Therapeutic Assistant – Behavioural Therapy in Edmonton

The job is managed by the Manager or Assistant Manager, Behavioural Therapy and the Emotional Behavioural Specialist (EBS) supervises the day-to-day programming.

The job provides a range of behavioural support services to students in Pre-Kindergarten to Grade 12 within an inclusive education environment.

The primary focus is working directly with students, the teacher and Educational Assistants to provide support for a range of needs that impact classroom/academic functioning and to extend the services of the EBS assigned to the school.

This job supports the EBS in monitoring, implementing and revising Behaviour Support Plans (BSP).

This job involves working within the classroom environment together with a classroom team led by a teacher, which would include Emotional Behavioural Specialists, and may include Educational Assistants, Early Childhood Educators, Learning Coaches, Multi-Disciplinary Team (MDT) members, administrators, parents/guardians, and school staff.

Responsibilities and Activities

• 1. Program Planning and Collaboration
• Plan and implement programs/strategies with specific students and/or groups of students within the classroom environment as outlined by the EBS/Teacher
• Plan and implement small and large group strategies/activities within the classroom environment that support the development of skills of identified students or as per the BSP.
• Develop materials related to varied programs/strategies as determined by the EBS or teacher
• 2. Monitor, record and provide feedback
• Maintain appropriate records of planned programs and student progress
• Monitor the effectiveness of programs/strategies designed to meet specific objectives.
• Develop and maintain specific notes for the classroom team regarding student progress and response to current program/strategies
• Follow up through MDT Collaboration/progression notes, anecdotal observations and /or conversation
• Share information with the classroom teaching team regarding planned strategies/programs
• Communicate with the EBS to determine the appropriate level for programming, and additional follow-up required
• 3. Strategy Implementation
• Assist the Emotional Behavioural Specialist with the implementation of positive behaviour supports, developmental strategies and behaviour support plan.
• Meet with the EBS to understand BSP, strategies, and receive direction and discuss options on ways to improve students’ progress and growth.
• Work with the student on Tier 1, Tier 2, and Tier 3 levels to improve on the identified area as directed by the EBS.
• Observe and record the student’s skill development, progress, and behaviour.
• Provide EBS with information, anecdotal notes, and data
• Record in Multidisciplinary Collaboration on Special Programs.
• 4. Multi-Disciplinary Team Participation
• Model/discuss strategies and supports as appropriate with the classroom team
• Work collaboratively with members to implement strategies
• Attend MDT and other team meetings when required
• Participate in classroom team preparation time and meetings
• Assist in or facilitate the delivery of professional development to school staff as directed by the EBS
• 5. Professional Learning
• Maintain technical knowledge through a range of professional development activities, including TABT Callbacks
• Maintain an in-depth and up-to-date knowledge and understanding of the TABT Standards of Practice Document
• Maintain a valid and current NVCI certification
• 6. Student Life Skill Development
• Provide a range of personal and physical care as it relates to life skill goals outlined in the BSP
• Meet students upon arrival at the school and support them in getting to the classroom
• Assist students with transportation at the end of the day
• Knowledge, Experience, and Competencies
• Knowledge and Experience
• Two-year diploma in Disability Studies, or related area from a recognized institution, plus three years of directly related pediatric experience
• Coursework in specific delays/disorders, such as autism and mental health, is an asset
• Knowledge of applied human behaviour, positive approaches to learning, positive behaviour supports, inclusion and advocacy principles, formal and informal assessment principles, learning through play principles and interpersonal relationships and communication principles
• General knowledge of crisis Intervention strategies and de-escalation techniques, CPR/First Aid, psychological diagnoses and the impact that delays/disorders have on behaviours in children
• General knowledge of educational inclusion principles and practices, and 21st-century educational skills
• Knowledge of multimedia technology and equipment, Microsoft and Apple i Pads
• Knowledge of program planning and project management techniques
• Understanding of applied behavioural analysis
• Knowledge of workplace safety and awareness of Occupational Health and Safety Regulations
• General knowledge of the Division’s and department’s operations and business, school systems and structures, community services for children and families
• Competencies
• Advanced verbal and written skills in English, including digital literacies
• Exceptional organizational skills and the ability to manage competing priorities and work within tight timelines
• Strong problem-solving skills and the ability to influence decisions
• Good communication, strong interpersonal skills, and a friendly/positive attitude are essential.
• Strong teamwork skills with the ability to work independently as well as collaborate with a multi-disciplinary team
• Flexible with the ability to work in a fast-paced environment
• Good self-reflection skills and the ability to quickly adjust to feedback
• Ability to work with a wide variety of clients and needs
• Ability to travel to various sites within the City of Edmonton
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