Board Certified Behav Analyst

Overview

Under the general supervision of the Clinical Director, the BCBA independently provides school-based functional behavioral analytic services (assessment, treatment, and consultation) for students attending the Bradley Schools. Brown University Health employees are expected to role model the organization’s values of Compassion, Accountability, Respect, and Excellence as these values guide our everyday actions with patients, customers, and one another.

• Instill Trust and Value Differences
• Patient and Community Focus and Collaborate

• Apply corporate values and pursue excellence in improving health status through customer-friendly, geographically-accessible services within a comprehensive integrated academic health system.
• Participate actively in behavioral assessment of Bradley School students, maintaining current knowledge of medical, developmental, and family histories, clinical diagnoses, and treatment protocols.
• Provide quality behavioral analytic services to all assigned students and develop individualized behavior plans in consultation with the treatment team.
• Develop and implement skills acquisition and social skills programs for assigned students in consultation with the treatment team.
• Develop and implement positive behavior support plans and strategies in consultation with the treatment team.
• Provide leadership and role modeling to multidisciplinary staff in maintaining a standard of high quality care for all students within the school program.
• May serve as treatment team leaders for classroom teams: review all available student records prior to admission, oversee and coordinate plans for assessment, treatment, and education, facilitate cooperative working relationships among team members, lead weekly team meetings, produce high-quality team reports, communicate effectively with special education directors and community contacts, consult with medical providers, work effectively with psychologists, maintain proactive communication with the Clinical Director, use effective leadership, problem solving, and conflict resolution skills, maintain balance of clinical and systemic perspectives.
• Deliver high-quality services for students in the school program or referred for outpatient consultation: provide case management, individualized behavioral treatment, consultation regarding functional behavioral assessments and interventions, outpatient consultation, complete required reports and records promptly, provide in-service education opportunities to school staff and community.
• Provide supervision of graduate-level trainees enrolled in BCBA programs, including reliable supervision and teaching of trainees.
• Adhere to all school policies, procedures, and practices: attend and complete in-service programs, maintain crisis de‑escalation and intervention certification, complete required continuing education to maintain BCBA board certification and license, consistently follow all school policies and infection control, quality improvement, risk management, safety standards, be punctual and reliable, communicate issues through school structure, participate in training seminars and committees, perform other related duties.
• Provide effective leadership, guidance, and support to assigned teams: support BS and program initiatives, model flexibility, present classroom equipment needs, coordinate student/staff issues, lead weekly treatment team meetings, maintain relationships with all systems, provide community leadership, perform other leadership duties.

• Master’s Degree in Applied Behavior Analysis from an accredited institution and board certification as a BCBA by the Behavior Analytic Certification Board.
• Licensure by the RI Department of Health as a Licensed Behavior Analyst (required).
• Experience in a clinical and/or school setting is highly preferred; experience working with students with autism is preferred.
• Demonstrated knowledge and skills necessary to provide care to school‑aged youth, considering developmental, cultural, familial, and individual factors influencing educational, emotional, and behavioral functioning and progress.
• One to two years of…