This is a 11-month position with benefits. See the job description below for more information.

 

Our salary schedules may be accessed at careers.btcs.org.

 

MINIMUM QUALIFICATIONS

 

1. Master’s degree in Applied Behavior Analysis, Psychology, Special Education, or a related field, and a valid Board Certified Behavior Analyst (BCBA) license, or actively working toward obtaining both.
2. Minimum two years job related experience working with children/adolescents with a variety of psychiatric and/or behavioral disorders, including those on the autism spectrum.
3. Strong knowledge of behavior analysis principles, assessment tools, and intervention strategies.
4. Excellent verbal and written communication skills.
5. Proficiency in data collection, analysis, and interpretation.
6. Ability to work collaboratively with a diverse team and manage multiple tasks effectively.
7. Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

REPORTS TO

 

Director of Special Education

JOB GOAL

 

The BCBA is responsible for providing behavior analysis services, including the assessment, development, and implementation of behavior intervention plans for individuals with developmental disabilities and other behavioral challenges. The role also involves the supervision of Registered Behavior Technicians (RBTs) to ensure high-quality implementation of behavior analytic interventions.

PERFORMANCE RESPONSIBILITIES

 

1. Conduct functional behavior assessments (FBA) to identify the causes and functions of challenging behaviors.
2. Develop, implement, and monitor individualized behavior intervention plans (BIP) based on assessment results.
3. Provide direct and indirect behavior analytic services, including training and supervision of staff and Registered Behavior Technicians (RBTs), ensuring compliance with supervision requirements.
4. Collect and analyze data to evaluate the effectiveness of intervention plans and make data-driven decisions for plan modifications.
5. Collaborate with interdisciplinary teams, including teachers, therapists, and medical professionals, to ensure comprehensive care and support.
6. Conduct training sessions and workshops for staff and educators on behavior management techniques and strategies; coordinate professional development for identifying and supporting students with Autism Spectrum Disorder (ASD) and other behavioral challenges.
7. Ensure compliance with ethical and professional standards set forth by the Behavior Analyst Certification Board (BACB).
8. Train educators to acquire skills for creating customized modifications that address the diverse needs of students with ASD as well as other behavioral challenges.
9. Teach and support the application of evidence-based interventions to enhance social and communication skills among students with ASD.
10. Perform other work-related duties as requested.

 

KNOWLEDGE / SKILLS / ABILITIES

 

1. Working knowledge of evidence-based strategies and interventions for reducing challenging behaviors and promoting positive behaviors in individuals with developmental disabilities, including students with Autism Spectrum Disorder (ASD).
2. Proficiency in conducting functional behavior assessments (FBA) and developing, implementing, and monitoring individualized behavior intervention plans (BIP).
3. Knowledge in data collection, analysis, and interpretation, including the ability to utilize student, school, and district data from various sources to inform and optimize intervention strategies.
4. Superior organizational skills to manage multiple tasks, maintain detailed and accurate records, and ensure compliance with ethical and professional standards.
5. Exceptional communication skills, both written and verbal, for clear and effective dissemination of information, training, and collaboration.
6. Excellent interpersonal skills necessary for building positive relationships with students, parents, administrators, and staff, and for providing training and support.
7. Capability to work collaboratively with interdisciplinary teams, including educators, therapists, and medical professionals, to ensure comprehensive care and support for students.
8. Strong critical thinking skills for developing effective, individualized solutions for behavioral and educational challenges.
9. Excellent interpersonal skills needed to work effectively with students, parents, administrators and staff.
10. Ability to effectively supervise and provide guidance to Registered Behavior Technicians (RBTs) and other support staff, ensuring adherence to behavior intervention plans.

PHYSICAL DEMANDS

This job may require lifting of objects that exceed 25 lbs. Other physical demands that may be required are as follows:

 

1. Pushing and/or pulling
2. Climbing
3. Stooping and/or kneeling
4. Reaching
5. Talking
6. Hearing
7. Seeing

TEMPERAMENT (Personal Traits)

 

1. Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure.
2. Adaptability to accepting responsibility for the direction, control, or planning of an activity.
3. Adaptability to dealing with students.
4. Adaptability to making generalizations, evaluations, or decisions based on sensory or judgmental criteria.

CAPACITY AND ABILITY REQUIREMENTS

 

1. Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.
2. Intelligence: The ability to understand instructions and underlying principles. Ability to reason and make judgments.
3. Verbal: Ability to understand meanings of words and the ideas associated with them.
4. Numerical: Ability to perform arithmetic operations quickly and accurately.
5. Manual Dexterity: Ability to move the hands easily and manipulate small objects with the fingers.
6. Form Perception: To make visual comparisons and discriminations and see slight differences in shapes and shadings of figures.
7. Color Discrimination: Ability to perceive or recognize similarities or differences in colors or shades or other values of the same color.

WORK CONDITIONS

Normal working environment

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position. They are not intended to be a complete list of responsibilities, duties and skills required of personnel so assigned.

TERMS OF EMPLOYMENT

Salary and work year to be established by the Board