Board Certified Behavior Analyst (BCBA)

Job Title: Board Certified Behavior Analyst (BCBA)

Primary Objective:

• To work collaboratively with school personnel and parents to conduct assessments develop implement and progress monitor positive behavior intervention plans for students with challenging behavior; provide support and professional learning to teachers school staff and paraprofessionals in appropriate behavior interventions and instructional techniques.

Minimum Qualifications:

• Masters degree in Special Education or related human services field
• Current Board Certified Behavior Analyst (BCBA as certified by the Behavior Analyst Certification Board (BACB))
• Ability to facilitate the delivery of high-quality behavior-analytic services and conduct Functional Behavior Assessments

Critical Attributes:

• Demonstrate expertise in the area of data collection and behavior analysis
• Ability to work with a variety of students in regard to age functionality and with minimal direction
• Model technical professional and ethical behavior
• Demonstrate excellent communication and collaboration skills organizational skills and strong attention to detail

Accountable to:

• Director of Student Services

Essential Job Functions:

1. Facilitates and assists team members to conduct functional behavior assessments to accurately identify the function of challenging behavior and socially valid replacement behaviors to target.
2. Assists case managers/building based psychologists social workers and other staff in writing behavior intervention plans.
3. Works 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.
4. Selects interventions and strategies according to the needs desires and abilities of the individual
5. Develops treatment plans that recommend individualized evidence-based behavioral strategies in a format accessible to staff family members other professionals.
6. Identifies behavior goals and intervention techniques utilizing non-aversive behavior change methods.
7. Assists and coaches teachers social workers and other staff in supporting the implementation of and data collection for behavior intervention plans.
8. Develops training materials for and provides professional learning to administrators educators and paraprofessionals in ABA-based strategies and/or other evidence-based methodologies related to addressing the needs of students with behavioral challenges.
9. Provides on-site coaching and modeling to ensure treatment integrity.
10. Assists staff with developing and implementing progress monitoring tools and evaluates treatment effectiveness regularly.
11. Develops strong collaborative relationships with school staff to implement effective techniques across all environments promoting progress and generalization.
12. Works directly with students who exhibit maladaptive/unexpected behaviors and provides support and professional learning for staff who work with such students.
13. Assist staff working with children on the autism spectrum and other developmental delays on teaching skill deficits maintaining acquired skills teaching self-help skills and developing social skills.
14. Travels to school sites as required for team meetings observations functional behavioral assessments behavior intervention plans or programmatic recommendations for individual students.
15. Develops strong collaborative relationships and engages families caregivers and private providers in the process of creating behavior programs for students in order to support parents in the positive behavior development of their child.
16. Attends IEP eligibility ISA or other meetings as necessary and provides related behavioral information and written reports.
17. Compiles and analyzes data completes reports and other paperwork within the established timeframes.
18. Utilizes district technology systems to include special education IEP software and Google Suite including but not limited to Google Docs Google Sheets etc. for developing reports.
19. Trained in Crisis Management and provides professional development to staff on crisis management.
20. Respond to student crisis alerts.

Requirements:

• Bending carrying climbing lifting pushing-pulling reaching sitting standing and walking
• Must be able to occasionally lift move or push items of 30 lbs.

Working Conditions:

• Includes extremes of temperature and humidity
• Hazards include stairs and communicable diseases

Terms of Employment:

• Per the MTA Contract

Benefits:

• Per the MTA Contract

FLSA Status:

• Exempt

Required Experience:

IC