Board Certified Behavioral Analyst (BCBA)

Board Certified Behavioral Analyst (BCBA) Employer: Keystone Educational Collaborative, Leominster, Massachusetts. Job Type: Full‑time, Exempt, 195 days per year. Salary: $56,264 to $99,380 per year; rate determined by degree and experience. Job Description Position Title: Board Certified Behavioral Analyst (BCBA) Classification: Exempt Position Type: Full time (195 days) Teacher/Therapist Salary Schedule: Introductory Period: 90 days Reports To: Executive Director Summary / Objective The primary function of the BCBA is to plan, develop, and monitor a variety of behavioral support service delivery options to meet the needs of clients diagnosed with Autism Spectrum Disorders (ASD) and/or other behavioral and social/communication challenges. The BCBA also consults with and teaches instructional team members regarding pro‑active, educational, programming, and behavioral supports; develops and implements comprehensive treatment plans; and collaborates with team members, related services providers, families, and other agencies as appropriate. The BCBA manages the collaborative’s ASD/DD programs with the Program Supervisors and provides ongoing training and direct supervision to team members. Essential Functions / Duties Use appropriate assessment instruments and data to develop, train, implement, and monitor programs that reflect behavioral and other outcomes aligned with objectives identified in the Individual Educational Plan (IEP). Ensure the implementation of treatment plans, document training, observations, and communication with families; use professional knowledge and independent judgment to strategize continuous data/evidence based modification to further student progress. Provide training and supervision of designated staff (RBT/TA Specialist) and instructional aides through observations, meetings, performance coaching and other methods. Establish, maintain and use data measurement, collection, and analysis systems for clients receiving behavioral interventions. Maintain appropriate documentation and prepare reports as required. Ensure that all treatment plans and programs align with IEP requirements, satisfy all relevant service delivery and other IEP document expectations, and meet or exceed professional standards. Coordinate with families, Program Supervisors, and member districts to assist with recruiting, selection, training, and retention of staff and instructional aides. Coordinate efforts with Program Supervisors and lead teachers to ensure that all treatment‑related aspects of each IEP are addressed consistently and modified when appropriate. Seek creative options for ensuring continuity and consistency of treatment and support services across settings for the lifespan of the client. Develop strategies for the stability of quality services when the student experience transitions. Provide consultation, training, and assistance to Program Supervisors, the Educational collaborative and member districts as requested. Conduct structured periodic service reviews to monitor the effectiveness of treatment programs and their implementation; modify and document plan changes as needed. Provide staff development, training, and modeling for team members in strategies and methodologies for working with children on the autism spectrum and/or clients who have behavioral, adaptive, and/or social/communication challenges. Conduct in‑service training, workshops, and presentations to develop skills and establish consistent practices across the ASD/DD programs of service. Provide consultation regarding crisis interventions and critical incident support. Participate in Individual Education Program (IEP) team meetings process for students as appropriate. Write required assessment reports, draft appropriate portions of IEPs, and complete student progress reports as appropriate. Consult with general and special education staff on accommodations and/or modifications to help students progress and succeed. Promote positive public relations, facilitate interagency collaboration, and advocate for the establishment and maintenance of comprehensive services. Participate in professional growth activities such as conferences, classes, team meetings and program visitations. Accept all other responsibilities as assigned by the Executive Director. Competency: Knowledge, Skills and Abilities Strong communication skills to work with a diverse team. Basic computer skills and ability to use all required software. Problem‑solving and assisting in decision‑making skills, including during emergencies or when a supervisor is not onsite. Maintain current status regarding assigned core competencies and other required certification (i.e., BCBA/LABA) within established schedule and timelines. Work productively to develop relationships with individuals, families, and staff. Proven creative abilities, strong organizational and time management skills. Excellent oral, written, and interpersonal skills. Ability to assess and support teacher in various tools identified for students with ASD (e.g., VB‑Mapp; ABLLS‑r, etc). Maintain a high level of organization for file maintenance, daily, weekly, and monthly record keeping. Supervisory Responsibilities RBT / TA Specialist. BCBA Mentoring. Work Environment and Physical Demands The physical demands and work environment described are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Attendance at a variety of work sites is required. Staff must be able to sit, stand, lift 50+ lbs with assistance if necessary, ambulate, short segments of running, and other physical requirements as identified. Travel This position requires travel. Job Requirements Required Education and Experience: Certification by the Behavior Analyst Certification Board and state licensure in Massachusetts Department of Allied Health in the field of Behavior Analyst (LABA). A Master's degree in special education, psychology, or a related field with specialized knowledge of behavioral health, treatment philosophies and educational best practices. Completion of required 8‑hour BACB Supervision series to supervise/mentor BCBA/RBT’s. Minimum of five years of recent experience working with individuals who have autism spectrum disorders and their families. Knowledge of early childhood/childhood educational development and autism assessment tools and procedures, and thorough knowledge of child development. Experience developing positive behavior support plans and programs; experience teaching social interaction and play skills. Knowledge of current methods and techniques of applied behavior analysis and discrete trial training; ability to communicate effectively verbally and in writing with clients, parents, and professionals; competence in analyzing assessment results, designing appropriate individual treatment plans and behavioral programs, and monitoring progress. Must be able to work effectively as a team member, demonstrate flexibility and desire to learn new skills and improve professional qualifications, and travel independently in rural/remote locations. Valid Driver’s license required OR 7D license if operating school vehicles. At least 5 year(s) of relevant experience preferred. Master’s degree preferred. Citizenship, residency or work visa required. #J-18808-Ljbffr