TITLE: Board Certified Behavior Analyst (BCBA)
JOB DESCRIPTION:
A BCBA provides behavior analytic services to support special education staff and general education teachers in the provision of behavioral supports and services. These supports and services are designed to assist students with Autism Spectrum Disorders (ASD) and/or other behavioral disorders in the least restrictive environment. The BCBA conducts assessments and develops plans that conform to IDEA, Virginia law, and regulations, as well as other applicable statutes and regulations. The BCBA also provides district-wide support and training regarding behavior intervention techniques to certified staff, paraprofessionals, and administrators.
PURPOSE STATEMENT:
To work collaboratively with school personnel to develop and implement positive support plans for students with challenging behavior; provide support and professional learning to teachers, school staff, and instructional assistants in appropriate behavior intervention techniques. The BCBA is required to adhere to the Behavior Analyst Certification Board Guidelines for Responsible Conduct.
REPORTS TO: BFMS Administrator & Director of Pupil Personnel Services
QUALIFICATIONS / EDUCATION and EXPERIENCE
Masters level degree or higher in a Behavior Analyst Certification Board (BACB) approved field
BCBA Certified
Licensed Behavior Analyst (LBA) - Preferred
Minimum of two years experience in a related field
Demonstrate the leadership qualities and personal characteristics necessary for working effectively with students, teachers, administrators, and parents.
PERFORMANCE RESPONSIBILITIES/DUTIES/FUNCTIONS/TASKS:
Collaborate with district staff in the development, implementation and assessment of behavior plans and Applied Behavior Analysis instructional programs for students with ASD or other disabilities that present behavior or learning challenges
Develop materials, provide resources and provide training to administrators, educators and paraprofessionals in Applied Behavior Analysis related to addressing needs of students
Train, coach and supervise support staff working with behaviorally challenging students
Attend Planning and Placement Team Meetings as needed
Collect, maintain and analyze data, and prepare reports for the purposes of documenting case history, assessments and treatments
Assist in development and implementation of appropriate programming and interventions to increase appropriate student behavior and academic skills
Conduct Functional Behavioral Assessments to inform the development of individualized Behavior Intervention Plans
Attend Safety-Care Training and maintain Safety Care Certification.
Implement a fidelity tool to monitor the effective and appropriate use of paraprofessionals throughout the district.
Conduct evaluations for purposes of identification or reevaluation of special education services in conjunction with other evaluations.
Develop materials/resources and provide professional learning to administrators, educators, and instructional assistants in Applied Behavior Analysis (ABA) and /or other evidence-based methodologies related to addressing the needs of students with challenging behavior.
Plan and oversee the development and implementation of programs, policies, and best practices related to instruction using the principles of Applied Behavior Analysis (ABA).
Conduct Functional Behavior Assessments (FBA) for individual students and collaborate in the development of Behavior Intervention Plans (BIP).
Create and assist school staff with the development of behavior plans, ABA programs, and other appropriate programs for students that present skill deficits (e.g., communication and adaptive behavior) and problem behavior (e.g. aggression. Self-injurious behavior), among others.
Assist in the management of behavior that is deemed unsafe.
Work directly with students who exhibit inappropriate behaviors and provide support and professional learning for staff that works with such students.
Design and implement data collection systems and assist in the interpretation of that data.
Provide training, professional development, and coaching on effective behavior interventions and strategies.
Cooperate with staff and administration to promote a positive organizational climate.
Work with classroom teachers and instructional assistants to model effective behavioral and instructional programming.
Supervise BCBA and BCaBA candidates within the assigned school division, as appropriate.
Collect data and prepare a variety of reports for the purpose of documenting case history, assessments, and treatment.
Travel from site to site and participate in IEP meetings and other meetings as necessary.
Must possess the ability to establish rapport and work constructively with staff, students, parents, and administration.
Possess knowledge of related assessments and their analysis/interpretation in regard to student behavior.
Demonstrate the ability to present analytical data in an articulate manner to a variety of audiences, including oral presentations and written reports.
Possess leadership qualities and effective organization skills.
Must possess an understanding of various disabilities and best practices for working with such students.
Perform other duties as assigned.
OTHER QUALIFICATION CONDITIONS:
Superior candidates with requisite coursework and fieldwork near completion in addition to commensurate experience can be considered for this position. Candidates would be required to complete fieldwork, coursework, and exam eligibility within one calendar year of hire and would be considered a Behavior Specialist until licensure requirements have been met.
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Duties performed typically in school settings to include classrooms, gyms, cafeterias, auditoriums, and recreational areas. While performing this job, the employee is regularly required to stand, walk, sit, use hands to finger, handle or feel, reach with hand, and talk or hear; light lifting up to 40 pounds and other limited physical activities are required. Movement of students by wheelchairs and other mechanical devices may be required.
WORK ENVIRONMENT:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of this job. Daily personal and close contact with students to provide classroom management and learning environment support is required. Regular contact with other staff members and parents is required.
TERMS OF EMPLOYMENT: Ten-month plus 20 day year. Salary to be established by the School Board.
EVALUATION: Performance on this job will be evaluated annually in accordance with school board policy and administrative regulations on the evaluation of administrative personnel.