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Board Certified Behavior Analyst
4 months ago
Job Title: Board Certified Behavioral Analyst (BCBA)
Reports to (Title): Chief Academic Officer
Terms of Employment:
FLSA Status: Exempt
General Summary
Under general supervision, supervises ABT team implementing behavior services and collaborates with the Lead Autism Teacher and Lead Behavior Teacher. Conducts observations and assessments during the assessment process to help determine autism classification. Helps IEP team determine behavior services for students and creates a treatment plan based on that need. Oversees interventions for students with autism, based on individual needs as determined by the IEP team and treatment plan. Reviews and analyzes data collected in support of IEP goals or treatment plan addressed by ABT teaching methodology, which encompasses interventions based on the principles of behavior. Trains and supervises staff delivering ABT services to students in the district. Provides RBT training and competency to help RBTs maintain an active certification. Creates visual supports and materials for ABT team and special education teachers. Supports special education and general education teachers who have an autistic student or students in their class. If the need arises BCBA can assist psychologists with FBAs and BIPs. Conducts administrative tasks at the request of the district and participates in professional development.
Essential Functions
Supports and upholds the mission, vision and strategic goals of Lexington County School District One. Effectively interacts, communicates and collaborates with all stakeholders. Establishes a safe, supportive, positive and productive working and learning environment for all students. Assists with initial and ongoing assessments to determine the need for behavioral services for students. Collaborates with members of the multidisciplinary team to determine goals for the individual and which goals would be most appropriate to be addressed by ABT, should the student qualify for that related service. Conducts or assists psychologists with Functional Behavior Assessment and Behavior Intervention Plan if needed for a student with ASD. Monitors, reviews and analyzes data collected by therapists and implements programmatic changes based on results. Trains new therapists, and conducts on-going training for all staff members of the ABT team. Monitors, reviews and supervises ABT services provided by the autism staff. Provides necessary training and competencies to ensure that RBTs maintain credentialing. Models therapy techniques based on the principles of behavior and what is considered “best practices” for learners with autism. The techniques include, but are not limited to, appropriate interventions, teaching procedures, reinforcement techniques, and data collection methods. Provides behavioral support and crisis management services when needed. Creates materials and data collection measures for teaching specific goals and objectives. Makes classroom observations of any student with an autism spectrum disorder (ASD), and makes recommendations based on the results of the observation. Demonstrates models and assists teachers on how to implement simple interventions, such as student specific visual schedules, social stories and motivational systems, based on the preferences of the individual learner. Collaborates with other professionals serving students with an ASD to ensure consistency across disciplines. Prepares various records and forms as needed for daily activities. Participates in professional meetings, educational conferences, and training workshops as required. Effectively uses personal computing devices and software applications for the management of student records, instructional efficiency, and professional development as appropriate. Performs other related duties as required.Minimum Education/Work Experience
Master’s degree in Applied Behavior Analysis or related field, minimum one year experience supervising instructional assistants implementing ABA based treatment programs; or any equivalent combination of training and experience which provides the required knowledge, skills and abilities.
Board Certified Behavior Analyst
Completion of BCBA Supervision Training
Knowledge/Skills
Knowledge of the policies, procedures and activities of the school district which pertain to the specific duties and responsibilities of the position. Extensive knowledge of Applied Behavior Analysis and autism. Knowledge of Discrete Trial Teaching (DTT) methods and data collection procedures. Ability to create and transfer raw data onto displays (graphs). Ability to interpret information by looking for trends, progress or lack thereof, and make programmatic changes as needed. Knowledge of the IEP process and paperwork involved in the development of a plan. Ability to assess, develop and implement highly structured behavioral interventions that teach socially significant behaviors using the Principles of Behavior. Ability to train, monitor and supervise support staff and RBTs providing direct ABT services to students with autism. Ability to plan and conduct training for staff members providing services to students with autism. Ability to demonstrate and model effective teaching strategies related to the implementation of ABT services. Ability to work closely with parents and outside agency personnel to provide effective programming for students with autism across all environments. Ability to operate general office and technology equipment to perform daily activities. Ability to interact and communicate effectively with students, teachers, and other staff involved in the activities of the job. Ability to perform behavioral prevention management techniques. Knowledge of departmental policies, procedures, and operations. Extensive knowledge of business English, grammar, spelling, punctuation, and mathematical computation. Knowledge of the principles of office management. Knowledge of the records and reports which must be prepared and maintained. Ability to maintain high standards of accuracy in exercising duties. Ability to anticipate work to be completed and complete work without the need for direct supervision. Ability to maintain confidentiality of employee and student records and information. Ability to demonstrate high level application of technology devices in the performance of daily activities. Ability to demonstrate proper maintenance, safe operation and utilization of equipment, materials and supplies used in daily activities. Ability to interact and communicate effectively with students, parents, teachers, administrators, colleagues and all other stakeholders involved in the activities of the job.
Working Conditions
Conducts duties in a classroom, therapy room, office, or other locations around a school as appropriate to meet the needs of the students. No significant exposure to adverse environmental factors. Requires ability to give constant attention to duties related to working with students with disabilities and assisting staff during a crisis period. Physical demands may include full physical prompting of students, moving or lifting children from the floor, and the ability to navigate playground equipment as needed. Travel may be required to serve students at different schools.
Responsibility
No direct budgetary responsibility.
Evaluation
Performance of this job will be evaluated annually in accordance with provisions of the School Board’s policy on evaluation of Support Personnel.
Disclaimer Statement
This job description is not intended as a complete listing of job duties. The incumbent is responsible for the performance of other related duties as assigned/required.
