BCBA

Job Title: Behavior Analyst 

TPAF Role: Board Certified Behavior Analyst (BCBA)

Reports to: Clinical Coach

FLSA Status: Exempt

ISBE Category: Related Services Personnel

Job Type: Full-Time

TPAF Calendar: Academic

Direct Reports: None

Qualifications: Certified by Behavior Analyst Certification Board (BACB). Supervision Training preferred.

Position Summary: 

The BCBA will utilize best practice methodology to plan, develop and monitor a variety of behavioral support services to meet students' individual needs. 

Essential Job Functions:  

• Manages caseload per position objectives within assigned program 
• Work with all students to develop and implement individual behavior plans for skill acquisition and negative behavior reduction in collaboration with team members
• Provide on-going, direct and indirect assessment of student behavior and skill acquisition
• Compile and analyze data on each student before and during implementation of each behavior plan identifying plan results
• Provide on-going assessment and evaluation of student needs and abilities
• Organize data and maintain all data logs
• Prepare graphical analysis and other necessary reports to support behavior plan implementation and skill acquisition programming
• Provide comprehensive oversight, technical support and feedback to staff in all areas of behavior and skill acquisition for students 
• Demonstrate and train staff on appropriate methods of data collection, materials organization and observations
• Collaborate with the program director regarding data collection, skill acquisition and behavior plans
• Collaborate with classroom teacher(s) on skill acquisition interventions as needed
• Collaborate with the Speech Pathologist and Occupational Therapist to implement the sensory diet programs, communication plans and behavior plans for each student
• Support the classroom teacher and IBIs in the implementation of all behavior support protocols
• Evaluate the effectiveness of the implemented behavior plan
• Collaborate with school team on modifying behavior plans accordingly to achieve desired results as identified in the IEP goals and objectives 
• Keep all student information confidential and honor the legal protocols of the IEP
• Perform other work and responsibilities as assigned

Experience and Qualifications: 

• Experience working with students impacted by autism or other developmentally disabling disorder
• Patient with a calm and organized approach 
• Must be certified by the Behavior Analyst Certification Board (BACB)
• Minimum of 2 years of professional experience in an educational setting

Physical Demands:

• May include lifting and supporting up to 50 pounds
• Implement crisis protocols, which may include physical crisis management procedures
• May be required to bend, stoop, and kneel
• Ability to work at a desk, conference table or in meetings of various configurations
• Ability to stand and circulate for extended periods of time
• Moderate to high stress levels
• Daily contact with students, teachers, and school staff
• Regular contact with parents, community members and outside agency personnel
• May be exposed to contact with individuals displaying physically aggressive, self-abusive, or socially undesirable behavior

Core Competencies: 

1. Supports the Mission, Vision and Directions of Turning Pointe: Understands and supports the mission of Turning Pointe Autism Foundation; displays flexibility and accepts change; is willing to try new methods and make suggestions; shows a strong commitment to Turning Pointe Autism Foundation; conveys enthusiasm for Turning Pointe and his/her work.
2. Builds Community: Understands and embraces the role of the volunteers; helps families and others make connections to Turning Pointe; practices effective relationship-building techniques; supports the role of fundraising in achieving the Turning Pointe mission.
3. Provides a Quality Experience for Students, Families, Donors, Volunteers and other:  Must possess the ability to deliver an outstanding experience for everyone involved with Turning Pointe Autism Foundation.
4. Works Productively: Demonstrates responsible actions; consistently performs duties safely and conscientiously within the agreed-upon timeframe; follows standards, policies, and procedures; is reliable and is consistently punctual; actively participates in staff meetings, required trainings, and other work-related activities; uses sound judgment; uses Turning Pointe resources appropriately and efficiently.

Effect on End-Result:

Turning Pointe Autism Foundation will be able to maximize its ability to create better opportunities for students. Students will be better prepared for life and career success. The reputation of Turning Pointe’s student programs will be elevated and its ability to assist more students will be enhanced.

The general public will be better informed about the Turning Pointe mission, purpose, activities, and opportunities. The desired outcome will be the growth of the Turning Pointe Autism Foundation’s ability to serve individuals and families as they navigate the lifelong challenges of autism.