Under the general supervision of the School Principal, Sterling teachers facilitate student success and growth in academic and interpersonal skills through implementing district approved curriculum; documenting teaching and student outcomes; addressing specific educational needs of individual students by creating a flexible, safe and culturally responsive learning environment; and providing feedback to students, parents and administration regarding student progress, expectations and goals as determined by the superintendent of schools.
The primary function of the Board Certified Behavioral Analyst (BCBA) is to plan, develop, and monitor a variety of behavioral support service delivery options to meet the needs of students with behavioral and social/communication challenges. The BCBA also consults with, coaches and teaches instructional team members regarding pro-active, educational, programming, and behavioral supports; conducts Functional Behavior Assessments and/or uses function based problem solving to design, develop, implement and monitor comprehensive behavioral support plans; and collaborate with team members, related service providers, families and other agencies as appropriate. The BCBA manages the school’s behavioral team and provides ongoing consultation, coaching and professional development to team members.
Essential Job functions/Duties/Responsibilities:
Conduct Functional Behavior Assessments (FBAs) to identify functions of student behaviors.
Conduct informal observation and data collection to facilitate the development of behavioral interventions.
Interview staff and/or family members to obtain background and preliminary information.
Analyze available data to help determine where, when, and why problem behaviors occur.
Directly observe the individual served in all relevant settings.
Define all target behaviors in objective and measurable terms
Design and maintain an appropriate data collection system and data measurement tools to measure the target behaviors.
Integrate appropriate setting event, antecedent, teaching and consequences strategies to reduce problem behavior and increase alternative replacement behaviors.
Develop targeted behavioral intervention plans for students with behavioral challenges that target the functions of the behaviors.
Develop and coach staff and/or family members on the implementation with fidelity of behavior intervention plans.
Analyze data to determine effectiveness of student behavior plans
Conduct treatment fidelity assessments to ensure proper implementation of the behavior support plan.
Analyze the potential barriers to implementation and/or changes to the behavior support plan if necessary.
Review behavior data
Provide support to staff for the implementation of behavior plans
Develop materials and behavioral management strategies to support safe and healthy learning environments.
Provide ongoing, on-site consultation and professional development to faculty and staff regarding evidenced based strategies and methodologies for students identified with behavioral concerns
Provide coaching to faculty and staff on the implementation of Positive Behavioral Interventions and Supports (PBIS)
Work Experience Requirements:
Experience working in a school environment preferred
Experience developing positive behavior support plans and programs
Experience working with students with autism or other developmental disabilities preferred
Experience developing and implementing ASD programming within a school, as well as providing social skills training to individuals with Autism Spectrum Disorders preferred
Knowledge of current methods and techniques of applied behavior analysis
Ability to communicate effectively verbally and in writing
Competence in analyzing assessment results, designing appropriate individual behavior support plans and behavioral programs, and monitoring progress
Must be able to work effectively as a team member
CT State Dept. of Ed. Teacher Certification in Special Education, School Psychology or Related Endorsement
Certification by the Behavior Analyst Certification Board (BCBA) (129) and licensed by the CT Department of Public Health
A Master’s degree in special education, psychology, or related field with specialized knowledge of behavioral health and treatment philosophies and professional practices preferred