Board Certified Behavior Analyst 

JOB GOAL

This position was established for the purpose(s) of effective positive behavioral change in students; providing supportive interventions to families and/or students; and complying with Federal, State, Local, and District policies, regulations, and/or procedures

QUALIFICATIONS

• Valid Board Certified Behavior Analyst (BCBA) license;
• Holds a valid Tennessee teacher's license with appropriate endorsement;
• Familiarity with guidelines of the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973;
• Minimum of three (3) years of job-related experience within the specialized field; and
• Administrative/supervisory experience (preferred).

REPORTS TO Director of Special Education

FLSA STATUS Exempt

SCHEDULE 220 Days

EVALUATION

Performance of this job will be evaluated in accordance with provisions of state law and the Board’s policy on evaluation of the Director of Schools.

ESSENTIAL FUNCTIONS

1. Upon referral by the school or IEP team, assesses behavioral and/or social/emotional difficulties of referred students through appropriate testing and diagnostic practices;
2. Completes Functional Behavior Assessments, Functional Analyses (as necessary), and writes Behavior Intervention Plans for students whose behavior impedes learning;
3. Supervises, assesses and/or trains Registered Behavior Technicians and maintains all necessary documents as required by the BACB;
4. Assists in making placement recommendations for exceptional education students with social, emotional, and behavioral difficulties;
5. Maintains case records on students referred for behavioral interventions;
6. Confers with administrators, teachers, and parents when needed;
7. Attends IEP meetings for students who receive direct or consult behavior supports or other students with behavioral needs;
8. Assists in the delivery of a range of school services, including, but not limited to, individual and group direct sessions, parent counseling and support, and planning and implementing appropriate intervention techniques;
9. Prepares and submits required reports on special needs students and special education programs;
10. Attends professional meetings, as appropriate; 
11. Assists with in-service training of school personnel and provides specific training in techniques for working with students who have behavioral difficulties;
12. Conducts appropriate research; and
13. Assumes other duties as assigned.

PHYSICAL DEMANDS

This job may require lifting or carrying of objects that exceed fifty (50) pounds, with frequent lifting and/or carrying of objects weighing up to twenty-five (25) pounds. Other physical demands that may be required are as follows:

1. Pushing and/or pulling
2. Stooping and/or kneeling
3. Reaching and/or handling
4. Talking
5. Hearing
6. Seeing
7. Climbing

TEMPERAMENT (Personal Traits):

1. Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure;
2. Adaptability to accepting responsibility for the direction, control, and/or planning of an activity;
3. Adaptability to working with students; and
4. Adaptability to making generalizations, evaluations, or decisions based upon sensory or judgmental criteria.

CAPACITY AND ABILITY REQUIREMENTS:

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.

1. Intelligence:The ability to understand instructions and underlying principles; the ability to reason and make judgments.
2. Verbal: The ability to understand meanings of words and the ideas associated with them.
3. Numerical:The ability to perform arithmetic operations quickly and accurately.
4. Data Perception: The ability to understand and interpret information presented in the forms of graphs, charts, or tables.
5. Form Perception: The ability to make visual comparisons and discriminations and to see slight differences in shapes and shadings of figures.
6. Color Discrimination: The ability to perceive or to recognize similarities or differences in colors or shades or other values of the same colors. 

WORK CONDITIONS

Normal working environment.

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by the person assigned to this position. They are not intended to be a complete list of responsibilities, duties and skills required of personnel so assigned.

NONDISCRIMINATION POLICY

The Wilson County Board of Education does not discriminate because of age, race, color, gender, national origin, disability, religion, genetics, creed, or veteran status in the provision of services, in programs or activities, or in employment opportunities or benefits. The Wilson County School System is an Equal Opportunity Employer and member of TN Drug-Free Workplace. Employees or applicants who need reasonable accommodations should contact Human Resources for assistance.