Board Certified Behavior Analyst

Job Description

Title:               Board Certified Behavior Analyst (BCBA) Department:      Special Education

Reports to:      Director of Special Education

The following statements are intendedto describe the general natureand level of work beingperformed. They are not intended to be construed as a list of all responsibilities, duties and skills required of personnel so classified.

SUMMARY OF PURPOSE:

The Board Certified BehaviorAnalyst (BCBA) providesbehavior analysis servicesand behavior management plans for students who receive special education services.

ESSENTIAL FUNCTIONS:

1. Create and assist District staff with the development and implementation of functional behavior assessments (FBA) for individual students
2. Create and assistDistrict staff with the development and implementation of behavior plansand strategies (PBSP, PBIP), Applied Behavior Analysis (ABA) programs, and other appropriate programs for students that present behavioral/learning challenges
3. Administer and assist District staff with assessments including VB-Mapp, Functional Assessments, and Functional Analysis.
4. Design, implement, and assist Districtstaff with data collection systemsand assist in interpretation of that data.
5. Develop and implement skills acquisition and social skills programs
6. Provide direct servicesto individual studentsor groups of students who present complexand challenging behaviors
7. Assist in the designand implementation of educational programsincluding, but not limited to, discrete trial training, naturalenvironment training, mand training, groupcontingencies, token systems, modeling techniques, direct instruction, etc.
8. Work with classroom teachersand instructional assistants to model effectivebehavioral and instructional programming
9. Collaborate with members of the Evaluation/IEP team, District staff, and other related team members, individually, at IEP meetings, or in conference to exchange, discuss,and evaluate student information for planning, and modifying individual student programs
10. Participate in building levelprereferral meetings if appropriate.
11. Develop materials/resources and provide training, professional development and coaching to administrators, educators, and instructional assistant in Applied Behavior Analysis, Verbal Behavior (VB), and other evidence-based methodologies related to addressing the needs of students with challenging behaviors
12. Engage in activities relevant to problem behavior prevention and school-wide systems of supports
13. Participate in required and other job-related professional development activities to improve or maintain certification/skills

                                        Job Description                                        

MINIMUM REQUIREMENTS:

• Hold current Board-Certified Behavior Analyst Certification obtained through the Behavior Analyst Certification Board (BACB) and/or PASpecial Education Certification.
• Hold a current license for Behavior Specialist in the State of Pennsylvania
• Maintain credentialing in compliance with the BACB

The position requires the ability to relate to and function effectively with people of varying backgrounds and positions as well as strong verbal and written communication skills. Attention to detail is critical for maintaining integrity of information. The possession of a positiveand professional attitudetoward duties and responsibilities is required as well as the ability to maintain the highest level of confidentiality.

KNOWLEDGE, SKILLS AND ABILITIES:

• Ability to be flexible and work with limited supervision
• Above all, must have good interpersonal skills using tact and diplomacy at all times.
• Able to deal with emergency/crisis situations; creatively solve problems and work throughthe conflict resolution process
• Ability to work as a member of a team;establish rapport and work constructively with staff, students, parents, and community members
• Must be courteous and able to deal effectively with people
• Must be cooperative, congenial, and service oriented
• Maintain knowledge of best practicesand laws governingbehavior supports for students with disabilities

PHYSICAL/MENTAL/ENVIRONMENTAL:

Physical:

• Moderate travel to buildings within the district and professional development sites
• Frequent standing, walking, and/or moving throughout various buildings
• Often sitting at desk for extended periods
• Standing for limited periods of time
• Moderate lifting from 25 to 50 pounds; occasionally 50 pounds
• Manual dexterity to use officeequipment
• Repetitive movement of fingers and hands for keyboarding

Mental:

• Ability to work as a team; interpret, analyze, and problem solve; written and verbal communications.

Environment:

• Various buildings/classrooms withinthe District

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