Board Certified Behavior Analyst

Overview

Summary:

A behavior analyst studies students with behaviors that are interfering with the educational process to a significant degree. The behaviors may be the direct manifestation of a disability, or learned behaviors that significantly disrupt learning for the student and/or classmates.

Location: Connors, Farwell, Geiger, Mc Mahon

Lewiston Public Schools offers a robust employee benefits package for full-time employees, including health insurance with up to 89% of the premium paid by the employer; dental, vision, life, short- and long-term disability insurance; flexible spending and dependent care accounts;
Maine Public Employee, 403(b) and 457 retirement plans; paid sick leave and vacation time; paid holidays; tuition reimbursement and more.

BCBAs focus on behaviors that can be observed and measured through data collection. They identify specific influences and look for ways to replace behaviors with more appropriate responses. They are adept at completing a Functional Behavior Analysis (FBA), developing a Behavior Intervention Plan (BIP) from the FBA, and assisting teachers and staff in implementing the BIP with integrity and fidelity. The primary responsibility is providing consultation, support, and professional development to special education teachers, regular education teachers, and other building personnel to meet the functional needs of students with challenging behaviors, with direct contact with children as part of the role.

Certificates / Licensures / Registrations

• National Board Certification as a BCBA in Applied Behavior Analysis – Required.
• Valid Certificate:
  Special Education (282), or Psychology (093), or Special Education Consulting Teacher (079) with concentration in autism and emotional disturbances.
• CHRC – Fingerprinting

Essential Duties And Responsibilities (Other Duties May Be Assigned)

• Provide ongoing support and consultation to Lewiston Autism Program
• Provide ongoing support and consultation to Lewiston Day Treatment Program
• Collaborate with District Clinician and Special Ed administration in program development
• Oversee the development of individual goals and objectives to be included in the IEP or Tier 3 intervention plans
• Complete FBA / Behavior Plans as requested for students in other schools as requested by Special Education Director / Chief Academic Officer / District Clinician
• Provide professional development to district staff (as requested by CAO and Special Education Director) in behavioral interventions and Applied Behavior Analysis
• Oversee the development of written guidelines for behavioral interventions and implementation of behavior intervention plans
• Oversee the completion of monthly progress reports
• Supervise staff in implementation of behavior plans
• Other duties as assigned by Special Education Director

Supervisory Responsibilities

This position requires the supervision of staff in the implementation of Behavior Plans for students.

Qualification Requirements

Education and Experience:

Possess a Master’s degree, with Psychology as the preferred degree. A Master’s in Special Education with a concentration in autism and emotional disturbances / behavior disorders will be considered. Experience with working with children with disabilities in a special education setting is essential.

Certificates, Licenses And Registrations

Completion of a graduate program in Applied Behavior Analysis and completion of the Certification exam as a Board Certified Behavior Analyst.

Other

Skills and Abilities

• Ability to read, analyze and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedural manuals. Ability to effectively present information and respond to questions from individuals and groups.
• Ability to work with mathematical concepts and apply fractions, percentages, ratios, and proportions to practical situations.
• Ability to solve problems and interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
• Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on…