Board Certified Behavior Analyst (BCBA)

Broad Function:

The District-wide Board Certified Behavior Analyst (BCBA) Consultant will provide development and direct supervision of Applied Behavior Analyst (ABA) and Intensive Case Management (ICM) programming in the district for a total of 40 hours of case supervision to programs in preschool through high school. In addition, the BCBA will provide direct service and consultation to staff members for students with challenging behaviors. Services may include: functional behavioral assessment, behavior plan development, development of individualized skill building curricula, staff and parent training, and consultation to all stakeholders.

Responsibilities and Duties:

• Evaluates the effectiveness of behavior plans and makes modifications when necessary. Reports issues to manager in a timely manner. 
• Actively collaborates with administrators, related service providers, special education teachers, general education teachers, and paraprofessionals to ensure that the programming needs of students are being met. 
• Provides training and consultation to parents, students, and teachers. 
• Identifies factors in the environment or behaviors that lead to patterns in behavior. And develops plans to address these patterns in a proactive, student outcome focused manner. 
• Assesses the needs of the student; sets goals and makes behavior plans for teaching these skills and reinforcing new behaviors as they are learned. 
• Demonstrates successful track record of working independently while taking on increased or diverse responsibilities. 
• Ensures completion of Functional Behavior Assessments and Behavior Intervention Plans. 
• Promotes programs to enhance and increase students' independence. 
• Participates in and models the delivery of routine, daily behavior management of students and assumes the lead role in behavior crisis management as needed. 
• Collects, records, interprets, and monitors data on student behaviors and progress on behavior programming 
• Participates with the school social workers and school psychologists to build capacity in collecting data for Functional Behavioral Assessment and Behavior Intervention. Develops and provides professional development for staff. 
• Works closely with district wide programs to develop individualized programs for students and to ensure that all programs are being delivered with fidelity. 
• Maintains strong understanding of the PPT process and the ability to be a team player.
• Performs other duties as assigned. 

Job Requirements:

•  Experience working with students who have developmental disorders, autism spectrum disorders, or emotional/behavioral disorders across grade levels required. 
• Qualified to conduct appropriate screenings and assessments, including FBAS required.  
• Understanding of Picture Exchange Communication Systems (PECS) and data collection required.  
• Written language, technology skill and interpersonal communication skills to support communication/collaboration among team members, with professional and community contacts, school staff and parents required. 
• Familiarity with curriculum development and content area knowledge base and facility with modifying curriculum required. 
• Strong organization, communication and leadership abilities and legal knowledge required. 

Qualifications and Experience:

• Board Certified Behavioral Analyst (BCBA) certification required. Master’s degree in Psychology/Education, Applied Behavior Analysis or related field required. 
• Two years of experience working with children with special needs required. 
• Experience in ABA, Verbal Behavior, and VB MAPP assessment strongly preferred. 
• Experience in program coordination and evaluation preferred. 

Salary & Compensation:

• Non-Bargaining, follows MFT for benefits.

Physical and Mental Demands / Work Environment:

The physical demands and environmental characteristics 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.

• Must be mobile with the ability to get from one location in the office or work site(s) to other locations in the office or work site(s)
• Ability to sit or stand for long periods of time
• Ability to lift or carry objects less than thirty (30) pounds
• Ability to perform manipulative skills such as writing and typing
• Ability to see and read objects closely, as wiring, labels on equipment, reading/proofreading a report, using a computer monitor, filing and/or retrieving information from a filing system and verifying the accuracy of financial information
• Ability to hear normal sounds with background noise, as in using a telephone or radio, distinguish verbal communication and communicate through speech, including using a radio
• Ability to learn and acquire an understanding of new information, methodologies and techniques and how they apply to school goals and operations
• Memory adequate to perform tasks/assignments given over long periods of time
• Ability to concentrate on a task for more than 60 minutes