Board Certified Behavior Analyst (BCBA)

Board Certified Behavior Analyst

Reports to: Director of Special Services

Dept./School: Special Services

Primary Purpose: The Board Certified Behavior Analyst (BCBA) provides districtwide behavior analysis, consultation, formal/informal assessment, intervention, and program support to promote student learning, engagement, independence, and positive behavior. The BCBA collaborates with staff, administrators, and parents/guardians to develop and implement evidence-based behavioral supports and provides coaching and professional learning in effective behavior intervention practices. The BCBA also supports self-contained special education programs through classroom consultation, staff coaching, and recommendations related to classroom structure, routines, behavioral systems, data collection, and evidence-based practices to help ensure learning environments are structured, supportive, and conducive to student success. Services and recommendations are provided in accordance with applicable state and federal requirements and professional standards.

Qualifications: Education/Certification: Minimum of Master's degree in Applied Behavior Analysis or Master's and Certification in ABA. Certified with Behavior Analysis Certification Board. Must maintain credentialing in compliance with BACB. Must complete Continuing Education courses as outlined by the BACB. Experience: Minimum of 2 years preferred.

General Responsibilities: Support the evaluation and continuous improvement of district self-contained and intensive-support programs through observation, consultation, data review, and staff coaching. Collaborate with district and campus leadership to promote consistent implementation of evidence-based practices and effective classroom programming. Develop and provide professional learning, resources, and coaching for administrators, teachers, instructional aides, and parents/guardians related to behavior, ABA, autism, and evidence-based practices. Participate in student support, parent, ARD/IEP, annual review, and other educational meetings when BCBA involvement is appropriate. Contribute behavioral assessment information, data, recommendations, goals, progress information, and other IEP documentation within the BCBA's area of expertise. Maintain required documentation of assessments, services, consultations, student progress, schedules, and service logs. Participate in departmental, campus, and district meetings and professional learning activities as appropriate. Maintain required BCBA certification, continuing education, and supervision requirements. Follow applicable federal and state requirements, district policies and procedures, and professional and ethical standards. Perform other duties related to behavioral and special education program support as assigned by the Director of Special Services.

Evaluation, Intervention, and Program Support: Provide recommendations to the Director of Special Services regarding behavioral programming, self-contained program needs, resources, professional learning, and continuous program improvement. Provide evidence-based behavioral assessment, intervention, consultation, coaching, and follow-up services based on individual student and program needs. Conduct Functional Behavioral Assessments (FBAs) as assigned and assist teams with the development, implementation, monitoring, training, and revision of Behavior Intervention Plans (BIPs). Monitor behavioral data to evaluate student progress and the effectiveness of interventions and supports. Prepare reports summarizing behavioral assessments, observations, data, findings, and recommendations within the BCBA's scope of practice. Provide behavior-analytic services identified in student IEPs and consultation or intervention support for students referred through established district procedures. Provide ongoing consultation and programmatic support to self-contained and intensive-support classrooms serving students with autism, behavioral needs, and complex support needs. Conduct classroom observations and provide recommendations related to classroom structure, routines, transitions, environmental supports, reinforcement systems, sensory/regulation supports, data collection, student engagement, and independence. Coach and model evidence-based behavioral practices for teachers and instructional aides, including ABA principles, positive behavior supports, reinforcement, prompting, replacement behaviors, and data collection. Collaborate with teachers, administrators, parents/guardians, evaluation personnel, related service providers, and other educational team members to support student success. Assist teams in developing supports that increase student independence, participation, and access to less restrictive environments when appropriate. Provide in-home training, formal/informal assessment, consultation and/or recommendations when determined appropriate through the ARD/IEP process. Develop and support opportunities for appropriate district staff to obtain Registered Behavior Technician (RBT) certification, training, including competency assessment, and supervision when appropriate and consistent with BACB requirements.

Customer Care Skills: Provide professional communication with students, parents, community members, staff, and other professionals at all times. Use proper phone etiquette at all times, speaking slowly and clearly. Take reliable messages, and route to the appropriate staff. Ensure superior customer care skills are used via eye contact, facial expressions, voice inflections, body language, and an attitude of "going the extra mile" for others. Ensure all requests for information are dealt with in an appropriate timeframe. Create and maintain a welcoming, service-oriented environment toward all internal and external customers.

Supervisory Responsibilities: None.

Mental Demands/Physical Demands/Environmental Factors: Tools/Equipment Used: Standard office equipment including personal computer and peripherals Posture: Prolonged sitting; occasional bending/stooping, pushing/pulling, and twisting Motion: Repetitive hand motions, frequent keyboarding and use of mouse; occasional reaching Lifting: Occasional light lifting and carrying (less than 15 pounds) Environment: Frequent districtwide travel; occasional statewide travel Mental Demands: Work with frequent interruptions; maintain emotional control under stress