What are the responsibilities and job description for the Lead Behavior Analyst (BCBA) position at J. Arthur Trudeau Memorial Center?
About UsFor over 60 years, the Trudeau Center has been at the forefront of transforming the lives of individuals with intellectual and developmental disabilities. Our programs make an immediate and long-lasting impact on individuals of all ages, lifting them up by providing the support they need to thrive. And we have big plans to continue growing and evolving that work in the months and years to come.Our Mission, Vision & ValuesMission: Our mission is to promote an enhanced quality of life for individuals with developmental disabilities.Vision: We envision a diverse community where all people are valued and treated with dignity and have access to resources to help them lead productive lives.Values: We serve all individuals with compassion and respect. We are accessible and responsive, and we actively seek their input to better serve their needs.The RoleThe primary responsibility of the lead behavior analysts is to supervise a caseload of students ranging in age from 3 to 22.
Oversight includes conducting assessments, developing behavior intervention plans, collaborating with classroom teachers, related service staff, and behavior technicians/RBTs on the implementation of the principles of applied behavior analysis. In addition, the lead behavior analyst provides mentoring and supervision to staff working to obtain their BCBA or BCaBA credential. Essential Duties and ResponsibilitiesProtect the rights and dignities of individuals with developmental disabilities and extend these rights and dignities to family members or guardians.Upholds and complies with all safety programs and policies to maintain a safe work environment for employees, consumers, family members and visitors.Commits to organizational quality initiatives by participating in programs that will assure quality improvements and team processes.Oversee the development and implementation of individual student treatment/educational programs; develop and maintain appropriate behavior analytic measurement systems for individual child goals and objectives in both adaptive skill areas and problem behavior areas.Develop individual goals and objectives.Consult with the Supervising BCBA, Clinical Director, Special Education Director and/or Vice President of Childrens Services, lead and supervising behavior analyst and other therapists, as needed.Organize structure of educational environments.Supervise and train all staff in providing behavior analytic principles.Have knowledge of the current state of the art practices in applied behavior analysis.Communicate any medical, physical or other changes in childrens status to the program to the Supervising BCBA, Clinical Director, Special Education Director and/or Vice President of Childrens Services and parents.Develop and manage research projects as designated by the Supervising BCBA, Clinical Director, Special Education Director and/or Vice President of Childrens Services.Participate in staff performance evaluations and performance improvement plans in coordination with the Supervising BCBA, Clinical Director, Special Education Director and/or Vice President of Childrens Services.Responsible for performing other duties and job assignments as required by the Supervising BCBA, Clinical Director, Special Education Director and/or Vice President of Childrens Services.Experience and SkillsMasters degree in applied behavior analysis, education, special education or related field and Board-Certified Behavior Analyst (BCBA) is required. Rhode Island Behavior Analyst licensure is required.
A minimum of three years supervisory experience in an ABA program for students with autism. Experience working with individuals with autism and other related developmental disabilities utilizing applied behavior analysis as well as experience in training others to implement behavior analytic principles and behavioral/educational measurement required. Experience developing individual curricula preferred. Skills in effective communication with parents and community based officials are essential.Experience with behavior analytic research projects, dissemination of research/applied work (publications/presentations), and grant writing strongly considered.CompetenciesClinical Expertise and Applied Behavior Analysis (ABA) Knowledge.Demonstrates advanced knowledge of ABA principles, behavior intervention strategies, and evidence-based practicesConducts functional behavior assessments (FBAs)/Analyses and develops individualized behavior support plans.Ensures interventions are person-centered, trauma-informed, and aligned with best practices.Maintains all required certifications (e.g., BCBA, state licensure).Leadership and Team CollaborationProvides clinical supervision and mentorship to Interns, Behavior Technicians, Lead Behavior Technicians, and Educators.Models positive leadership behaviors, fostering a collaborative and supportive environment.Demonstrates the ability to lead difficult conversations with empathy and professionalism.Supports the professional development of team members through coaching and feedback.Communication and Interpersonal SkillsEffectively communicates behavior support plans, data, and outcomes to interdisciplinary teams, families, and individuals served.Adapts communication style to diverse audiences, including those with varying levels of clinical knowledge.Builds trusting relationships with individuals served, families, and colleagues.Person-Centered and Inclusive PracticesAdvocates for individuals rights, preferences, and quality of life.Designs behavior support plans that respect cultural backgrounds, neurodiversity, and individual goals.Partners with families and individuals served to ensure their voice is central to care planning.Data-Driven Decision MakingUses data to monitor progress, assess intervention effectiveness, and adjust plans accordingly.Trains staff on data collection protocols and ensures data integrity.Leverages technology to improve data analysis and reporting.Ethics and ComplianceUpholds ethical standards of the BACB and organizations mission.Demonstrates sound judgement in clinical decision-making.Ensures all services are delivered in compliance with regulatory requirements, including HIPPA, Medicaid, and agency policies.Organizational Commitment & Continuous Improvement.Actively participates in quality assurance Initiatives and program improvement effortsStays current on research and emerging practices in ABA and intellectual/developmental disabilities.Contributes to the development of policies, procedures, and training materials.Adaptability and Problem-SolvingDemonstrates flexibility in responding to changing needs and priorities.Navigates complex situations with a solution-oriented mindset.Manges crises effectively while maintaining composure and focus on individual safety.Internal/External RelationshipsInternal: frequent - all Pathways students and employees, Director of Clinical and Educational Services.External: frequent - families seeking or receiving services, public or other community school department officials; Pathways students.Working ConditionsOffice, classroom and community conditions working directly with students and staff; work with students will include teaching self-care skills (e.g., toileting).
In addition, work may be conducted in public school settings. requiring transportation to and from such locations. Additional considerations include work with computers. The position may require driving throughout the state of Rhode Island, Massachusetts and Connecticut.Physical and Mental RequirementsAbility to deal with the broad range of needs presented by children with autism, including significant challenging behaviors.
Work will often include sitting in small chairs or on the floor and require rapid movement (sometimes running) to address safety and teaching needs of the children. Must be able to work with children in such a way as involves physical contact (particularly when there is a child safety need). Employee must achieve certification in the agency approved crisis management system utilized by the program within the timeline established by the program.Benefits at Trudeau13 Paid HolidaysVacation, Sick, and Personal TimeMedical, Dental & VisionHealth Reimbursement Account (HRA)Employer Paid Life Insurance/Voluntary Life InsuranceVoluntary Long-term Disability Insurance403(b) Retirement Savings PlanTuition ReimbursementPaid TrainingsAAA DiscountVerizon DiscountPet Insurance
Oversight includes conducting assessments, developing behavior intervention plans, collaborating with classroom teachers, related service staff, and behavior technicians/RBTs on the implementation of the principles of applied behavior analysis. In addition, the lead behavior analyst provides mentoring and supervision to staff working to obtain their BCBA or BCaBA credential. Essential Duties and ResponsibilitiesProtect the rights and dignities of individuals with developmental disabilities and extend these rights and dignities to family members or guardians.Upholds and complies with all safety programs and policies to maintain a safe work environment for employees, consumers, family members and visitors.Commits to organizational quality initiatives by participating in programs that will assure quality improvements and team processes.Oversee the development and implementation of individual student treatment/educational programs; develop and maintain appropriate behavior analytic measurement systems for individual child goals and objectives in both adaptive skill areas and problem behavior areas.Develop individual goals and objectives.Consult with the Supervising BCBA, Clinical Director, Special Education Director and/or Vice President of Childrens Services, lead and supervising behavior analyst and other therapists, as needed.Organize structure of educational environments.Supervise and train all staff in providing behavior analytic principles.Have knowledge of the current state of the art practices in applied behavior analysis.Communicate any medical, physical or other changes in childrens status to the program to the Supervising BCBA, Clinical Director, Special Education Director and/or Vice President of Childrens Services and parents.Develop and manage research projects as designated by the Supervising BCBA, Clinical Director, Special Education Director and/or Vice President of Childrens Services.Participate in staff performance evaluations and performance improvement plans in coordination with the Supervising BCBA, Clinical Director, Special Education Director and/or Vice President of Childrens Services.Responsible for performing other duties and job assignments as required by the Supervising BCBA, Clinical Director, Special Education Director and/or Vice President of Childrens Services.Experience and SkillsMasters degree in applied behavior analysis, education, special education or related field and Board-Certified Behavior Analyst (BCBA) is required. Rhode Island Behavior Analyst licensure is required.
A minimum of three years supervisory experience in an ABA program for students with autism. Experience working with individuals with autism and other related developmental disabilities utilizing applied behavior analysis as well as experience in training others to implement behavior analytic principles and behavioral/educational measurement required. Experience developing individual curricula preferred. Skills in effective communication with parents and community based officials are essential.Experience with behavior analytic research projects, dissemination of research/applied work (publications/presentations), and grant writing strongly considered.CompetenciesClinical Expertise and Applied Behavior Analysis (ABA) Knowledge.Demonstrates advanced knowledge of ABA principles, behavior intervention strategies, and evidence-based practicesConducts functional behavior assessments (FBAs)/Analyses and develops individualized behavior support plans.Ensures interventions are person-centered, trauma-informed, and aligned with best practices.Maintains all required certifications (e.g., BCBA, state licensure).Leadership and Team CollaborationProvides clinical supervision and mentorship to Interns, Behavior Technicians, Lead Behavior Technicians, and Educators.Models positive leadership behaviors, fostering a collaborative and supportive environment.Demonstrates the ability to lead difficult conversations with empathy and professionalism.Supports the professional development of team members through coaching and feedback.Communication and Interpersonal SkillsEffectively communicates behavior support plans, data, and outcomes to interdisciplinary teams, families, and individuals served.Adapts communication style to diverse audiences, including those with varying levels of clinical knowledge.Builds trusting relationships with individuals served, families, and colleagues.Person-Centered and Inclusive PracticesAdvocates for individuals rights, preferences, and quality of life.Designs behavior support plans that respect cultural backgrounds, neurodiversity, and individual goals.Partners with families and individuals served to ensure their voice is central to care planning.Data-Driven Decision MakingUses data to monitor progress, assess intervention effectiveness, and adjust plans accordingly.Trains staff on data collection protocols and ensures data integrity.Leverages technology to improve data analysis and reporting.Ethics and ComplianceUpholds ethical standards of the BACB and organizations mission.Demonstrates sound judgement in clinical decision-making.Ensures all services are delivered in compliance with regulatory requirements, including HIPPA, Medicaid, and agency policies.Organizational Commitment & Continuous Improvement.Actively participates in quality assurance Initiatives and program improvement effortsStays current on research and emerging practices in ABA and intellectual/developmental disabilities.Contributes to the development of policies, procedures, and training materials.Adaptability and Problem-SolvingDemonstrates flexibility in responding to changing needs and priorities.Navigates complex situations with a solution-oriented mindset.Manges crises effectively while maintaining composure and focus on individual safety.Internal/External RelationshipsInternal: frequent - all Pathways students and employees, Director of Clinical and Educational Services.External: frequent - families seeking or receiving services, public or other community school department officials; Pathways students.Working ConditionsOffice, classroom and community conditions working directly with students and staff; work with students will include teaching self-care skills (e.g., toileting).
In addition, work may be conducted in public school settings. requiring transportation to and from such locations. Additional considerations include work with computers. The position may require driving throughout the state of Rhode Island, Massachusetts and Connecticut.Physical and Mental RequirementsAbility to deal with the broad range of needs presented by children with autism, including significant challenging behaviors.
Work will often include sitting in small chairs or on the floor and require rapid movement (sometimes running) to address safety and teaching needs of the children. Must be able to work with children in such a way as involves physical contact (particularly when there is a child safety need). Employee must achieve certification in the agency approved crisis management system utilized by the program within the timeline established by the program.Benefits at Trudeau13 Paid HolidaysVacation, Sick, and Personal TimeMedical, Dental & VisionHealth Reimbursement Account (HRA)Employer Paid Life Insurance/Voluntary Life InsuranceVoluntary Long-term Disability Insurance403(b) Retirement Savings PlanTuition ReimbursementPaid TrainingsAAA DiscountVerizon DiscountPet Insurance
