Behavior Analyst BCBA

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The Behavior Analyst will collaborate with all members of a student’s IEP team to provide educational and behavioral programming based on the principles of Applied Behavior Analysis. Responsibilities will include assessing students’ repertoires, developing and/or modifying curriculum to meet individual needs, monitoring skill acquisition, developing and overseeing the implementation of behavior support plans, developing data collection systems, and training and supervising staff in Applied Behavior Analysis.

The Behavior Analyst collaborates with school staff in their efforts to achieve the best possible outcomes for the students served and to create a culture of excellence at VIA.

• Coordinate with the Special Education Teacher to identify appropriate assessments at both intake of new students and annually as part of the IEP planning process.
• Conduct and review annual assessment measures appropriate to each student. Annual assessments may include, but are not limited to functional behavioral assessments, the VB-MAPP, and the Essentials for Living.
• Assist in training staff to implement and interpret the results of behavior analytic assessments (e.g., VB-MAPP, ABLLS, AFLS).
• Prepare and present student assessment, data, and goals at Internal Student Review (ISR), Pre-IEP and IEP meetings.
• Collaborate with the IEP team to develop and implement observable and measurable IEP goals for each student.
• Lead the IEP team in the development of IEP goals to address behavioral excesses and deficits.
• Assist with identifying acquisition, generalization, and maintenance targets for IEP goals.
• Complete sections of progress reports and report cards related to the assessment and treatment of challenging behavior.
• Solicit and document caregiver input during IEP development in a systematic manner.

• Develop and implement empirically-supported, behavior analytic programs for a variety of adaptive, meaningful skills.
• Collaborate with Special Education teacher to develop teaching programs for IEP goals.
• Ensure programs are individualized to each student.
• Use behavior analytic teaching methods (e.g., discrete trial training, incidental teaching/natural environment training) when appropriate.
• Ensure that schedules of reinforcement are individualized and specific to each program.
• Differentially reinforce student skills (language, independence, choice making, etc.).
• Establish and maintain instruction that is delivered in accordance with current VIA School protocols.
• Train assigned classroom staff to implement behavior analytic programs before introducing them into the classroom.
• Attend, at least quarterly, meetings with related & related service providers.
• Collaborate with Special Education Teacher to ensure program instructions align with the BSP (e.g., error correction, schedule of reinforcement).
• Solicit and document input from caregivers on teaching procedures, program outcomes, skill maintenance, and generalization in a systematic manner.
• Collaborate with the IEP team to develop and monitor student transitions to lesser restrictive environments.

• Develop and implement a new behavior support plan within 30 days of admission.
• Use functional behavioral assessments to inform all interventions for challenging behavior.
• Develop and monitor empirically-supported interventions for challenging behavior through a behavior support plan, as appropriate (i.e., reinforcing alternative responses, including proactive strategies).
• Review and revise behavior support plans when changes to the plan are indicated by the data, minimally every 6 months.
• Train staff on the implementation of behavior support plans prior to their introduction into the classroom.
• Complete functional analyses for student challenging behavior, as appropriate.
• Provide regular feedback to staff on the implementation of challenging behavior support plans and on challenging behavior data collection.
• Teach staff about the conditions under which antecedent strategies, direct interventions, and physical management should and should not be used with assigned students.

• Monitor all program data weekly, and make data-based teaching decisions (moving targets into and out of maintenance, beginning generalization, etc.).
• Attend, lead, and take notes on classroom meetings (morning check-ins, data review meetings, etc.).
• Review and/or collect IOA data on a monthly basis.
• Conduct electronic data collection audits at 3 and 6 months of IEP commencement.

• Provide family members with data summarizing student progress at least once every quarter.
• Provide parents with regular opportunities to meet with staff, observe their student, and receive training.
• All parent training should align with VIA policies and procedures.
• Participate in parent meetings (progress reports, new student intakes, etc.).
• Provide ongoing parent contact support as…