The job of Behavior Resource Specialist (BRS) has 2 main parts:
1) To work with Special Education children with significant behavioral concerns that directly impact their academic achievement
2) Provide behavioral supports to classroom teachers
THE REFERRAL PROCESS
When a Special Education child is referred to me by a parent, or teacher, I immediately begin to collect information about that child. I talk to the teachers, possibly the parents, and observe the child in every aspect of his/her school day (recess, lunch, class, specials). I then analyze all the data collected, and conduct what is called a "Functional Behavior Assessment" (FBA). The purpose of the FBA is to determine why a child behaves the way they do. Here is a simple example of how this might look:
"Johnny is a 2nd grader who has developed a pattern of crying every day after lunch. This crying has become so severe, that he has to leave math many times during the week to go regain control of his emotions. Due to this behavior, Johnny's mother requested that the Behavior Resource Specialist observe Johnny. After conducting the Functional Behavior Assessment, it was determined that the work being done in math was very difficult for Johnny. Johnny discovered that when he cries, he is allowed to leave the room, therefore getting out of math class for extended periods of time."
After the FBA is conducted, the BRS will determine whether or not the child may benefit from services provided by the BRS. If that is determined, there will be an Admission, Review, and Dismissal (ARD) meeting to establish a Behavior Intervention Plan for that student. That behavior plan will address certain goals and objectives for Johnny to work on with the BRS (i.e. "Johnny will remain in math class for one week without crying, or asking to leave the room"). Once the Behavior Intervention Plan is accepted by the ARD committe, the BRS will begin providing services to that child.
BRS SERVICES
Once it is determined that the BRS will provide services for a specific child, the BRS will begin working with that child on a regular basis (daily, weekly, monthly - whatever is determined most effective for the child). The BRS can pull the child from class on a regular basis to work on things like anger management, social skills, communication skills, etc. This work can be done on a 1-on-1 ratio, or in small groups. The BRS also works with that child in various school settings, such as in the classroom, at lunch, or at recess. The BRS works regularly with that child's teacher as well, assuring that the child is given every opportunity to succeed in the least restrictive environment.