Board Certified Behavior Analyst

Overview

Assist with the day-to-day supervision of assigned students, and the overall support of classroom-wide Positive Behavior Supports.

Provide staff training in the principles of Applied Behavior Analysis (ABA), Autism Spectrum Disorders and related disabilities. Trained in SCIP.

Responsibilities

Primary duties and responsibilities include but not limted to :

STANDARD 1 : Professional Duties

e training and supervision, to teachers and teacher assistants, in the implementation of behavior analytical interventions for skill acquisition, to support students in achieving their educational goals.

t teachers in the development of IEP goals based on criterion referenced assessments, such as the ABLLS and VB-MAPP

t teachers in troubleshooting student’s inability to make progress on their goals by analyzing the learning environment and student’s learning needs, and by providing suggestions based on evidenced-based methods of instruction.

e data and interpret trends for students’ educational goals, as needed.

e Behavior Intervention Services (BIS) as per student’s IEP mandates.

e training to teachers and teacher assistants on school-wide positive behavior supports. Monitor the implementation of PBS strategies and overall classroom management procedures.

sible for the behavior management of student’s on caseload, including but not limited to :

ining level of behavioral support needed.

ting observations and assessments as needed, including Functional Behavior Assessments.

p behavior support plans commensurate with level of behavior support needed, including Behavior Intervention Plans.

ent and monitor behavior data collection procedures for students on caseload.

e training and on-going supervision on the implementation of behavior support plans.

in records of all behavior data collection.

to the BCCS Behavior Support Procedural Guidelines.

d to and supervise emergency interventions and complete all necessary documentation and correspondence with family.

in communication with home based providers, if applicable, to ensure consistent implementation of behavioral and educational strategies

te and attend Interdisciplinary Team Meetings to discuss behavioral concerns in order to problem solve and make recommendations

IDT, CPSE and CSE Meetings as needed.

e individual parent training sessions as per student’s IEP mandates.

parent training groups and supervise individual training.

current with State and Federal Regulations regarding the delivery of services.

nate and collaborate with Board Certified Behavior Analyst at alternate site.

STANDARD 2 : School Environment

sible for health and safety of all students during the school day.

ish appropriate and effective communication with parents of students.

supervision of BCBA candidates.

STANDARD 3 : Professional Behaviors

ate and conduct self in manner appropriate to school education setting.

to program specific policies and procedures.

ipate in program-wide activities and act in an appropriate manner.

ipate in activities and seek support to enhance knowledge in areas pertinent to students in the school.

STANDARD 4 : Professional Development

a. Attend and participate in required in-services and staff development in an appropriate

manner.

b. Attend and participate in supervisory sessions as requested.

c. Be proficient in reviewing standardized testing for the purpose of assessing student ability level.

d. Collaborate with each student’s clinical service providers to ensure a comprehensive program

for each student.

STANDARD 5 : Adhere to general policies of the organization / regulators including :

of Ethical Conduct

ncy / disaster preparedness protocols.

safety prevention protocols.

service education program requirements.

es and procedures (attendance, punctuality, appearance, professional attire).

related self-development education activities.

ion control practices and procedures

physical examination and Mantoux testing.

STANDARD 6 : Performs other related duties as required.

trate understanding of the needs of children and visitors for each specific age group.

s safety and psychological needs of the special age groups, as appropriate, in the performance of work activities.

s the needs of special groups, hearing impaired, physically challenged and various issues relating to the program and facility.

in child and family confidentiality.

consistently courteous and considerate, in person and on the telephone, in interactions with children and others such as family, visitors, vendors, and other employees.

t the At Your Service attitude, ., smiles, uses positive eye contact, friendly, open and approachable.

d quickly to children and / or parent / guardian’s request, refers to appropriate member of the care team, if necessary.

in BCBA certification.

STANDARD 7 : Cultural Competencies

trate the ability to communicate and effectively interact with people across cultures, ranges of disability, genders, ethnicity and races.

trate the ability to recognize and manage personal behaviors to create an inclusive, equitable and welcoming environment.

trate the ability to successfully deliver culturally responsive services to students and families.

Qualifications

• or . in either Psychology (TC 322) or Special Education (TC 323)
• Certification as a Board Certified Behavior Analyst (BCBA)
• NYS Licensed Behavior Analyst Preferred
• Knowledge of assessment and treatment through Applied Behavior Analysis teaching techniques in an education and / or residential setting.
• Knowledge of ICF regulations.

Physical aspects may include but are not limited to lifting and transferring of a student.