct instruction to students as deemed appropriate by student IEPs.  Provides intensive interventions as assigned.

 

  1. RESOURCE TO OTHERS:  Assists in planning and conducting in-service programs and workshops for special education teachers, general education teachers, program assistants, bus drivers, parents, and administrators.  

 

  1. PLANNING FOR DEPARTMENT:   Works cooperatively with the other educators as it relates to planning and organizing educational services. 

 

  1. PROFESSIONAL DEVELOPMENT:  Participates in regular and on-going professional development activities to maintain a high standard of service delivery.  Maintains current non-violent crisis / deescalation programing certification.

 

  1. PROGRAM EVALUATION:  Conducts audits of IEPs to ensure that students on partial day schedules and homebound placements (due to behavior) have appropriate behavioral goals and plans in place to enable students to be successful in full day programming. 

 

  1. ETHICS: Reports any and all violations of policies, procedures, rules and regulations to Co-op Administration.

 

  1. OTHER:  Performs other duties as assigned by Director and / or Director's Administrative Designee.

 

  

 

TERMS OF EMPLOYMENT: In accordance with regular teacher contract; additional 

 

contract days may be added subject to Board approval.
 

 

EVALUATION:  In accordance with Board policy by the Director or the Director's 

 

Administrative Designee.










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