Board Certified Behavior Analyst

Primary Purpose:

Provide consultation, training and modeling for teachers, staff, and parents to address and manage children with challenging behaviors.

Qualifications:

Education/Certification:

• Bachelor’s degree in related field from accredited university required
• Master’s degree in related field from accredited university preferred
• RBT (Registered Behavior Technician) preferred
• BCBA (Board Certified Behavior Analyst) preferred

Special Knowledge/Skills:

• Knowledge of special needs of students in assigned area
• Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal setting and implementation
• Knowledge of behavior and social skill intervention techniques and methodology
• Ability to work with students with pervasive developmental disabilities
• Ability to develop and deliver training to adult learners
• Strong organizational, communication, and interpersonal skills

Experience:

• Two years of experience as a special education teacher

Major Responsibilities and Duties:

Instructional and Program Management

1. Collaborate with teachers to design and develop behavioral intervention plans (BIP) and provide support to instructional staff in implementing BIPs and classroom management strategies.

2. Monitor the effectiveness of behavior intervention plans and recommend changes as needed.

3. Conduct functional behavioral assessment (FBA) based on observation of students in school, home, and community environments. Work with school staff and parents in teaching socially acceptable behaviors to students based on individual needs.

4. Participate in admission, review, and dismissal (ARD) committee meetings. Work collaboratively with parents, teachers, and other staff members to ensure success in meeting individual educational plan (IEP) goals.

5. Manage student behavior and administer discipline including intervening in crisis situations and physically restraining students as necessary according to IEP.

Training and Staff Development

6. Identify staff development needs, develop and present training, and coach campus personnel to continually develop and enhance behavioral assessment and intervention skills.

7. Provide behavior management training for parents as needed.

Other

8. Consult with district and outside resources regarding education, social, medical, and personal needs of students.

9. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.

10. Compile, maintain, and file all physical and computerized reports, records, and other documents required.

11. Keep informed of and comply with federal, state, district, and school regulations and policies for special education.

Supervisory Responsibilities:

None.

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Provided computer and peripherals, and other instructional equipment Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion: Frequent walking Lifting: Regular light lifting and carrying (less than 15 pounds); may require occasional heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist nonambulatory students, and lift and move adaptive and other classroom equipment

Environment: Work inside, may work outside; regular exposure to noise; exposure to biological hazards

Mental Demands: Maintain emotional control under stress; may work prolonged or irregular hours

This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required