www.rjnservicesfortbi.com
EOE Statement: “RJN Services for TBI is an equal opportunity employer. We thrive on diversity and are committed to creating an inclusive environment for all employees.”
RJN SERVICES FOR TBI IS LOOKING FOR CARING, CREATIVE, PROFESSIONAL PEOPLE WHO EXCEL AT RELATIONSHIP BUILDING TO HELP ADULTS WITH TRAUMATIC BRAIN INJURIES (TBI’S) LEARN TO LIVE MORE FUNCTIONALLY AND INDEPENDENTLY
We are looking for candidates with experience working with individuals with developmental disabilities or traumatic brain injury (TBI) to work as both a per diem (fee-for-service) Independent Living Skills Trainer (ILST) and Positive Behavioral Interventions and Supports (PBIS) behavior specialist (mixed caseload) in Nassau County and parts of Suffolk County.
We are currently ONLY considering applicants with a Bachelors (or Masters) degree in Psychology or ones with any type of Bachelors and CBIS certification (must be willing to obtain immediately upon hire). This is an educational position that involves training individuals with a TBI how to live more functional lives and to improve maladaptive behaviors. This is not a direct support position and does not involve providing direct care (i.e., toileting, meal prep, etc.,)
The ILST/PBIS position has flexible scheduling that permits independence in managing your work-time. Providers set their own appointments with the participants, which can occur at any agreeable time or day (including weekends if so desired). Applicants must have a car and valid NYS (or non-expired out-of-state) driver’s license.
Income potential is determined by caseload on a fee-for-service basis. For example: a caseload of 10 participants typically entails 40 hours and pay $3040 – $3360 /month. We will work with providers to help determine the size of caseload that works for them.
These positions are very proactive, relationship-based, progressive and results driven. They require a good amount of ingenuity and creativity to seek appropriate strategies and interventions for the participants.
Service Providers provide services to participants in the participant’s home or community. All other non-rehabilitative job-related duties are carried out remotely (i.e., staff meetings via Zoom, session note completion online, etc.,). Service Providers must have dedicated access to an Internet-connected computer and Smart Phone, be very comfortable with technology and be extremely timely in submitting paperwork. Having Microsoft Word and access to a printer will prove to be invaluable.
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Independent Living Skills Trainer (ILST) Description
ILST is individually designed to improve or maintain the ability of individuals with brain injuries to live as independently as possible in the community. ILST assists in recovering skills that have decreased as a result of onset of disability. ILST is primarily targeted to those individuals with progressive illnesses to maintain essential skills. ILST may be provided in the participant’s home or in the community. The ILST assists the participant to learn strategies to adapt to challenges from TBI by devising routines and modifications to improve daily functioning. Individuals set their goals to enhance satisfaction with their lives. ILST is an instructional position that necessitate creativity on the part of the ILST.
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Roles and Responsibilities of ILST
Independent Living Skills Trainers provide necessary instruction to adults with brain injuries with maintaining their independence and safety in the community of their choice. This allows participants to be in control of their lives and to live as independently as possible in the community.
ILST services include assessment, training, and supervision to individual with issues related to self-care, medication management, task completion, communication skills, interpersonal skills, socialization, sensory/motor skills, mobility, community transportation skills, reduction/elimination of maladaptive behaviors, problem solving skills, money management, pre-vocational skills and skills to maintain a household.
ILST is provided in the environment and situation that results in the greatest positive outcome for the participant and in an environment where the trained skills are most commonly used. It is expected that this service will be provided in the waiver participant’s environment; for example, in the participant’s kitchen as opposed to a provider’s kitchen. This expectation is based on the difficulty many participants experience with transferring or generalizing knowledge and skills from one situation to another. However, it is recognized that there is need for some practice of skills before using them in the wavier participant’s environment. This service is also used to assist a participant in returning to employment or expanding his/her involvement in meaningful activities, such as volunteering.
Positive Behavioral Intervention and Supports (PBIS)
PBIS services are provided to participants who have significant behavioral difficulties that jeopardize their ability to remain in the community of choice due to inappropriate responses to events in their environment. The primary goal of PBIS services is to decrease the intensity or frequency of targeted behaviors, and to teach more socially appropriate behaviors.
PBIS services include but are not limited to:
- A comprehensive assessment of the individual’s behavior in the context of his/her medical diagnosis, abilities/disabilities and the environment which precipitates the behaviors.
- A detailed holistic behavioral treatment plan including a clear description of successive levels of intervention starting with the simplest and least intrusive.
- Arrangements for training informal supports and waiver and non-waiver service providers to effectively use the basic principles of the behavioral plan.
- Regular reassessments of the effectiveness of the plan and modifying the plan as needed.
- An emergency intervention plan when there is the possibility of the participant becoming a threat to himself, herself or others.
Roles and Responsibilities of PBIS
Positive Behavior Interventions and Supports (PBIS) refers to an environmental, antecedent, support-oriented approach to helping individuals with problem behavior. The approach has developed within the tradition of Applied Behavior Analysis (ABA) and shares with that tradition the following features;
- Systematic observation of behavior
- An understanding of behavior as a result of its antecedents and consequences
- Objective analysis of behavior, using both (1) correlational observation of the behavior’s antecedents (what occurs before the behavior) and consequences (what occurs after) and (2) systematic experimentation based on hypothesized causes of the behavior
- Systematic teaching procedures, including modeling, prompting/cuing, shaping, chaining, and the like
Job Duties:
1. Teach and utilize verbal and written strategies that promote independent living skills
2. Schedule client session time and programming according to his/her Individual Service Plan and the training domains
3. See individual clients in their home or community to train, teach and provide support in: money management, nutrition, cooking, comparison shopping, emergency procedures, community awareness, mobility, laundry procedures, household management, sex/public health education, medical procedures, counseling and crisis intervention, and housing
4. Provide training in rations determined by current care plan, and in accordance with the least restrictive environment philosophy (1:1 staff: client ratio, unless otherwise specified)
5. Openly communicate participant progress and concerns with other Service Providers and natural supports
6. Complete mandated documentation (session notes, timesheet, Detail Goal Plan, ISR) in the time allotted
7. Coaching/living skills training of other Service Providers and supports as needed
8. Assist client in coordinating with other programs, services and benefit systems, such as Social Security, AFDC, WIC, food stamps, etc.
9. Attend supervision, staff meetings and trainings as requested. Meetings occur virtually through Zoom or Google Meets
10. Attend all Team Meetings as requested (Location: TBD)
11. Conduct comprehensive functional assessments
12. Report to ILST/PBIS Supervisor
13. Manage accountability reporting duties (weekly scheduling, task completions, data management, etc.)
14. Complete behavior analysis and Functional Behavior Assessments.
15. Evaluation and correction of maladaptive behaviors
16. Provide behavioral training in rations determined by current care plan, and in accordance with the least restrictive environment philosophy (1:1 staff: client ratio, unless otherwise specified).
17. Teach socially acceptable behavior skills.
18. Coaching/behavioral training of other Service Providers and supports as needed.
19. Provide feedback and promote PBIS efforts.
20. Provision of emotional support responsibilities.
21. Other Duties as assigned.
Job Qualifications:
At this time we are only seeking candidates with a Bachelors’ degree in Psychology and minimally one to three (1-3) years of experience completing assessments of ADLs/IADLs and behavioral assessments, developing a comprehensive service plan, teaching individuals with disabilities/TBI to be more functionally independent.
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Requirements:
A Bachelors degree in Psychology or a Bachelors degree and CBIS certification, with minimally 1-3 years’ experience working with people with disabilities.
Experience conducting Functional and Behavioral Assessments
Valid NYS driver’s license and have own transportation
Strategic time management skills and organizational consistency
Great Smart-Phone and Tablet skills
Diligence in submitting paperwork and attending meetings
Consent to a background check before hire
Nurturing, rapport-building personality characterized by responsibility and accountability (We require the Highest Standards of Care and Accountability)
A basic desire to teach individuals with disabilities to live more independent lives and manage behavior.
Must have a high level of professionalism, integrity, accountability and compassion.
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Job Types: Full-time, Part-time
Pay: $19.00 – $21.00 per hour
Benefits:
- Flexible schedule
Supplemental Pay:
COVID-19 considerations:
Proper PPE and social distancing required where necessary. Fully vaccinated and boostered applicants a +
Application Question(s):
- Do you reside in Nassau or Suffolk County?
- Do you have a car?
- Do you have a Bachelors degree in Psychology?
Education:
- Bachelor’s (Required)
Experience:
- working with people with disabilities: 1 year (Required)
License/Certification:
- NYS Driver’s License (Preferred)
Work Location: On the road
Source: Indeed.com
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