POSITION: Board Certified Behavioral Analyst BCBA

QUALIFICATIONS:

• Certified as a BCBA
• Holds a Massachusetts state license as an Applied Behavior Analyst through Allied Mental Health and Human Services Professions
• Possesses a minimum of a Master’s degree in one of the following areas: applied behavior analysis, behavioral science, special education/moderate-severe disabilities, autism studies, or related human services field.
• Certification as a BCBA who has completed all supervision requirements per BACB to supervise aspiring behavior analysts (BCaBA’s), RBT’s, or other behavioral assistant personnel.

REPORTS TO: Director of Pupil Personnel Services or designee

JOB GOAL:

Provide consultation in the form of supervising, training and coaching district-wide for applied behavioral analysis support to staff by working individually and collaboratively with teachers, Registered Behavior Technicians (RBT), paraprofessionals, specialist staff and administration. Provides input to building-wide MTSS systems and as part of the special education team process to assure consistent and effective application of practices. Provides parent training to support consistent behavioral methods between school and home. Recognizes responsibility to all parties affected by behavioral services and has a commitment to evidence-based treatments, data based decision making, and the right to effective, least restrictive treatment for all students.

PERFORMANCE RESPONSIBILITIES:

• Displays total competence in applied behavior analysis and in the specialty of Autism Spectrum Disorders (ASD).
• Provides training, coaching and mentoring on applied behavioral techniques and relevant topics to teachers and paraprofessionals through workshops, staff training and embedded classroom experiences.
• Conduct observations of students and staff and provide feedback both orally and in written for reference.
• When needed, collaborates with staff on IEP goal writing and behavior planning.
• Oversee the data collection process in special education, inclusion, and general education classrooms to assure consistency and the quality of data collected.
• Gather, collate, and graph data as needed and maintain attention to detail in the data collection process for ongoing data collection.
• Interpret data to a larger number of individuals on the IEP Team and recommend strategies in interpreting that data.
• Must be able to perform calculations, read manuals, and write documents/reports following prescribed formats.
• Summarizes and provides teachers with summary of behavior and/or social data collected for progress report writing.
• Maintain various files and/or records for the purpose of providing written documentation on communication with parents and student progress.
• Provide training to parents and in-home consultation/services as the IEP team determines.
• Assists and guides teachers in observing, describing, and referring students for suspected disabilities.
• Attends annual IEP meetings, 3 year re-evaluation meetings, manifestation meetings and other related progress/behavior meetings as needed.
• Conducts Functional Behavior Assessments (FBA’s) and presents information at meetings.
• Determines the effects of the student’s impairment in regard to accessing the general curriculum.
• Consults to and provides supervision to classroom staff and ABA program staff for various applied behavior analysis teaching concepts, collecting data and implementing behavioral interventions (reinforcement, punishment and extinction) and generalization of skills.
• Collects integrity data (teachers/paraprofessionals) for implemented behavior support plans and/or safety plans.
• Reports supervision feedback of classroom/program staff to building principals for progress monitoring and the evaluation process.
• May be required to interpret assessment and evaluations provided by outside sources.
• Complies with all district, state, and federal guidelines and regulations.
• Attends building, MTSS, and Mental Health Common Planning meetings and other meetings as directed by Principal
• Participates in district wide committees/meetings as determined by the Director of Pupil Personnel Services or designee.

For BCBA who has completed all supervision requirements per BACB to supervise aspiring behavior analysts (BCaBA’s), RBT’s, or other behavioral assistant personnel and if applicable:

• Defines the purpose of supervision with assistant/technician
• Defines performance expectations of both supervisor (BCBA) and assistant/RBT
• Provides and follows description of how supervision will proceed according to BACB experience standards and required hours
• Provides description of appropriate activities as described in BACB standards
• Provides corresponding activity opportunities during supervision period
• Trains various behavior skills
• Conducts competency tests/assesses understanding for newly acquired behavior skills throughout supervision period
• Schedules and conducts observations of assistant/RBT
• Reviews and edits/provides feedback for written materials developed by assistant/RBT
• Provides evaluation feedback to administrators for RBT

OTHER DUTIES:

• De-escalation and Restraint Trained Requirement:
• Required to become trained as a trainer in the district-wide de-escalation and restraint curriculum.
• Maintains professional competence by attending staff development programs, educational workshops, reviewing professional publications, and other professional activities.
• Performs any other related duties as assigned by the Director of Pupil Personnel Services or designee

TERMS OF EMPLOYMENT: 200 days (180 day school year plus 6 days before school year and 2 days following school year; 12 days during ESY program)

SALARY AND BENEFITS: Individual contract

EVALUATION: Every two years