Board Certified Behavior Analyst (BCBA) Position Available In Essex, Massachusetts

Board Certified Behavior Analyst (BCBA) 4.0 4.0 out of 5 stars Boxford, MA 01921

Job DescriptionPosition:

Board Certified Behavior Analysis (BCBA)Reports to: Principal, Assistant Superintendent of Student ServicesEvaluated by:

Principal, Assistant Superintendent of Student ServicesJob Title:

Board Certified Behavior Analyst (BCBA)

Qualifications:

Masters Degree in

Behavior Analysis and Special Education Preferred:

MA DESE License as a Special Education Teacher or PsychologistCurrent BCBA endorsement, with at least 2 years experience as BCBAMinimum 5 years Teaching experience of students with ASDStrong Collaboration/ Consultation skillsExcellent organization skillsExcellent communication and presentation skills

• both oral/ written Extensive knowledge of Special education regulations/

LRE/ FAPEKey Job Responsibilities:

TRAINING

Teaching Staff, Support staff, Parents, in a variety of formats

• Topics related to ASD, Social thinking and Behavior Regulation
• Crisis Prevention and Intervention; Safety Care/QBS Trainer

ASSESSMENTS

FBAs, BSP/BIP impact, Home Education Program need, ObservationPROGRAM DEVELOPMENT and

OVERSIGHT

• ABA Programs
• DTT Programs/lessons
• IEP development, progress monitoring of select students/ sections of IEP
• Home Education Program development and oversight

DATA COLLECTION/ANALYSIS

Develops appropriate data collection tools, trains staff/parents on utilization, plans for and completes regular data analysis, summarizing and reporting

CONSULTATION

Staff, Administration, ParentsSpecific Job Tasks:

1.Through a variety of methods (individual consultation, seminars, topic related trainings, etc.), the BCBA will actively work to increase the knowledge base of all staff working with assigned student caseload regarding the unique needs of these students.2.To provide resources for teachers and support staff in assessment, instruction, curriculum modifications and the development of social skills, all aimed at improving the total educational experience for students with social thinking and behavioral regulation difficulties.3.To observe target students in a variety of settings for purposes of both data collection and to provide consultation to educational team members, regarding curriculum, instruction and behavior programs.4.To conduct FBAs and develop, with input from team and parents, appropriate BSPs or BIPs, including data collection forms, methods, and frequency of data summary/analysis.5.To assess the need for discrete trial training for a target number of students. Develop the DTT programs and methods of data collection. Train the staff to implement the DTT programs and collect data. Regularly analyze and summarize the data. Update DTT programs as necessary based on the data analysis. 6.To provide guidance and training to appropriate staff in data collection methods/forms which can be reviewed regularly by the educator for purposes of documenting progress and informing instruction. BCBA will also ensure the data collection systems include protocols for data review, analysis, and production of summary reports, including graphing and narrative interpretation, and for select students and select goal areas, will provide the data interpretation and analysis directly. 7.To collaborate with Behavior Specialists and School Psychologists, to ensure students behavioral and social needs are appropriately addressed within the school setting and assist with or is the primary author of writing progress reports to document progress towards relevant goals and objectives. 8.To participate in select Team meetings for the purpose of assessing student progress and developing or revising IEPs.9.To provide pertinent data/ information to district administrators regarding ongoing and/or changing student needs for the purpose of school year and ESY-summer program and budget planning.10.In conjunction with the childs Team, to facilitate the transition planning for assigned students with social thinking and behavioral regulation difficulties, from EI to Preschool, as well as grade to grade, building to building.11.To conduct Home Education Program Assessments, make recommendations for program needs in this setting, and establish the specific programs/objectives to be targeted during a Home Education program and supervise home education providers in implementation of programs. 12.To assess the need for and develop/ lead a parent group (as needs determine) for the purpose of sharing information and support, and/or to provide training for parents.13.To provide training for non-disabled peers with regard to understanding and assisting peers with social thinking and behavioral regulation difficulties.14.To provide in-depth crisis prevention and intervention training to teams of staff in some schools. 15.Any/ all other duties assigned by the TTSU BCBA or Assistant Superintendent of Student Support Services related to the education of students with social thinking and behavioral regulation difficulties.

Compensation/ Work Day and Work Year:

• Contract/Salary to be individually negotiated; this position is NOT part of a collective bargaining unit.
• School Year contract
• The work day will be 8 hours and will require some flexibility for start/end times, i.

e.: some days may begin after the students have begun their school day and end in the late afternoon/early evening and other days begin early in the morning and end at the conclusion of an 8-hour work day.

Evaluation:

The employee will be evaluated by the immediate supervisor(s) in accordance with DESE Educator Evaluation Requirements and job description.