Board Certified Behavioral Analyst

Public School-Based BCBA Position

Tired of home-based services?  Tired of driving from location to location? Tired of insurance billing, authorizations, and reauthorizations? Tired of pushing papers to justify service or visiting schools where you’re viewed as an outsider?

If so, consider AES. Aveanna Education Services is looking to hire a BCBA to support the behavioral service needs of schools, classrooms, and students in the public schools.  As you know, it makes a difference when you work with teachers who want you in their classrooms.  We work directly with school districts and provide support where and when they request it.

So, come to work where your BCBA skills will be valued and welcomed.  Spend your days in schools where you will support special education classrooms and teachers in developing teaching and behavior plans, data collection plans, and graphing systems for academic and behavioral goals. Conduct FBAs, help teams choose intervention strategies, and support implementation of those plans. 

If you’re interested in learning more about this phenomenal opportunity with Aveanna Education Services, please connect to aveanna.com

Essential Job Functions

Clinical

• Work collaboratively with teachers, paraprofessionals, and other school professionals to support school-wide, class-wide, and student-specific initiatives.

• School-wide initiatives range from positive behavior support programs, reward and inventive systems, advancing inclusive practices, advancing trauma-informed care, advancing safe and effective de-escalation approaches, and others.

• Class-wide initiatives range from helping to establish emotional-support classrooms, autistic support classrooms, and life skills classroom as well as integrating school-wide and student-specific initiatives into the daily milieu.

• Student-specific initiatives can include conducting functional behavior assessments, developing teaching plans and data systems for academic and behavioral goals, and working closely with staff to support the implementation of those plans with integrity.

• Complete frequent direct observations and in-vivo modeling of behavior intervention and teaching plan components.

• Complete treatment integrity assessments to ensure fidelity of implementation of teaching and behavior plans as needed.

• Plan, design, and conduct staff training for school staff as needed.

• Summarize data on school-wide, class-wide, and student-specific initiatives. Present summaries on school-wide and class-wide initiatives to stakeholders as needed/requested. Present summaries on student-specific goals and initiatives to coincide with district marking periods, and/or timelines established in students’ IEPs.

• Follow AES’s indirect and direct assessment practices when conducting functional behavior assessments. Unless districts request otherwise, utilize AES’s template for drafting FBA reports. Complete reports by specified due dates (typically 60 days).

• Participate in AES’s quality assurance/peer-review process. Submit FBAs and BSPs to an identified colleague for QA/peer review prior to sharing with interdisciplinary teams. Assist with conducting QA/peer reviews of other BCBA’s reports as requested.

• Assist AES with professional development training sessions for its paraprofessional staff.

• Meet with clinical supervisor on at least a monthly basis to review cases and initiatives. Complete and submit to ones’ supervisor AES’s “Check-in Form” prior to these meetings.

Administrative

• Complete a daily record of how time was spent working on school-wide, class-wide, and student-specific initiatives. Entries to specify (a) the date of service, (b) the start time, (c) the end time, (d) the name of service recipient, and (e) a brief, usually a one sentence, description of what occurred.

• Submit timesheets, which are a summary of the daily records, every Monday by noon.

• Ensure that all consultative endeavors comply with regulatory, professional, ethical and organizational policies and procedures.

• Maintain current paper or electronic files as indicated by the clinical team.

Requirements

• Current, non-restricted, certification by the Behavior Analyst Certification Board.
• At least two (2) years verified BCBA experience providing behavioral consultative services to children with special needs. (Five years of school-based experience is preferred).
• First-hand experience conducting FBA’s and creating Behavior Support Plans for students.
• Experience teaching and supporting functional communication and social skills.
• Compliance with additional state and district-specific requirements as needed.
• Depending on the district, BCBAs may need to be trained in CPI, Safety Care, and/or some other physical intervention curriculum.

Other Skills/Abilities

• Be on time and prepared for every assignment every day.
• Treat everyone with dignity and respect.
• Believe that everyone is capable of growth and development and if people are not living up to their potential, it is because they have not been given the proper support YET.
• Adhere to confidentiality standards and professional boundaries.
• Remain calm and professional in stressful situations.
• Willingness to seek and accept advice, guidance, support, and feedback.
• Ability and comfort using Microsoft Office products (i.e., Word, Excel, PowerPoint) Teams, Zoom, and other software products.
• Strong executive functioning skills (i.e., organization, planning, time-management, self-management, problem-solving, follow through).
• Strong verbal and written communication skills.

Physical Requirements

• Must be able to speak, read, write, and understand English (fluently).
• Must be able to travel to, from, and between schools (company does not provide vehicles or transportation).
• Occasional lifting, carrying, pushing and pulling of 25 pounds
• Prolonged walking, standing, bending, kneeling, reaching, twisting.
• Must be able to sit and climb stairs.
• Must have visual and hearing acuity.
• Must have strong sense of smell and touch.
• Occasional rapid movement and physical agility in response to the spontaneity of children and those patients with neurological impairment.

Environment

• Must be able to function in a wide variety of environments which may involve exposure to allergens and other. various conditions
• Possible exposure to blood, bodily fluids and infectious diseases.

Other Duties

• Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job. Duties, responsibilities and activities may change at any time with or without notice.

• As an employer accepting Medicare and Medicaid funds, employees must comply with all health-related requirements in all relevant jurisdictions, including required vaccinations and testing, subject to exemptions for medical or religious reasons as appropriate.

As an employer accepting Medicare and Medicaid funds, employees must comply with all health-related requirements in all relevant jurisdictions, including required vaccinations and testing, subject to exemptions for medical or religious reasons as appropriate.

Notice for Job Applicants Residing in California