Behavioral Health Support Staff

Description

Position Summary

The Behavioral Health Support Staff provides behavioral, developmental, language, and communication support to children within Pathways Early Education Center under the program supervision and guidance of a Board Certified Behavior Analyst (BCBA) through the STAR Program. Support is delivered through relationship-based, trauma-informed, inclusive, and developmentally appropriate practices within natural classroom environments. The position works collaboratively with classroom teams, Pathways leadership, families, STAR, and approved community partners to strengthen children's communication, social-emotional development, adaptive skills, self-regulation, and successful participation in the classroom.

The employee does not independently diagnose a child, prescribe treatment, or provide speech-language therapy. The employee implements approved behavioral, developmental, language, and communication strategies within the scope of the position and under the direction of Pathways leadership and the STAR BCBA. Clinical, diagnostic, and therapeutic questions are referred to the supervising BCBA or other appropriately qualified professional.

Essential Responsibilities

• •Child Screening, Observation and Support Planning
• •Conduct classroom observations and assist with developmental, behavioral, language, and communication screenings when a child is referred for additional support.
• •Gather and organize information from observations, screenings, teacher input, family input, and ongoing progress monitoring to support individualized classroom planning.
• •Participate in meetings with the Director of Education, Curriculum Specialist, STAR BCBA, classroom team, families, and designated partners to review child progress and determine appropriate next steps.
• •Recognize when a child may benefit from additional evaluation or outside services and communicate concerns through Pathways' established referral process.

Direct Child and Classroom Support

• •Provide direct behavioral, developmental, communication, and language support to assigned children in individual, small-group, and classroom settings.
• •Use developmentally appropriate strategies to support receptive and expressive language, functional communication, vocabulary, social interaction, play, turn-taking, emotional expression, self-help skills, and school readiness.
• •Use modeling, repetition, visual supports, gestures, choices, expansion of children's language, and other approved strategies throughout play and daily classroom routines.
• •Support children during classroom routines, transitions, meals, outdoor play, and other naturally occurring learning opportunities.
• •Use positive and preventative behavior-support strategies that promote emotional regulation, engagement, safety, independence, and successful participation with peers.
• •Use the least restrictive level of prompting and support necessary to encourage independence.
• •Implement and reinforce strategies recommended by the STAR BCBA and other qualified service providers when authorized, appropriate, and incorporated into the child's support plan.
• •Assist classroom teams with classroom-wide supports that promote positive behavior, communication, inclusion, and participation.

Teacher Support and Collaboration

• •Model developmentally appropriate behavior-support, communication, language-building, instructional, and interaction strategies for classroom staff.
• •Provide hands-on support and coaching to teachers as directed by the Director of Education, in coordination with the Curriculum Specialist, and consistent with guidance from the STAR BCBA.
• •Help teachers incorporate communication and language-building opportunities into play, routines, transitions, books, songs, and classroom conversations.
• •Share relevant observations, progress, and concerns with the Director of Education, Curriculum Specialist, and classroom team while maintaining confidentiality.
• •Maintain positive working relationships and participate in collaborative problem-solving with educators, administrators, families, and community partners.

Family Communication and Partnership

• •Build trusting relationships with parents and caregivers through empathy, professionalism, active listening, and respect for each family's culture, values, and goals.
• •Share general information about a child's participation, progress, and successful classroom strategies within the scope of the position and as directed by Pathways leadership.
• •Reinforce approved communication, developmental, and behavior-support strategies that families may use consistently at home.
• •Refer questions involving diagnosis, clinical recommendations, therapy, or significant behavioral concerns to the Director of Education and supervising STAR BCBA.
• •Participate in family meetings, education, or training activities when requested.

Documentation and Program Coordination

• •Prepare and maintain schedules, observation notes, support materials, progress records, and data-collection systems required by Pathways and applicable grant or partner programs.
• •Ensure records are accurate, current, objective, confidential, and completed on time.
• •Track children's behavioral, communication, language, developmental, and participation progress using approved tools.
• •Provide information needed for program reporting while following HIPAA, FERPA, organizational policies, parental-consent requirements, and applicable ethical standards.
• •Collaborate with STAR, STAR Renaissance, and other approved community partners when appropriate and authorized.

Professional Responsibilities

• •Work independently within the responsibilities of the position while seeking guidance when a need is outside the employee's training, authority, or scope.
• •Demonstrate initiative, sound judgment, flexibility, accountability, and strong observational skills in changing classroom environments.
• •Use only approved behavior-management and safety practices after required training and demonstrated competency.
• •Promptly communicate concerns involving aggression, unsafe behavior, possible developmental delays, or a child's well-being to Pathways leadership.
• •Attend and actively participate in required BCBA supervision, staff meetings, professional development, partner consultation, and grant activities, and incorporate feedback into daily practice.
• •Follow all Pathways policies and procedures and serve as a positive representative of the organization.
• •Perform other related duties as assigned in support of Pathways' mission.

Requirements

Qualifications

• •High school diploma or equivalent required; associate or bachelor's degree in early childhood education, child development, psychology, communication sciences, special education, social work, or a related field preferred.
• •At least two years of experience working with young children; experience supporting children with language, developmental, social-emotional, or behavioral needs strongly preferred.
• •Knowledge of developmentally appropriate practice, positive behavior support, early language development, trauma-informed care, and inclusive early-learning environments.
• •Ability to communicate professionally with children, families, educators, administrators, and community partners.
• •Ability to complete required background screening, health requirements, DCF training, and Pathways onboarding requirements.
• •Bilingual English/Spanish or English/Haitian Creole skills preferred.

Physical Requirements

• •Ability to lift or assist up to 50 pounds using appropriate body mechanics and available adaptive equipment.
• •Ability to kneel, squat, crawl, sit on the floor, stand, walk, bend, and actively engage with young children for extended periods.
• •Ability to respond promptly to children's behavioral, communication, developmental, and safety needs.
• •Manual dexterity, hearing, and vision sufficient for classroom observation, communication, documentation, and use of computers, tablet