Board Certified Behavior Analyst (BCBA)

Board Certified Behavior Analyst (BCBA) 4.2 4.2 out of 5 stars Santa Clarita, CA 91350 $6,958.84 - $8,140.86 a month - Full-time William S. Hart Union High School District 48 reviews $6,958.84 - $8,140.86 a month -

Full-time JOB Salary Range:

CM-60Under the direction of the Director of Special Education, or an assigned administrator, oversees the administrative and clinical supervision of Board Certified Behavior positions (i.e., Registered Behavior Technicians). Ensures relevant State and Federal regulations are followed in regard to the supervision, maintenance of requirements, and management of subordinates.

The Board Certified Behavior Analyst fulfills the regulation requirement to have a qualified employee overseeing Board Certified Behavior employees. Advancement to this position is based on need and compliance with the qualifications of the position including the associated required education and experience to supervise associated staff (i.e., Registered Behavior Technicians).

EXAMPLE OF DUTIES

Essential Duties and ResponsibilitiesOversees the administrative and clinical supervision of BACB certifications (namely Registered Behavior Technicians who are required to practice under the direct supervision of a BCBA).Plan and oversee the development and implementation of programs, policies, and best practices related to instruction using the principles of ABA for students with autism and other disabilities. Maintain certification requirements for BCBA certified staff, which includes but is not limited to: initial competency assessments for RBTs, annual renewal competency assessments of RBTs, monthly in-person and indirect supervision of RBTs, monthly in-person and indirect supervision of BCBA and BCBA candidates.

Selects, supervises and assigns staff caseloads for students with the highest intensity behavior needs.

Oversees staff scheduling and behavior management services being offered to students per their IEP.Supervises Behavior Intervention Unit crisis response teams. Behavior Intervention Unit crisis teams intervene in situations in which a student's behavior is of imminent harm to self and/or others. Analyzes student program effectiveness and implements strategies to meet IEP goals. Holds credentialing that qualifies them to administer Functional Behavior Assessments. Develops and maintains relationships with families' in-home behavior agency via Regional Center.

Provides behavior management and intervention training to certificated staff members, classified staff, and administration.

Collect and analyze data to prepare a variety of reports for the purpose of documenting case histories, assessments, treatments, and medical billing. Develop materials and provide resources and deliver professional learning to administrators, certificated teachers, paraeducators, and parents/guardians in Applied Behavior Analysis (ABA), Crisis Prevention Intervention (CPI), and other evidence-based methodologies related to serving the needs of students with behavior difficulties.

Performs other duties as assigned that support the overall objective of the position.

Knowledge and SkillsRules and regulations governing public education, including special education state and federal laws, policies and procedures.

Federal, state and local laws affecting the community of people with disabilities.

Principles and practices of age appropriate child development and guidance applicable for an educational setting, including those relating to special education. State, city, county, support groups, public and private agency resources.

District programs and services.

Physical and emotional aspects relative to students served by the program.

Writing skills to develop professional correspondence and reports.

Personal computer based software programs that support this level of work including, but not limited to, word processing, spreadsheet, basic presentation graphics, and special applications used by the department.

Effective oral communication to conduct meetings and presentations.

Effective supervisory techniques including work assignment and delegation, performance evaluation, training and motivation.

Human relation skills to work productively and cooperatively with teachers, colleagues, students, parents and employers in formal and informal settings, to describe program and services available to others, to respect and deal with sensitive and confidential information, to give instructions and training, and to facilitate discussions in individual and small group settings.

AbilitiesEffectively define, organize, monitor and execute the goals of the District. Select, evaluate and supervise personnel.

Work with secondary level students with a wide range of disabilities and at risk youth.

Provide for the special needs, issues and requirements of special education students. Develop training programs.

Track, monitor and prepare reports as required by the department.

Read, interpret, apply and communicate policies, procedures, laws, codes and regulations.

Prioritize, plan and coordinate work to meet deadlines.

Analyze problems, identify solutions and implement recommendations in support of goals.

Collect data and prepare a variety of reports for the purpose of documenting case histories, assessments, treatments, and medical billing. Relate to youth, parents, education staff and business and community representatives and persons with disabilities and their needs.

Maintain productive and cooperative working relationships with others including a wide variety of community organizations and referral sources.

Effectively organize and conduct meetings with parents, teachers, students and community representatives.

Maintain confidentiality when dealing with student records, privileged information and/or sensitive issues.

Respond with tact and diplomacy in stressful or confrontational situations.

Communicate effectively both orally and in writing.

Maintain accurate records.

Understand and follow oral and written instructions.

Meet District requirements for the transport or accompanying of students.

Travel to various District locations and school sites.

Physical AbilitiesFunction indoors in an office environment engaged in work of primarily a sedentary nature.

Ambulatory ability to move to various office and school site locations.

Lift, push, and pull objects of moderate weight.

Hand-eye coordination and manual and finger dexterity to operate a computer terminal, write, keyboard and operate other standardized office equipment.

Retrieve work materials from overhead, waist, and ground level files. Near visual acuity to read printed materials and computer screen.

Auditory ability to carry on conversations in person and over the telephone.

Bend at waist, kneeling or crouching.