Timberlane Regional School District, BCBA

2 months ago

Plaistow, United States Applied ABC Full time
Job DescriptionJob DescriptionFull job description

$5,000 Sign On Bonus after 90-days (probationary period)

Physical Location: Middle and Elementary - 30 Greenough Rd, Plaistow, NH 03865 to start. Staff will be directed to what schools they are needed for each week.

School District: Timberlane Regional School District - High School

Client Age(s): 06 - 18

Client Needs: Some students have ASD, intellectual disabilities, behavioral disabilities, other disabilities, or may not yet be identified with any disability.

Start Date: 11/04/2024

Contract Length: 2024-25 school year

Brief Overview: BCBA will need to provide services as-needed, observations, including direct and indirect support, coordination of care, parent/staff training, meetings (i.e. IEPs, BSP creation), Creation of program materials, etc. assessments, treatment planning, data collection, etc. 40 hours hours/week.

Schedule: Flexible within typical school hours, based on student needs. The provider will likely make a consistent schedule with the district but needs to be able to accommodate meetings or observations at various times throughout the school day when needed.

Position Description & Qualifications:

  • Writes assessment reports based on initial assessment including behavior support recommendations.
  • Collaborates with school teams and families in the development of behavior support strategies.
  • Conducts Functional Behavior Assessments.
  • Writes reports and develops Behavior Intervention Plans.
  • Develops data collection forms.
  • Trains staff in implementation of Behavior Intervention Plans and recommended strategies and monitors implementation.
  • Conducts staff training on topics in Applied Behavior Analysis (ABA).
  • Monitors and provides support for staff in the use of ABA strategies and procedures.
  • Participates in regularly scheduled Multi-Disciplinary Team Meetings at schools and initial student interviews/assessments.
  • Regularly assess and monitor student progress. Provides ongoing support one-on-one or in a small group setting in one or more schools.
  • Reviews skill acquisition and behavior data on a regular basis.
  • Modifies Behavior Intervention Plans and skill programs as needed.
  • Coordinates/Collaborates with the Special Education Coordinator and central office personnel regularly.
  • Assists with development of materials for behavior support and skill training.
  • Supports school teams at Individualized Education Plans (IEP) meetings as needed to review progress, data, and develop IEP goals.

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