Board Certified Behavior Analyst; BCBA)

Position:
Board Certified Behavior Analyst (BCBA)

Reports to:

Director of Student Services Performance Responsibilities And Essential Functions

• The BCBA may be involved in crisis level support and creation of safety plans for students with more significant safety concerns, as well as delivering professional development to staff.
• Adhere to the federal and state laws that apply to behavioral assessments, interventions, requirements, and regulations for students with Individualized Education Plans.
• Promote and support a team approach in behavior support planning and implementation among the school community, teachers, other support staff, and parents.
• Consult with school site personnel on the implementation of Individualized Behavior Intervention Plans.
• Provide consultation and direct services to school district staff and families.
• Develop and provide professional development for district personnel in areas related to applied behavior analysis and behavior management strategies.
• Attend IEP meetings and help contribute to goal and service recommendations, as needed.
• Assist school site personnel during student behavioral emergencies, as appropriate.
• Provide BCBA related supervision to school teams, including staff training/coaching, program development, data analysis, and student summary reports.
• Design, develop and implement, with appropriate district approvals, management and/or behavioral interventions.
• Participate in behavior PST meetings and SST team meetings in providing support and management for the implementation of behavior plans.
• Maintain appropriate records, assist and provide guidance for teachers and other staff in the implementation of behavior plans/interventions
• Participate in Planning and Placement Team meetings on an as-needed basis.
• Consult with regular classroom teachers, along with special education teachers regarding students with behavioral challenges.
• Participate in the referral and/or reevaluation process for selected students when a diagnosis of Autism Spectrum Disorder is being considered for school-determined eligibility.
• Work cooperatively with special education administrators, school psychologists, school psychometrists, and special education teachers in developing FBA/BIP procedures and paperwork.
• Assist with developing and providing staff training and preparation for working effectively with students with a diagnosis of autism or autism spectrum disorder as well as those students with other behavioral disorders.
• Ability to maintain confidentiality of specified information as required.
• Demonstrates professional ethics.