Board Certified Behavior Analyst (BCBA) Contracted

South Harrison Community School Corporation Title: Board Certified Behavior Analyst (BCBA) Contracted Location: Corydon, IN Position Type: Non-Certified Staff Contracted Employee Part time 4 days a week, no benefits. Salary is commensurate with education, experience, and district salary schedules and policies. Position Summary The Board Certified Behavior Analyst (BCBA) provides behavior analytic services to students with behavioral, social, emotional, developmental, and learning needs. The BCBA collaborates with educators, administrators, related service providers, and families to develop, implement, and monitor evidence‑based behavioral interventions that support student success in educational settings. Qualifications Current certification as a Board Certified Behavior Analyst (BCBA). Master's degree in Applied Behavior Analysis, Special Education, Psychology, Education, or a related field. Experience conducting FBAs and developing BIPs. Knowledge of IDEA, FERPA, and special education procedures. Strong communication, collaboration, and problem‑solving skills. Ability to analyze and interpret behavioral data. Preferred Qualifications Experience working in a K–12 educational setting. Experience supporting students with autism spectrum disorder, emotional disabilities, developmental disabilities, and other behavioral needs. Experience providing staff training and coaching. State licensure or credentialing, if applicable. Essential Duties and Responsibilities Assessment and Evaluation Conduct Functional Behavior Assessments (FBAs) and other behavior‑related evaluations. Analyze behavioral data to identify patterns, functions of behavior, and intervention needs. Participate in multidisciplinary evaluations and eligibility determinations as appropriate. Assist teams in developing behavior‑related components of Individualized Education Programs (IEPs). Provide Supervision for Registered Behavior Technicians Offer supervision and guidance to RBTs during intervention delivery. Intervention Planning and Implementation Develop and oversee Behavior Intervention Plans (BIPs) based on assessment findings. Design individualized behavioral programming using evidence‑based practices. Monitor fidelity of intervention implementation and recommend adjustments as needed. Provide crisis prevention and de‑escalation strategies to school personnel. Consultation and Collaboration Consult with teachers, administrators, school psychologists, counselors, and related service providers regarding behavioral supports. Collaborate with families to promote consistency between school and home environments. Participate in case conferences, IEP meetings, and other student support meetings. Support the development of positive school‑wide behavioral systems and practices. Training and Professional Development Provide coaching and training to school staff on behavior management techniques and applied behavior analysis principles. Model effective intervention strategies in classroom and school settings. Assist in developing staff capacity to support students with challenging behaviors. Data Collection and Reporting Develop systems for collecting and analyzing behavioral data. Maintain accurate records and documentation in compliance with district, state, and federal requirements. Prepare reports and present findings to educational teams and families. Use data to evaluate student progress and intervention effectiveness. Compliance and Ethics Adhere to the ethical standards established by the Behavior Analyst Certification Board (BACB). Maintain confidentiality in accordance with FERPA, HIPAA (when applicable), and district policies. Remain current with research, best practices, and professional development requirements. Physical Requirements Ability to move throughout school buildings and classrooms. Ability to observe student behavior in a variety of settings. Ability to respond appropriately during crisis situations. Occasional lifting, bending, standing, and walking may be required. Work Environment School-based settings including classrooms, specialized programs, and community‑based instructional environments. Frequent interaction with students, families, and multidisciplinary teams. #J-18808-Ljbffr