Schools - Behavior Specialist - Telehealth

BCBA 24/25 School Year-Statesboro, GA

Full-time; 5days/weekly

K-12thcaseload

Job Duties:
1. Behavioral Assessment and Data Collection
Conduct Functional Behavior Assessments (FBAs): BCBAs are responsible for conducting FBAs to identify the function of problem behaviors. This process involves direct observation, interviews with teachers and parents, and data collection to determine why a behavior occurs.
Analyze Behavior Data: BCBAs systematically collect and analyze data on students' behavior, using tools like frequency counts, ABC (Antecedent-Behavior-Consequence) charts, and time sampling. They use this data to identify patterns in behavior and create effective interventions.
Monitor Behavior Progress: Unlike special education teachers who focus on academic assessments, BCBAs continuously monitor and analyze behavioral data to assess the effectiveness of interventions. They adjust strategies based on data-driven insights.
2. Develop and Implement Behavior Intervention Plans (BIPs)
Design Individualized BIPs: Based on the results of the FBA, BCBAs design tailored Behavior Intervention Plans that include specific strategies for modifying challenging behaviors and teaching replacement behaviors. These plans may include reinforcement strategies, environmental changes, and skill-building activities.
Implement Behavioral Interventions: BCBAs work closely with teachers, parents, and other support staff to implement BIPs in various settings (classrooms, homes, or community environments). Their primary role is ensuring that behavior interventions are carried out consistently across all environments.
Focus on Positive Behavior Supports (PBS): BCBAs promote the use of positive behavior supports, focusing on reinforcement of desirable behaviors rather than punishment for unwanted behaviors.
3. Supervise and Train Staff
Supervise Registered Behavior Technicians (RBTs): BCBAs supervise RBTs and other paraprofessionals who implement the day-to-day behavioral interventions. They provide guidance on correct implementation, monitor performance, and offer corrective feedback to ensure fidelity to the BIP.
Provide Ongoing Staff Training: BCBAs conduct training sessions for teachers, paraprofessionals, and family members on behavior management techniques, data collection, and the principles of Applied Behavior Analysis (ABA). This focus on staff development distinguishes BCBAs from other roles.
Train Teachers in Behavior Management: Unlike school psychologists or special education teachers who focus on academic or emotional development, BCBAs train educational staff specifically on managing challenging behaviors in the classroom and using reinforcement strategies effectively.
4. Behavioral Skills Training (BST) and Replacement Behaviors
Teach Replacement Behaviors: A key role for BCBAs is teaching students appropriate replacement behaviors to reduce problem behaviors. For example, they might teach communication skills to replace tantrums or aggressive behaviors.
Use of Behavioral Skills Training (BST): BCBAs implement BST, a step-by-step approach that involves instruction, modeling, rehearsal, and feedback. This is used to teach both social and functional behaviors, particularly for students with autism or developmental disabilities.
Social Skills Training: BCBAs often focus on helping students develop social skills, such as initiating conversations, sharing, and responding to peers appropriately. These skills are taught through structured interactions and reinforced with positive feedback.
5. Applied Behavior Analysis (ABA) Techniques
Implement ABA Principles: BCBAs use ABA techniques, including discrete trial training (DTT), task analysis, chaining, and shaping, to modify behaviors and teach new skills. These techniques are research-based and highly structured, setting the BCBAs role apart from educators who use more general teaching strategies.
Reinforcement Schedules: BCBAs design and implement reinforcement schedules (e.g., fixed, variable, interval) to encourage desirable behavior. They determine how and when to provide rewards based on the students performance.
Use of Extinction Procedures: In certain cases, BCBAs may implement extinction procedures to reduce problem behaviors by systematically withholding reinforcement that previously maintained the behavior.
6. Collaboration with Multidisciplinary Teams
Consult with Teachers, Psychologists, and Families: BCBAs work as part of a multidisciplinary team, collaborating with teachers, school psychologists, counselors, and parents to ensure that behavior plans are integrated into daily routines. While special education teachers focus on academic instruction, BCBAs focus on ensuring that behavioral interventions are understood and supported by all team members.
Participate in IEP Meetings: Although BCBAs are not typically responsible for writing IEPs, they often contribute to the behavioral components, providing input on behavioral goals, accommodations, and intervention strategies for students with behavioral challenges.
7. Crisis Intervention and Behavior Management
Develop Crisis Intervention Plans: BCBAs are often involved in creating crisis intervention plans for students with severe behavioral issues. These plans outline steps to take in the event of dangerous or aggressive behavior and include strategies for de-escalation.
Lead Behavior Management in Critical Situations: Unlike school psychologists or teachers who may provide emotional or academic support, BCBAs lead in implementing behavior management techniques during critical situations, including restraint protocols or the safe removal of a student from a situation when necessary.
8. Behavioral Goals and Outcomes
Set Measurable Behavioral Goals: BCBAs establish specific, measurable, and attainable behavioral goals for students based on initial assessments. These goals are designed to address maladaptive behaviors and promote adaptive skills.
Track Progress Toward Goals: BCBAs continuously track the progress of behavioral interventions and make adjustments as necessary. Progress toward behavioral goals is reviewed regularly with the team to ensure the intervention remains effective.
9. Ethical Decision Making and Compliance
Adhere to BACB Ethical Guidelines: BCBAs are required to follow the ethical guidelines set forth by the Behavior Analyst Certification Board (BACB). This includes ensuring that all interventions are in the best interest of the student, maintaining confidentiality, and obtaining informed consent before initiating any intervention.
Ensure Legal Compliance: BCBAs ensure that behavioral interventions comply with relevant laws, including those governing special education (e.g., IDEA) and those related to the ethical treatment of students in behavior interventions.
10. Focus on Long-Term Behavior Change
Promote Generalization and Maintenance: BCBAs focus on ensuring that learned behaviors generalize across different settings (e.g., home, school, community) and maintain over time. They plan for the gradual fading of supports to encourage independence.
Behavioral Transition Support: BCBAs often support students during significant transitions (e.g., moving from one school setting to another) to ensure that behavioral progress is maintained during periods of change.