Board Certified Behavior Analyst

Board Certified Behavior Analyst (BCBA)The Board Certified Behavior Analyst (BCBA) provides behavior analysis services and behavior management plans for both students who receive special education and students who are receiving supports through the Multi-tiered System of Supports (Tiers 2 and 3). The BCBA will be the supervisor for the school district's Positive Behavior Interventionist and Technician program throughout the elementary schools. The BCBA will also be responsible for providing professional development opportunities for certified and non-certified Fargo Public Schools staff, participate in district level committees.Essential Functions:Conduct Functional Behavior Assessments for students who have behavior concerns and are receiving supports through MTSS tier 2 or 3, or special education services.Design, develop, and implement management/behavioral interventions in the general education or special education classroom.Provide and direct staff training and professional development on behavior interventions and supports.Meet with teachers/staff for consultations on developmental and behavioral challenges.Work with certified teachers, counselors, Directors of Early Childhood, Elementary, and Secondary, student assistance teams, and the Director of Special Services in developing FBA/BIP procedures and paperwork.Conduct Functional Behavior Assessments as requested and Classroom Needs Assessments.Develops individualized behavior plans (goals, objectives and interventions).Assist in the evaluation and IDEA eligibility process.Develops social skills groups and interventions (goals and objectives).Assists the educational staff in implementing behavioral programming; both individual and classroom.Implement/maintain records and assist staff with data collection, review, and modify services as needed.Engage and confer with members of the MTSS or Special Education teams to discuss and evaluate student information for the planning, modification, and treatment as needed.Train, supervise, and evaluate Registered Behavior Technicians and Therapeutic Assistants to support student intervention plans or special education service.Advises and consults with the family and other agency personnel, as needed.Minimum Education and Training:Requires a Masters in Special Education, Psychology, Applied Behavior Analysis or related field with specialized knowledge of behavioral health and treatment philosophies/practices.Board Certified Behavior Analyst Certification (BCBA), training in behavior analysis preferred and/or a South Carolina teaching credential preferred.Experience in school setting preferred.Passing score on the BCBA examination.At least two (2) years of experience working with students with disabilities and experience in writing Behavior Support Plans and Functional Analysis Assessment reports.Detailed Knowledge of IDEA disability categories and supports and Services for students with behavioral challenges.Knowledge of Applied Behavior Analysis strategies and techniques and behavioral supports for students with disabilities and other students with behavioral challenges.Minimum Qualifications and Standards Required:Physical Requirements:Must be physically able to operate a variety of machines and equipment, including a cash register, adding machine, utensils, etc. Must be able to exert up to ten pounds of force occasionally and/or a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Physical demands are in excess of those for sedentary work; must be able to remain on feet for periods of time, stoop, kneel, push, pull, etc. Must be able to lift and/or carry weights of up to twenty pounds.Data Conception:Requires the ability to compare and/or judge the readily observable functional, structural or compositional characteristics (whether similar to or divergent from obvious standards) of data, people or things.Interpersonal Communications:Requires the ability of speaking and/or signaling people to convey or exchange information. Includes training employees, giving assignments and/or directions to subordinates and receiving assignments and/or directions from supervisor.Language Ability:Requires the ability to read a variety of policy and procedures manuals, etc. Requires the ability to prepare records and reports, etc., with proper format, punctuation, spelling and grammar, using all parts of speech. Requires the ability to speak with and before others with poise, voice control and confidence.Intelligence:Requires the ability to apply principles of common sense understanding to carry out instructions furnished in written, oral or diagrammatic form, and to deal with problems involving several concrete variables in or from standardized situations. Requires the ability to apply influence systems in managing workers, to make routine independent judgments in absence of supervision, and to acquire knowledge of topics related to primary occupation. Must have the ability to comprehend and interpret received information.Verbal Aptitude:Requires the ability to record and deliver information, to explain procedures, to follow and give verbal and written instructions, and to teach employees. Must be able to communicate effectively and efficiently with persons of varying educational backgrounds.Numerical Aptitude:Requires the ability to add and subtract totals, to multiply and divide, to determine percentages and decimals, and to determine time.Form/Spatial Aptitude:Requires the ability to inspect items for proper length, width and shape; and visually read various information.Motor Coordination:Requires the ability to coordinate hands and eyes using office and kitchen machinery.Manual Dexterity:Requires the ability to handle a variety of items, keyboards, office equipment, control knobs, buttons, switches, catches, knives, kitchen utensils, etc. Must have moderate levels of eye/hand/foot coordination.Color Discrimination:Requires the ability to differentiate colors and shades of color.Interpersonal Temperament:Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress when confronted with emergency situations or tight deadlines.Physical Communications:Requires the ability to talk and/or hear (talking: expressing or exchanging ideas by means of spoken words; hearing: perceiving nature of sounds by ear).