Board Certified Behavior Analyst

Purpose

The BCBA's primary purpose is providing direct services and consultation to students, staff, and parents in order to provide positive ways for working successfully with students who have difficulties conforming to acceptable behavior patterns.

Supervisor

Director of Student Services.

Minimum Qualifications

• Experience 3-5 years' experience as a Behavior Analyst.
• Education Master's degree in related field.
• Board Certified Behavioral Analyst.

Skills

• Plan, organize, implement and supervise district-wide programs.
• Communicate effectively in written and oral form findings and recommendations to parents and school personnel.
• Choose, administer and interpret assessment instruments.
• Operate standard office equipment including pertinent computer software.
• Prepare and maintain accurate records.

Knowledge

• Applied behavioral sciences.
• Autism spectrum disorders (asd) and related disorders.
• Strategies for successful inclusion of students with autism.
• Pertinent codes, policies, regulations and/or laws.

Abilities

• Adapting to changing work priorities.
• Communicating with diverse groups.
• Maintaining confidentiality.
• Meeting deadlines and schedules.
• Working as part of a team.
• Working with detailed information/data.
• Maintaining effective working relationships.

Essential Functions

• Demonstrates competence with the concepts of behavior management and applied behavior analysis and applies the dimensions of applied behavior analysis when developing interventions for student success across the developmental/academic continuum (PK-12).
• Assesses behavior; identifies specific procedures for increasing and decreasing behaviors, including various instructional procedures and schedules of reinforcement, and designs performance monitoring for overall program and procedural integrity.
• Conducts and interprets functional behavioral assessments when needed.
• Provides descriptive and functional analysis based on data collection for the purpose of adjusting instructional procedures and practices.
• Selects appropriate assessment tools (e.g. Assessment of Basic Language and Learning Skills, Verbal Behavioral Milestones and Placement Program); administers assessments, and interprets data to make research-based decisions for intervention strategies.
• Makes data-driven recommendations to facilitate plan implementation including environmental accommodations needed to implement functional alternatives when eliminating behaviors.
• Demonstrates competencies in the areas of single-subject experimental designs,identifying functional relationships, and selecting appropriate treatment designs.
• Develops methods for observing, recording and displaying data, with an understanding of reliability and validity as it relates to data, and making decisions based upon interpretation and visual analysis of data.
• Develops positive behavioral intervention plans to address problem behavior concerns for students.
• Applies the principles, processes, and concepts of Applied Behavioral Analysis (ABA) including stimulus controls procedures, motivating operations, and generalization and discrimination in applied settings.
• Models for and trains schools staff regarding the application of the principles of ABA in discrete trial instruction.
• Consults and collaborates with school staff regarding specific student behavioral concerns, providing intervention guidance as needed.
• Attends IEP meetings, when appropriate, to provide expertise regarding behavioral intervention planning.
• Demonstrates professional competence in the area of teaching students with communication/autism spectrum disorders.
• Works with and provides training to "behavior paras" to increase the collection and use of data, and to assist in increasing effective use of their time
• Other duties as assigned by the supervisor.

MRSD is an EEO