What are the responsibilities and job description for the Board Certified Behavior Analyst (BCBA) position at Mt. Blue Regional School District?
227 MAIN STREET, FARMINGTON, ME 04938
Phone (207) 778-6571 Fax (207) 778-4160
COMMUNITY CULTURE CURRICULUM
“Working together to provide high-quality educational opportunities for all.”
CHESTERVILLE - FARMINGTON - INDUSTRY - NEW SHARON - NEW VINEYARD - STARKS TEMPLE - VIENNA - WELD - WILTON
BCBA
Anticipated to begin 2025-2026 School Year
School year only (10 days beyond the last student day)
Primary Qualifications:
- Provide supervision of BHPs providing Section 28 services, complete comprehensive needs assessments for students and develop individual treatment plans. Provide support and modeling to staff in behavior intervention strategies.
Qualifications:
- Certification:
- Current Board Certified Behavior Analyst (BCBA, as certified by the Maine Board of Licensing.
- Education:
- Required: Master’s Degree in applied behavior analysis, special education, psychology or related field.
- Experience:
- Required:
- Advanced knowledge and ability to implement intervention planning (Positive Behavior Support Plans, Functional Behavioral Assessments, consultation to general and special education staff, parents and administrators) for developing behavior change strategies focusing on positive behavioral outcomes and skill development.
- Supervisory experience.
- Preferred: BCBA services, classroom teaching experience, social worker or psychologist.
- Participate as a member of the IEP/treatment team to identify needs, evaluate to determine goals, develop behavior intervention plans and provide direct and consultative service in the implementation of these plans and instructional methodologies.
- Provide ongoing technical assistance and training to staff, administrators, and parents, including behavioral intervention strategies.
-
Demonstrate expertise in the area of data collection and behavior analysis.
-
Demonstrate behavior management techniques and tools.
-
Assist staff working with children with autism on teaching skill deficits, maintaining acquired skills, teaching self-help skills and developing social skills.
-
Work with various special and general education teachers and programs to assess next steps to meet positive behavior development for students.
-
Engage parents in the process of completing comprehensive needs assessments and behavior programs for students to empower parents by providing them with skills and techniques to support the positive behavior development of their child.
-
Conducts functional behavior assessments, accurately identifying the function of challenging behavior and socially valid, pivotal behaviors to target.
-
Develops ITP/ IEP goals including present performance data and criteria against which progress is measured.
-
Develops behavior intervention plans that include individualized, evidence-based, non-aversive behavior strategies in a format accessible to staff, family members, and other professionals.
-
Completes 90-day reviews of ITP goals and quarterly progress monitoring of all IEP goals.
-
Completes reports and other paperwork within the established timeframes.
-
Develops strong collaborative relationships and trains families, caregivers, and school staff to implement effective techniques across all environments, promoting progress and generalization.
-
Provides ongoing consultation/training of program staff, ensuring treatment integrity and supporting the professional growth of staff.
-
Participates in building-level meetings as appropriate.
-
Assists in other areas and completes other duties as assigned and needed.
Knowledge, Skills, Abilities:
-
Technical: able to work with district technology systems to include billing and special education platforms, and Google Suite. Ability to create graphic representations of data.
-
Interpersonal: The candidate must exhibit excellent communication skills and be able to work collaboratively with staff, students and parents. Must be able to model and implement behavior strategies to support staff and students struggling with behavior. Must exhibit sound judgment in communicating with educational stakeholders (parents, teachers, students, administrators). Must have strong organizational skills.
Reports to:
- Clinical Coordinator and Director of Special Services or designee
FLSA Status: Exempt
Note: The above job description reflects the general requirements necessary to describe the principal functions or responsibilities of the job identified and shall not be interpreted as a detailed description of all work requirements that may be inherent in the job, either at present or in the future.
