Behavior Analyst at Boulder Valley School District
Job in
Georgia, Franklin County, Vermont, USA
Listing for:
joinhandshake.com - Jobboard
Full Time
position
Listed on 2026-01-12
Job specializations:
-
Healthcare
Behavior Technician/RBT, Psychology, ABA Therapist
-
Education / Teaching
Psychology, ABA Therapist
Salary/Wage Range or Industry Benchmark: 80000 - 100000 USD Yearly
USD
80000.00
100000.00
YEAR
Job Description & How to Apply Below
Responsible for providing behavioral consultation and coaching to Autism Spectrum Programs (ASD) in order to support teams in meeting the individual needs of students to improve both academic and social competencies and to support students in the least restrictive environment. Support teams to establish socially significant behavior change and attain positive intervention outcomes by providing consultation using evidence-based practices from the field of Applied Behavior Analysis (ABA).
Responsibilities:
Collect, graph and analyze student data from functional behavior assessment (FBA) and/or functional analysis and write report summarizing the results.Function as the team lead to facilitate the FBA process for students in our ASD programs.Provide leadership in the development of student Behavior Support Plans (BSP) and ensure the fidelity of the implementation of said plans.Complete other assessments, in collaboration with program multidisciplinary team (i.e. VBMAPP, ACE, AFLS, curriculum assessment, etc).Assist teams in adjusting Behavior Support Plans for students in ASD programs.Attend IEP meetings in which behavior analytic support is indicated in the service delivery statement and/or hold an annual meeting to review and revise BSP with the family and school team.Use program evaluation tools (such as CDE quality indicators) in collaboration with the school-based multidisciplinary teams and district special education leadership to create a quality learning environment that increases student progress.Implement the district mission/vision and goals related to ASD programs, in order to create consistent quality programming across programs.Collaborate with interdisciplinary and leadership teams across the district to ensure consistent quality autism programming.Co-facilitate trainings with program teams including paraprofessionals.Participate in regularly scheduled meetings, including Intensive Learning Center (ILC) meetings, with program special service providers.Participate in district leadership meetings including: BCBA team meetings, leadership meetings, multidisciplinary peer review, combined provider meetings, and other activities related to meeting BCBA team goals.Consult and collaborate with multi-disciplinary teams related to individual student assessment, current student needs, program development, FBA’s, BSP’s, and writing and implementing SMART IEP goals.Participate in regular meetings with site-based administrator.Provide leadership and participate in multidisciplinary team on assessments (i.e. VbMAPP, ACE curriculum assessment, etc).Work collaboratively with colleagues, families, and community service providers (BCBA’s, SLP’s, advocates, private tutors, etc.) to ensure successful outcomes across school, home, and community settings.Develop and provide training related to principles of Applied Behavior Analysis to program teams.Coach and model implementation of interventions identified by behavior support plans and behavior change procedures (fade, shape, prime).Train staff in using strategies to improve fidelity and reliability of data collection.Give ongoing modeling, feedback, and coaching to program staff related to both student behavior reduction and skill acquisition.Provide other district and site-based training related to behavior, as needed.Support and provide ongoing training to staff related to "in the moment response strategies" for crises behavior as outlined in the BSP (including but not limited to coaching and modeling de-escalation strategies related to crisis behavior).Participate in professional development and continuous learning.Support programs related to ongoing data collection and input.Provide ongoing analysis of behavior data regularly and report individual student and program data trends to teams.Provide coaching and modeling around data collection to program staff.Support teams with development of materials for behavior support, verbal behavior, and skill training.Support teams in creating classroom environmental structures and teaching strategies that incorporate behavior principles (e.g. antecedent strategies, instructional control, behavior momentum, pacing).Train staff in skill generalization procedures to increase inclusion of students in general education environments.Support teams in increasing functional language/communication through the use of the verbal behavior programming and approaches.#J-18808-Ljbffr
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