Board Certified Behavioral Analyst (BCBA)

Position Title: Board Certified Behavioral Analyst (BCBA) Classification: Exempt Position Type: Full time (195 days) Salary Schedule: Teachers/Therapists Introductory Period: 90 days Reports To: Executive Director Summary/Objective: The primary function of the Board Certified Behavioral Analyst (BCBA) is to plan, develop, and monitor a variety of behavioral support service delivery options to meet the needs of clients diagnosed with Autism Spectrum Disorders (ASD) and/or other behavioral and social/communication challenges. The BCBA also consults with and teaches instructional team members regarding pro-active, educational, programming, and behavioral supports; develops and implements comprehensive treatment plans; and collaborates with team members, related services providers, families, and other agencies as appropriate. The BCBA manages the collaborative’s ASD/DD programs with the Program Supervisors and provides ongoing training and direct supervision to team members. Essential Functions/Duties: Use appropriate assessment instruments and data to develop, train, implement, and monitor programs that reflect behavioral and other outcomes aligned with objectives identified in the Individual Educational Plan (IEP). Ensure the implementation of treatment plans, document training,observations, and communication with families; use professional knowledge and independent judgment to strategize continuous data/evidence based modification to further student progress. Provide training and supervision of designated staff (RBT/TA Specialist) and instructional aides through observations, meetings, performance coaching and other methods. Establish, and maintain data measurement, collection, and analysis systems for clients receiving behavioral interventions. Maintain appropriate documentation and prepare reports as required. Ensure that all treatment plans and programs align with IEP requirements, satisfy all relevant service delivery and other IEP document expectations, and meet or exceed professional standards. Maintain highly organized, consistent, thorough, and systematic recordkeeping practices. Coordinate with families, Program Supervisors, and the member districts to assist with appropriate recruiting, selection, training, and retention of staff and instructional aides. Coordinate efforts with the Program Supervisors and lead teachers to ensure that all treatment-related aspects of each IEP are addressed consistently and modified when appropriate. Seek creative options for ensuring the continuity and consistency of treatment and support services across settings for the lifespan of the client. Develop strategies for the stability of quality services when the student experience transitions. Provide consultation, training, and assistance to Program Supervisors, the Educational collaborative and member districts as requested. Conduct structured periodic service reviews to monitor the effectiveness of treatment programs and their implementation; modify and document plan changes as needed. Provide staff development, training, and modeling for team members in strategies and methodologies for working with children on the autism spectrum and/or clients who have behavioral, adaptive, and/or social/communication challenges. Conduct in-service training, workshops, and presentations to develop skills and establish consistent practices across the ASD/DD programs of service. Provide consultation regarding crisis interventions and critical incident support. Participate in Individual Education Program (IEP) team meetings process for students as appropriate. Write required assessment reports, draft appropriate portions of IEP’s, and Complete student Progress Reports as appropriate. Consult with general and special education staff on accommodations and/or modifications to help students progress and succeed. Promote positive public relations, facilitate interagency collaboration, and advocate for the establishment and maintenance of comprehensive services. Participate in professional growth activities such as conferences, classes, team meetings and program visitations. Accept all other responsibilities as assigned by the Executive Director. Competency: Knowledge, Skills and Abilities: Strong communication skills to work with a diverse team. Basic computer skills and be able to use all required software. Problem-solving and assisting in decision-making skills, including during emergencies or when a supervisor is not onsite. Maintain current status regarding assigned core competencies and other required certification (i.e. BCBA/LABA) within established schedule and timelines. Work productively to develop relationships with individuals, families, and staff. Proven creative abilities, strong organizational and time management skills. Excellent oral, written, and interpersonal skills. Ability to assess and support teacher in various tools identified for students with ASD (e.g. VB-Mapp; ABLLS-r, etc) Maintain a high level of organization for file maintenance, daily, weekly, and monthly record keeping. Supervisory Responsibilities: RBT/ TA Specialist. BCBA Mentoring. Work Environment and Physical Demands: The physical demands and work environment 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. Attendance at a variety of work sites is required. Staff must be able to sit, stand, lift 50 lbs with assistance if necessary, ambulate, short segments of running, and other physical requirements as identified. Travel: This position requires travel.