Behavior Analyst BCBA
Description

Job Purpose


The Behavior Analyst is ultimately responsible for student progress, staff competence, and parent satisfaction. The Behavior Analyst supervises school staff in their efforts to achieve the best possible outcomes for the students served and to create a culture of excellence at the Center for Adolescent and Adult Autism Services. 


Duties and Responsibilities


IEP Development and Implementation- The behavior analyst is responsible for the development and appropriate implementation of IEP’s for a caseload of eight students

• Incorporate results from appropriate annual assessment measures into IEP objectives

• Develop observable and measurable IEP objectives across the domains of communication, social skills, and behavioral excess/deficits (including behavioral intervention goals as needed)

• Define quarterly benchmarks and generalization and maintenance targets

• Include parent input in IEP development as identified in systematic and documented manner

• Upon obtainment of an IEP goal, develop and implement new goals in a timely manner

• Summarize all IEPs on an annual basis such that goals in each developmental domain can be measured by level of attainment (met, substantially met, partially met, or not me) by student, classroom, and entire program


Curriculum and Daily Instruction

• Ensure that every student is taught adaptive, meaningful skills across a wide variety of modalities using instructional methods based on empirically-supported practices which demonstrate effectiveness over time and are developed with parent input

• Maximize independence by providing every student with a schedule and an individualized reinforcement system that is response specific

• Balance programs across behavioral teaching methods (Discrete Trial Training, Incidental Teaching/Natural Environment Training, small group)

• Utilize typical instructional structure when appropriate (Circle time, learning centers, dyads) 

• Engineer and maximize opportunities for using a variety of language (i.e., manding, tacting, intraverbals) 

• Ensure that student responding is reinforced differentially (i.e., better reinforcement for better responding) and that reinforcement varies in type, intensity, and duration 

• Establish and maintain instruction that is delivered in accordance with current JCH School protocols specific to error correction and errorless teaching 


Program Monitoring and Support

• Monitor student progress daily so that if progress is not demonstrated on a teaching step, modifications are made immediately

• Ensure that mastered programs are not continued without change for excessive periods w/o sufficient rationale and programs showing no or minimal progress are not continued w/o change for excessive periods of time (no more than 10 days) 

• Hold weekly classroom meetings and generate notes

• Verify via weekly IOA checks that data are collected accurately 

• Ensure that behavior plan strategies are tied to functional assessment results, that behavior plans include both proactive and reactive strategies and include strategies for teaching and reinforcing alternative appropriate behavior 


Family Involvement/Support

• Provide family members with regular and frequent data (at least 1x/week) summarizing the student's progress on IEP goals as well as support to address student's performance in the home

• Provide parents with regular opportunities to meet with staff and to observe


Staff Supervision and Training

• Develop and provide bi-weekly trainings on ABA best practices

• Actively collaborate with Special Education staff 

• Participate in applied research protocols and present data at state and national conferences

• Regularly reviewed Registered Behavior Technician™ (RBT™) and Instructor's performance via protocols for ongoing training and feedback


Environmental Support/Arrangement

• Arrange classroom materials in a manner that minimizes distractions and make a wide variety of reinforcers available in the classrooms

• Organize and make teaching materials, reinforcing items/activities, and data sheets readily available

• Provide daily student schedules that are specific and consistent, including any necessary 

visual/auditory supports

• Ensure that student work spaces are kept clean and orderly throughout school day and that bathrooms, computer spaces, kitchen/lunchroom is orderly 

• Assign chores to instructional staff to ensure facility is maintained and that technology are regularly evaluated and updated


Professional Development

• Assist with research protocols

• Maintain BCBA credential by participating in continuing  education opportunities

• Maintain all licensure 


Position Type 


This is a full-time position. This position involves working with students who exhibit challenging and/or aggressive behavior and participation in community outings.


Direct Reports


This position does not have direct reports, but will provide supervision to RBTs in accordance with the BACB.


Requirements

Qualifications include:

• Bachelor’s degree in special education, psychology, or a related field

• Board Certified Behavior Analyst or Board Certified Assistant Behavior Analyst certified

• Valid Virginia license in Behavior Analysis

• Extensive knowledge and skills in applied behavior analysis and evidence-based strategies for learners with autism and other developmental disabilities