Board Certified Behavior Analyst (BCBA) Under the general supervision of the Director of IEPs and Assessments, the incumbent performs a full range of professional duties in support of the positive behavior program. Responsibilities include assessing students, analyzing data, developing appropriate and effective behavior support strategies, and developing and training staff on implementation. Other duties include the development and implementation of a school-wide staff development training program in areas such as positive approaches to behavior support, data collection, functional behavioral assessment, TEACCH and applied behavioral analysis. An important aspect of the job is gaining knowledge of and implementing the assigned student's Individual Education Plan (IEP) goals and objectives as well as data collection and documentation of same
In accordance with the federal wage-hour laws, this is a salaried position and is not subject to the Fair Labor Standards Act's (FLSA) minimum wage and overtime pay requirements.
Other Performance Measures Successful performance on the job requires following safety guidelines and policies to reduce accident or injury to self or students, school dress standards, proper attendance and leave policies, and other work-habit concerns. Creativity, initiative and effective problem solving is also important to the success of the incumbent.
Examples of Essential Functions Analysis of behaviors of concern; conduct functional behavioral assessments.
- Provide behavioral consultation and technical assistance as needed.
- Make recommendations for instructional techniques, modifications, adaptations, and materials based on the unique needs of the individual student.
- Monitor the integrity of intervention implementation and student progress.
- Develop and train others in positive behavior support strategies, adaptive skill training, positive reinforcement interventions and appropriate responses to behaviors of concern.
- Provide individualized training in positive behavior support strategies, TEACCH, and ABA.
- Supervise, train and direct the work assignment of the Behavioral Change Assistants.
- Participate in IEP meetings for student requiring behavioral intervention and provide recommendations as appropriate.
- Coordinate behavioral support services within the various Houses; provide crisis intervention as needed.
- Develop and implement behavioral consultation and training services for student family members.
- Plan, develop and implement a staff development training program in area of expertise.
- Maintain confidentiality of parent, student and staff personal identifiable information.
- Other duties as assigned.
Required Qualifications - Extensive knowledge of the principles and practices of positive behavior support.
- Considerable knowledge of disabilities and the associated challenges for students.
- Considerable knowledge of behavioral responses.
- Considerable knowledge of TEACCH strategies and Applied Behavioral Analysis.
- Knowledge of the IEP process as it relates to student services ensuring compliance with applicable laws, policies and procedures.
- Ability to prepare clear and comprehensive reports including Functional Behavioral Assessments and Behavior Intervention Plans.
- Ability to work with parents, teachers, aides and specialists in developing a constructive and healthful learning environment.
- Ability to exert moderate physical effort in light work, typically involving some combination of bending, stooping, squatting, reaching, kneeling, crouching, crawling and brisk walking, and which may involve lifting, carrying, pushing and/or pulling of objects and materials of moderate weight (45 lbs.).
- Requires strong interpersonal skills and the ability to communicate verbally and in writing.
- Successful completion of the required training courses within a specified period of time.
- Tuberculosis screening to assure no significant risk to the health and safety of others.
- Successfully passing a criminal background investigation and pre-employment and random drug screenings.
- COVID-19 Vaccination
Examples of Knowledge, Skills and Abilities - Knowledge and understanding of students with intellectual disabilities, autism and multiple disabilities.
- Knowledge of the current Federal guidelines for Special Education.
- Knowledge of research methods and report writing techniques.
- Ability to establish and maintain effective relationships with parents, caregivers, local education agents, staff and others.
- Ability to evaluate problems and progress of assigned students.
- Strong written and oral communication skills.
- Ability to train individuals with varying skill levels.
- Ability to interpret and follow instructions furnished verbally, in writing, diagram, or schedule form.
- Ability to write clear and comprehensive evaluations and reports.
Sensory Requirements Most tasks require visual perception and discrimination. Some tasks require oral communications ability. Some tasks require the ability to perceive and discriminate sounds.
Minimum Acceptable Education and Experience M.S. or M.A. in Psychology or a related field and three years' experience in Applied Behavior Analysis with an emphasis on positive approaches to behavior change. Board Certified Behavior Analyst (BCBA) certification required.
School Hours 7:50 AM to 4:00 PM- Monday, Tuesday, Thursday, Friday
7:50 AM to 3:10 PM Wednesday,
PHYSICAL DEMANDS The physical demands described here 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.
Physical Mobility Physical Effort Activity
% of Day
Lifting: Amt of Weight
% of task required
Stand
15
Up to 10 lbs.
10
Walk
15
Up to 20 lbs.
10
Sit
60
Up to 45 lbs.
10
Bend
10
More than 100 lbs.
no
Climb stairs
15
Balance
100
Push/Pull: Amt of Weight
% of task required
Stoop
20
Up to 10 lbs.
10
Kneel
10
Up to 20 lbs.
10
Talk
100
Up to 50 lbs.
10
Hear
100
More than 100 lbs.
no
Ability to perform a 2-person transfer.
Vision Ability Activity % of time task required Close vision
100
Distance vision
100
Color vision
100
Peripheral vision
100
Depth perception
100
Ability to adjust and focus
100
Manual or Finger Dexterity Activity % of time task required Finger, handle or feel objects, tools or controls
50
Reach with hands and arms
30
Operate computer
40
Operate office equipment
20
WORK ENVIRONMENT The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Environment % of Time Comments Noise level- The noise level in the work environment is usually moderate to high.
100
Air conditions- Indoor air level-air conditioning/heat. Outdoor-variable conditions.
100
While performing the duties of this job, the employee may be exposed to weather conditions.
Work involves interaction with individuals who may exhibit aggressive behaviors due to their disability.
100
PI496fdae8f4b3-7646
