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Area Behavior Analyst

2 months ago

San Francisco, California, United States Spectrum Center Schools and Programs Full time
About the Role

Spectrum Center Schools and Programs is seeking an experienced Area Behavior Analyst to provide expert behavioral support and consultation across multiple school locations within an assigned region. As a key member of our team, you will play a critical role in enhancing the academic, social, emotional, and behavioral outcomes of students through the use of evidence-based interventions and collaboration with operations and educational staff.

Key Responsibilities
  • Conduct Functional Behavior Assessments (FBAs) to identify the causes and functions of students' challenging behaviors.
  • Develop and implement Behavior Intervention Plans (BIPs) that align with Spectrum standards and district guidelines, addressing the individual needs of each student.
  • Support the development of measurable, objective IEP goals and facilitate progress monitoring in collaboration with on-site instructional personnel.
  • Implement evidence-based interventions by applying scientifically proven behavioral and educational strategies, promoting positive outcomes in academic, social, emotional, and independent functioning.
  • Provide crisis management intervention and support for students exhibiting aggressive or self-injurious behavior and develop strategies to reduce the need for 1:1 staffing.
  • Collaborate closely with on-site education teams to collect and analyze data on student behavior, monitor student progress, and ensure appropriate intervention responsiveness and consistent progress toward goals.
  • Conduct regular quality checks for each campus within assigned region at the student, staff, classroom, and site levels; making recommendations for improvement based on analysis of data.
  • Support the development of on-site teams within assigned area through delivery of training on behavioral assessment, intervention, positive behavior supports, data collection, crisis management, and other relevant topics.
  • Provide guidance and supervision to staff members within assigned region pursuing BACB certification (RBT, BCaBA, BCBA), as agreed with the Program Director or VP of Behavior Services.
  • Assist in the development and implementation of improvement plans for assigned campuses to enhance student performance and staff effectiveness.
  • Engage in multi-disciplinary on-site and regional team meetings to discuss behavioral needs and contribute to the development of comprehensive support strategies.
  • Monitor and ensure adherence of all campuses to Department of Education regulations and internal standards for educational and behavioral service is maintained within assigned area.
  • Maintain accurate and detailed records of assessments, interventions, progress, and compliance activities.
  • Provide operational support to all schools in the assigned area, focusing on academic achievement, behavioral support, staff retention, and development.
Requirements
  • Master's degree or higher in Applied Behavior Analysis, Special Education, Psychology, or a closely related field.
  • Valid certification from the Behavior Analyst Certification Board is required at one of the following levels (salary commensurate with certification level): Board Certified Behavior Analyst - Doctoral (BCBA-D), Board Certified Behavior Analyst (BCBA), or Board Certified Associate Behavior Analyst (BCaBA).
  • Ability to obtain and maintain certification in company-approved crisis management procedures.
  • A current education specialist or special education teaching credential (Mild/Mod or Mod/Severe) is preferred.
  • A valid CA state driver's license is required for travel between locations.
  • Prior experience in training and implementing Applied Behavior Analysis (ABA) techniques, including effective teaching strategies, classroom management, and data-driven decision-making and functional analysis/behavior intervention plans in an educational setting.
  • Highly skilled in working with individuals with severe learning, emotional behavioral disorders, autism spectrum disorders, and/or other related disabilities; preferably in a special education program setting.
  • Proven ability to effectively prioritize tasks and meet deadlines while maintaining organization and attention to detail.
  • Solid motivational skills and willingness to be flexible and adapt to changing priorities and new initiatives.
  • Advanced oral and written communication, organization, conflict resolution, multitasking, problem solving, and decision-making ability.
  • Knowledge of relevant technology including experience with instructional technology, Microsoft Office Suite, database entry and basic office equipment.