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Senior Behavior Intervention Specialist (MA Level) 

About the Organization KMHS is Kitsap's nonprofit, designated community mental health provider for adults with acute and/or chronic serious mental illnesses, and children with serious emotional disturbances and their families. During 2016, KMHS provided services to more than 6,800 children and adults.

On WA's beautiful Kitsap Peninsula, offers easy access to both the pristine wilderness of the Olympic Peninsula and the big-city lights and culture of Seattle. We offer competitive salary, benefits & a positive work environment.

Inpatient, residential, and outpatient treatment services offer evidence-based treatment, using trauma informed care to help people reach their recovery goals. We offer whole person care through mental health and substance use treatment and care management, close care coordination with on-campus and community-based primary care providers, and with partner PCHS, now offer dental care to KMHS clients and the community. Many community partners assure people receive behavioral health care in the right place, in the right way, at the right time. Together we are weaving a web that connects emergency room and hospitals, substance abuse treatment, and primary care providers; creates partnerships for early intervention at home and school, supports multiple law enforcement, jail, and justice endeavors, and works to ensure housing, food, and other social supports together with social service agencies and community collaborations.

The Kitsap Mental Health Services community fosters a culture of hope and empowerment through a safe, welcoming environment, compassionate relationships, and a commitment to respecting life experiences.

KMHS is a tobacco/smoke-free and scent-free facility  
Category Social Services  
Open Date 2/7/2018  
Full-Time/Part-Time Full-Time  
Shift Days  
Location Kitsap Mental Health Services (Main Campus)  

Assists with development and implementation of one-on-one and small group intensive behavioral interventions. Creates and facilitates lessons around emotional, behavioral, and physical health. Uses clinical skill to provide one-on-one therapy to students as needed. Under the guidance of the teacher, will provide academic instruction as needed to students in a school, home, or other setting. Monitors schedules, staffing, and documentation of regular scheduled and on-call work activity. Provides one-on-one therapy to students transitioning back into their district school. This includes outreach to schools and possibly homes of students as well as working knowledge of evidenced based practices relevant to providing one-on-one therapy interventions.

Essential Duties and Responsibilities

  • Provides support to therapists and specialists by implementing visual, behavioral, social, and or communications strategies that enhance student performance and behavior. Administers screening tools for assessment/diagnosis and to reinforce learning.
  • Works on an in-depth basis with individual students' exceptional needs to implement intensive behavioral therapy and academic direction, one-on-one or in small groups, for core academic subjects.
  • Provides academic direction to individual students in remedial and individualized academic and vocational subjects to support teachers' lessons. Assembles developmentally appropriate instructional aids and exercises to support the therapy and subject matter being taught. Develops and implements clinical and educational groups that support the mission of the program.
  • Independently develops and teaches lessons to the class around behavioral, mental, and physical health.
  • In conjuncture with other program staff, assesses student needs and develops a treatment intervention plan. Is responsible for maintaining and updating this support plan on a routine basis.
  • Participates in consultations with parents and staff on behavior intervention therapy for students on school sites and in home programs. Attends and co-facilitates Individualized Educational Plan (IEP) meetings as necessary to understand and support the connection between educational goals and therapy interventions.
  • Provides input to therapists, specialists, and teachers on student performance, progress, and behavior.
  • Prepares schedules for coverage in classrooms and other learning environments. Notifies on-call teachers, therapists, and paraprofessionals. Assembles instructional/therapeutic materials and offers orientation, training, and coaching to on-call staff. Coordinates or sets up schedules for on-call staff.
  • Develops and uses behavior intervention plans including incentives as positive reinforcement, in conjuncture with therapist, teacher, and other program staff. Exercises constant supervision of children.
  • May monitor classroom environments and continue with interventions and lesson plans when a therapist or teacher is absent. Observes, monitors, and redirects the behavior of students within approved procedures. Reinforces behavior modification techniques determined by the teacher and therapist.
  • Documents student academic and behavior progress and performance to support teachers and therapists using the individualized education plan as a guide. Records information in formats that support further evaluations. Ensures all paperwork is completed in a timely and accurate manner. Assures privacy of student information.
  • Assists teachers, therapists, and special program staff with preparation and presentation of in service training sessions. Assist in organizing meetings, participate in meetings to share information about the individualized behavior intervention programs.
  • Responds to and provides immediate, therapeutic interventions. Uses evidence based practice to apply a variety of interventions to reinforce behavior change.
  • Schedules, facilitates, and accompanies clients on community outings and other activities connected with or supporting cognitive progress. Assures safety of clients following health and safety rules. Some driving between locations and transporting clients may be required during the work day on an as-needed basis.
  • When working with severely disabled clients, may be required to assist students with certain medical and hygiene functions.
  • Utilizes Evidence Based Practice to provide relevant one-on-one therapy to students transitioning out of MDT.
  • Performs other duties as assigned that support the overall objective of the position.
Position Requirements

Knowledge and Skills
The position requires working knowledge of the principles and practices of age appropriate child development and guidance applicable for an educational setting. Requires working knowledge of core academics and life skills, with sufficient competency to assist students with individual learning. Requires a basic knowledge of instruction support methods. Requires knowledge of documentation requirements for health care and education programs. Requires knowledge of and skill at using personal computers, audiovisual, and other equipment to support learning, record information, and send communications. Requires well-developed human relation skills to work productively and cooperatively with teachers, therapists, student-clients, and parents in formal and informal settings, conduct in-service training for paraprofessionals, to exercise extreme levels of patience when conveying information to student-clients having difficulty with verbal and written communications, and demonstrate sensitivity to the special needs of students. Requires experience working within a classroom environment containing students with special needs. Working knowledge of Cognitive Behavior Therapy, Dialectical Behavior Therapy, and Motivational Interviewing is recommended. Working knowledge of autism and other developmental disabilities is recommended. Working knowledge of the principles of applied behavior analysis and specific instruction methodologies such as, but not limited to, discrete trial teaching, social stories, and pivotal response training is recommended.

Requires the ability to assist teaching staff and therapists with implementation of instructional goals and activities. Requires the ability to assess the needs of individual students and develop instructional support techniques and materials to meet those needs. Requires the ability to work with students who have severe developmental delays and behavior problems. Requires the ability to manage students who act out verbally and physically. Requires the ability to interact with teachers, parents, and specialists in order to carry out assigned duties. Requires the ability to oversee students, administer assignments and tests, and perform general clerical tasks. Requires the ability to work with and demonstrate sensitivity to a diverse population of students and parents. Requires the ability to relate positively to students in a teaching/learning/therapeutic environment in a way that builds confidence, recognizes and works on learning disabilities and barriers. Ability to apply the principles of applied behavior analysis (ABA) recommended.

Physical Abilities
Requires the ability to perform indoors in an office, classroom, outdoor, or home environment engaged in work of a moderately active nature. Requires near visual acuity to read and write printed materials and computer screens. Requires hearing and speech ability for ordinary and telephonic conversation, to converse with individuals and small groups. Requires the ability to move about office, classroom/home environs, and school grounds, to tutor, assist with presentations, and reach work materials. Requires sufficient manual and finger dexterity to demonstrate teaching aids, to point out important words/figures to students, and to operate personal computers. Requires the ability to lift, carry, push, and move supplies, fixtures, wheelchairs, etc., of light-to-medium weight (under 50 pounds) on a regular basis, and heavy weight (under 75 pounds) without labor saving equipment on an intermittent basis. A significant degree of flexibility and strength is required in this position due to the infrequent, yet essential, use of one’s limbs and body weight as a temporary means of physical restraint of some clients.

Education and Experience
The position requires a Master’s degree in early childhood development, psychology, education, or equivalent discipline.

Licenses and Certificates
Possess and maintain valid driver’s license with an acceptable motor vehicle report and reliable, insured transportation. May require a valid first aid card. Per the RCW 28A.400.303, employees of contractors with school districts that “have regularly scheduled unsupervised access to children” are required to go through FBI fingerprinting.

Salary DOE  
EOE Statement We are an equal employment opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, national origin, creed, marital status, age, Vietnam era or disabled veteran status, or the presence of any sensory, mental, or physical disability.

This position is currently not accepting applications.

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