Board Certified Behavior Analyst (BCBA)

Description Marie Philip School Exempt/Salary 12-Month Full-time Salary Pay Range: $75,000.00 - $100,000.00 In-Person American Sign Language Required $1,500 Sign-on Bonus Housing Resources Available Tuition Reimbursement Benefits Options May Include: Health, Dental, Vision, Life Insurance, Employer-Matching 403(b), Generous Time Off Benefits, Flexible Spending and Dependent Care, and more! About TLC The Learning Center for the Deaf is a nationally-recognized leader of services for deaf and hard of hearing children, adults and families. To learn more, click the following link, Mission For our Mission, click the following link, TLC Diversity Statement The Learning Center for the Deaf is on a journey to create an inclusive and welcoming space for people of all backgrounds. Together, we continue to build an inclusive culture that encourages, supports, and celebrates our TLC community members' diverse narratives. We embrace and value multiple approaches, experiences, and perspectives. TLC believes that diversity fosters innovation. We are committed to cultivating a place where everyone can feel they belong. About Marie Philip School MPS enrolls nearly 150 deaf and hard of hearing students on our Framingham, MA campus in an ASL/English bilingual, bicultural educational model. About Walden School Walden School is a nationally-recognized residential therapeutic and education program for deaf children and youth ages 8 to 22 who have often experienced significant adverse childhood events as well as language deprivation. POSITION SUMMARY Collaborate with educational and clinical staff in completion of functional behavioral assessments, design and implementation of effective behavior support plans and development of instructional programs. SUPERVISOR Senior Board Certified Behavioral Analyst / Interim Clinical Team Supervisor FUNCTIONS AND RESPONSIBILITIES Complete Functional Behavioral Assessments in collaboration with TLC’s educational and clinical staff. Design, implement, and monitor BSPs through ongoing data collection, individualized behavior support plans. Consult with teachers and staff who work with students in The Walden School therapeutic treatment program and the Marie Philip School’s educational and residential program, through regular meetings, data analysis, direct observations, and training. Serve as a member of the IEP team for students with behavioral concerns. Develop behavioral goals and write progress reports for Individualized Education Plans (IEPs) in conjunction with the classroom teacher and/or students’ therapist/school counselor. Train educational, clinical and residential staff in Functional Behavior Assessment, implementation of Behavior Support Plans, data collection, group behavior programming, and crisis response. Support teachers in developing and implementing individualized instructional programs (e.g., discrete trial teaching, task analyses, and other evidence-based practices) for deaf and Deafdisabled students ages 3–22 with complex needs, including developmental delays, behavioral challenges, autism, and/or intellectual disabilities. Ensure that all treatment methodologies are evidence-based and reflect the most recent research findings in Applied Behavior Analysis. Some lifting and physical restraints may be required when working with young students or Deafdisabled students with complex needs; however, TLC embraces and celebrates a spirit of inclusion and diversity, and reasonable accommodations and modifications will be made whenever possible. The diversity of our student population may require that some assignments have a heavier physical responsibility due to safety. Perform other tasks as assigned by the Department Supervisor and/or Program Leader. This job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee. Duties, responsibilities, and activities may change or new ones may be assigned at any time with or without notice. The Learning Center for the Deaf provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religious creed, national origin, sex, pregnancy, gender identity/expression, age, criminal record, disability, sexual orientation, familial status, veteran status, marital status and any other legally protected characteristic. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training. TLC embraces and celebrates a spirit of inclusion and diversity, and reasonable accommodations and modifications will be made whenever possible. Requirements Board Certified Behavior Analyst and Massachusetts Licensure in Applied Behavior Analysis; individuals who hold out-of-state licensure must obtain Massachusetts Licensure within one year of hire. Experience in the evaluation and treatment of Deaf-disabled students and students with identified behavioral challenges Master’s degree in Behavior Analysis, Psychology, or Special Education preferred Knowledge of the behavioral impact of developmental/intellectual disabilities, mental health issues, and trauma to students of all ages Strict adherence to all confidentiality expectations, including safeguarding sensitive information about students, family, and staff, and maintaining discretion in all aspects of work Ability to collect, analyze, and interpret behavioral data, and adjust interventions based on data-driven decision making Ability to train and coach staff on behavior support strategies, treatment integrity, documentation, and safety protocols Ability to collaborate effectively with interdisciplinary teams (education, clinical, residential, etc.) Strong report writing and communication skills, including the ability to translate complex behavioral data into clear, actionable recommendations Willingness to participate in ongoing professional development related to Deaf culture, Deaf education, and evidence-based behavioral practices A minimum of conversational fluency in American Sign Language is required, with native or near-native ASL fluency preferred ASL classes may be required based on ASL fluency Must maintain a valid driver’s license and an acceptable driving record when driving students or performing work-related duties #J-18808-Ljbffr