Board Certified Behav Analyst

Under the general supervision of the Clinical Director the BCBA independently provides school-based functional behavioral analytic services (assessment treatment and consultation) for students attending the Bradley Schools. BCBAs also may provide supervision of graduate-level trainees.

BCBAs consistently apply the corporate values of respect honesty and fairness and the constant pursuit of excellence in improving the health status of the people of the region through the provision of customer-friendly geographically-accessible and high-value services within the environment of a comprehensive integrated academic health system.

BCBAs participate actively in the behavioral assessment of Bradley School students. This entails:

• Keeping current and knowledgeable regarding the medical developmental and family histories clinical diagnoses and treatment protocols of assigned students.
• Providing quality behavioral analytic services to all assigned students.
• Developing individualized behavior plans for each assigned student in consultation with the treatment team
• Developing and implementing skills acquisition and social skills programs for assigned students in consultation with the treatment team
• Developing and implementing positive behavior support plans and strategies in consultation with the treatment team
• Providing leadership and role modeling to multidisciplinary staff in maintaining a standard of high quality care for all students within the school program.

BCBAs may serve as treatment team leaders for Bradley School classrooms. This entails:

• Reviewing all available student records prior to admission for students on assigned teams and sharing relevant information with the appropriate team members.
• Overseeing and coordinating plans for the assessment treatment and education of all students in assigned classrooms.
• Facilitating cooperative working relationships among team members.
• Leading weekly team meetings as well as formal meetings that include parents school district personnel or other community professionals (e.g. IEP/PPT meetings behavioral reviews transition planning meetings) for all students in assigned classrooms.
• Producing high-quality team reports letters or other required documentation in a timely manner.
• Communicating effectively with special education directors school representatives and other community contacts/providers.
• Consulting with the school nurse psychiatrist and outside medical providers regarding medical and/or psychiatric issues as needed.
• Working effectively with BS psychologists to clarify psychological assessment needs interpretation of psychological assessment data and psychological assessment recommendations for students on assigned teams.
• Maintaining proactive effective communication with the Clinical Director regarding clinical and administrative issues.
• Using effective leadership problem solving and conflict resolution skills to maintain effective functioning of assigned teams.
• Maintaining a balance of clinical and systemic perspectives in leading assigned teams.

BCBAs deliver high-quality services for students admitted to the school program or referred for outpatient consultation. This entails:

• Providing case management as assigned.
• Providing individualized behavioral treatment as assigned.
• Providing consultation regarding functional behavioral assessments and interventions as assigned.
• Providing outpatient consultation as assigned.
• Completing all required reports and records in a professional and timely manner as assigned.
• Providing in-service education opportunities for school staff as well as in the community as requested.

BCBAs may provide supervision of graduate-level trainees enrolled in BCBA programs as assigned. This entails:

• Providing reliable high-quality supervision of trainees as assigned and appropriate.
• Participating in teaching of trainees as assigned.

BCBAs adhere to all school policies procedures and practices. This entails:

• Attending and/or completing in-service programs as assigned.
• Maintaining crisis de-escalation and intervention certification.
• Completing required continuing education to maintain BCBA board certification.
• Maintaining BCBA license.
• Consistently following all school policies and procedures.
• Consistently complying with infection control quality improvement risk management and safety standards.
• Being punctual reliable and judicious in using sick time and school time off (STO) as per school policy.
• Demonstrating knowledge of the school organizational chart and consistently communicating issues and concerns through that structure.
• Participating in training seminars as requested.
• Participating in committees as requested.
• Other related duties as required assigned or directed.

BCBAs provide effective leadership as well as guidance and support to their assigned teams as needed or requested. This entails:

• Supporting BS and program-specific initiatives modeling flexibility and a positive attitude regarding program changes and/or initiatives.
• Presenting any classroom equipment/supply/staffing needs or concerns to site management.
• Coordinating any student/staff issues/needs with appropriate school management in order to problem solve and resolve concerns or problems effectively and in a timely manner.
• Effectively leading weekly treatment team meetings and other school meetings as described above.
• Maintaining excellent relationships with all systems involved in a student�s care.
• Providing community leadership in the area of understanding and treating severe psychiatric and behavioral disorders in children and adolescents.
• Performing other leadership duties as assigned.

Requires a Master�s Degree in Applied Behavior Analysis from an accredited school as well as board certification as a BCBA by the Behavior Analytic Certification Board. Licensure by the RI Department of Health as a Licensed Behavior Analyst also is a RI requirement. Experience in a clinical and/or school setting is highly preferred. Experience working with students with autism is preferred.

Requires demonstrated knowledge and skills necessary to provide care to school-aged youth with consideration of developmental processes as well as cultural familial and individual factors that may influence educational emotional and behavioral functioning and progress.

EXPERIENCE:

• One to two years of specialized clinical experience with children and adolescents preferred.

WORK ENVIRONMENT AND PHYSICAL REQUIREMENTS:

Work is within a school classroom and/or office environment. Employees in this position work in a special education setting under stressful conditions associated with care of students with severe emotional behavioral and/or developmental challenges (which may include aggressive and/or self-injurious behaviors). Employees are expected to utilize de-escalation techniques taught in the Safety Care training to minimize the need for physical intervention. They must have the ability to remain calm during a crisis situation as evidenced by the ability to make quick rational decisions and prioritize immediate care needs to maintain a therapeutic environment and ensure safety. Employees in this position must also be able to participate in the physical management of students which can include but is not limited to awareness and demonstration of safe body positioning at all times awareness and coordination to block and deflect possible aggression and the ability to physically hold struggling individuals using approved methods only to maintain safety for extended periods of time. Specifically such employees must be able to: lift up to fifty pounds; reach with their hands and arms; grasp and hold with their hands; bend/squat/kneel without limitation; and physically escort students who may become combative for short distances. Position requires occasional running for short distances and frequent standing walking and sitting.