Board Certified Behavior Analyst (BCBA) - Full-Time - Interim
POSITION TITLE: Board Certified Behavior Analyst (BCBA) - Full-Time - Interim
REPORTS TO: Director of Special Education
PRIMARY FUNCTION: Collect data and develop Functional Behavior Assessments and Behavior Intervention Plans; Provide support and modeling to staff in behavior intervention strategies.
1. Certification: Current Board Certified Behavior Analyst (BCBA, as certified by the Behavior Analyst Certification Board (BACB)
2. Education: Required- Master's Degree in applied behavior analysis, special education, psychology or related discipline.
Required- Minimum of 3 years experience as a Board Certified Behavior Analyst. Expert knowledge of intervention planning for developing behavior change strategies that focus on reducing problem behaviors and increasing appropriate behaviors.
Preferred - Classroom teaching experience, social worker or psychologist.
ESSENTIAL PERFORMANCE RESPONSIBILITIES: Support staff in identifying and working through problem behaviors. Provide ongoing professional development in the area of behavior to all staff. Provide techniques and modeling of behavior intervention support to staff.
OTHER PERFORMANCE RESPONSIBILITIES:
- Work collaboratively with building and district staff to promote positive student behavior by providing professional development that targets research, strategies and modeling of instructional practices to support staff in their implementation of positive support and PBIS.
- Demonstrate expertise in the area of data collection and behavior analysis.
- Assists case managers/building based psychologists and social workers in writing of comprehensive functional assessments and behavior intervention plans and instructional methodologies for staff.
- Demonstrate behavior management ideas and/or techniques.
- Provide training in the use of data collection, positive behavior supports, intervention techniques and instructional methodologies for staff.
- Assist staff working with children with autism and other identified social/emotional deficits on teaching skill deficits, maintaining acquired skills, teaching self-help skills and developing social skills.
- Develop materials and provide resources for, and provide professional development to, administrators, educators, paraprofessionals and parents/guardians.
- Attend IEP, eligibility, or other meetings as necessary and provide related behavioral information.
- Work with students who exhibit maladaptive/unexpected behaviors and provide support and professional learning for staff who work with such students.
- Travel to school sites as required for observations, functional behavioral assessments, behavior intervention plans, or programmatic recommendations for individual students.
- Engage parents in the process of creating behavior programs for students in order to empower parents by providing them with skills and techniques to support the positive behavior development of their child.
- Conducts functional behavior assessments and related educational assessments, accurately identifying the function of challenging behavior and socially valid, pivotal behaviors to target.
- Develops treatment plans that recommend individualized, evidence-based behavioral strategies in a format accessible to staff, family members, other professionals.
- Develops strong collaborative relationships and trains families, caregivers, and school staff to implement effective techniques across all environments, promoting progress and generalization.
- Provides ongoing training of school staff, ensuring treatment integrity and supporting the professional growth of staff.
- Monitors progress and evaluates treatment effectiveness regularly, maintaining high rates of progress.
- Identifies behavior goals and intervention techniques utilizing non-aversive behavior change methods.
- Selects intervention and strategies according to the needs and desires and abilities of the individual, and prepares written behavior interventions and strategies, and support plans.
- Completes reports and other paperwork within the established timeframes.
- Participate in building-level meetings as appropriate.
- Assist in other areas as needed.
- Complete other duties as assigned.
KNOWLEDGE, SKILLS, AND ABILITIES:
Technical: Able to work with district technology systems to include special education IEP software. Able to utilize Google Suite, including but not limited to, Google Docs, Google Sheets, etc.
Interpersonal: The candidate must exhibit excellent communication skills and be able to work collaboratively with staff, students and parents. Must be able to model and implement behavior strategies to support staff and students struggling with behavior. Must exhibit sound judgment in dealing with people. Must have strong organizational skills. Must be able to maintain harmonious relationships with staff, students, and parents.
Manual Dexterity: Work requires definite skilled and accurate physical operations
Physical Effort: Work requires handling average weight materials or equipment, but not for sustained periods.
WorkingConditions: This job is performed in a generally clean and healthy environment.Travel among campuses is required.