Behspec

Description Full-time Board-Certified Behavior Analyst (or eligible to sit for the exam) position. Experience working with students aged 3 years to 21 years who have extensive support needs including students who use augmentative communication, and other assistive technologies. Will assist in developing behavioral support plans in collaboration with an interdisciplinary team, monitoring progress and making recommendations to teams for ongoing positive proactive support in the school. Provide leadership and regular feedback to staff on antecedent management, physical intervention, and modeling of skills in classrooms. Understanding of the IEP process and consultative models helpful. Under the supervision of the Program Director, the BCBA is responsible for coordinating the provision of positive behavioral interventions using a tiered system to support students with intensive support needs including those with Autism. PRINCIPAL DUTIES AND RESPONSIBILITIES The BCBA provides relevant orientation and ongoing comprehensive training to school personnel and regular consultation to families/guardians based on assessed needs and service delivery in the IEP. The Behavioral Specialist provides direct and consultative services to students and teams and guides practice to reflect interdisciplinary endeavors to enhance quality of life for students with intensive support needs. vProvides leadership in designing, implementing and coordinating comprehensive positive behavioral support services for students, ages three through twenty-one, using proven methods and interventions to support positive learning outcomes. vDesigns and implements individualized programs to build success and promote independence in communication, interaction, personal care and safety in school, home, community, work and leisure environments. vUsing a consultative model, supports school staff in providing an array of scientifically validated, behavior analytic teaching procedures, including but not limited to discrete trial instruction, modeling, incidental teaching, pivotal response and other "naturalistic" teaching methods, activity-embedded instruction, task analysis and chaining while using a total communication approach. vIncorporates a full array of techniques for skill-building, including prompting, errorless teaching and error correction, maximizing learning opportunities, effective reinforcement and motivation techniques, establishment of stimulus control and discrimination, preference assessments and choice procedures. vSupports the use of ABA methodology as appropriate and integrates this in alignment with other evidenced-based practices while supporting a total communication approach. vPlans for skill acquisition and skill generalization over time and across people, settings, situations, and materials in collaboration with the student's team. vAssists in designing instructional programs based on frequent, systematic evaluation of direct observational data in collaboration with the student's team. vConducts functional behavioral assessments to identify specific behaviors requiring intervention as well as replacement behaviors to teach adaptive responses. vDesigns and implements responsive methodologies to diminish challenging or interfering behaviors, based on systematic analysis of the variables, antecedents and consequences, that occasion and maintain obstacles to positive outcomes, matching methodologies to the specific functions of observable behaviors in collaboration with the student's team. Incorporates a full array of differential reinforcement procedures into student-based skill development plans. Utilizes direct observational data to modify and enhance student-centered plans. Provides specific and ongoing training in evidenced-based practices s to staff members and families of enrolled students. Provides classroom-based student observation, specific skill modeling relative to specific needs and methodologies to support positive student outcomes. Collaborates effectively with professionals from other disciplines, as well as family members to promote consistent interventions and plans that maximize positive outcomes, utilizing thoughtful, scientifically validated methodologies and data-informed decision making. Utilizes scientific evidence about the characteristics of autism and other disorders to design and implement educational and treatment programs that incorporate considerations of home, family and community impact and are informed by disability culture and the disability community. Utilizes knowledge of developmental and adaptive curriculum, relative to scope and sequence of skills, skill clustering, corresponding behavior analytic methodology, systems of data recording and tracking and related assessment tools. Contributes to the team in supporting and assessing student communication including in the use of AAC systems including access to robust language systems. Communicates student skills, instructional profile, challenges and achievements in a constructive and meaningful manner. Communicates effectively, both verbally and in print, with professional colleagues, students and their families, demonstrating supportive listening; communicates constructive and critical information in a professional and timely manner.

• Models antecedent management techniques and assists in extreme scenarios in providing physical management of students using school approved methods, following all mandatory documentation and reporting procedures.
• Contributes to policy development and updates.
• Other duties as assigned.