School-Based BCBA: Autism Behavior Analyst & Trainer

Interested candidates should complete their application through our ADP Recruiting portal using the link below.

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Giant Steps day schoolis looking to hire a Board Certified Behavior Analyst (BCBA). We are looking for energetic peoplewho are interested in working with autistic individuals to help them perform to the best of their abilities. Qualities of a successful candidate include passion for working in the field of autism, a highly collaborative mind-set, and strong written and verbal communication skills. BCBAs work along with a multidisciplinary team to program for behavior reduction as well as skill acquisition with a student-centered outlook.

This is the perfect position to grow in the field of behavior analysis and support individuals in a school-based setting.

This position is responsible for empowering staff to effectively understand and shape student behavior.

Duties and Responsibilities

• Adhere to company policies and procedures
• Collaborate, create, and train on proactive behavior strategies and systems
• Guide data collection systems on student-specific behaviors
• Collaborate with classroom teacher and multi-disciplinary team on how to utilize principles of Applied Behavior Analysis in their classroom/therapies to facilitate effective skill acquisition
• Outline reactive strategies for team given feedback and collaboration
• Embody the core values of growth-mindset, student-centeredness, collaboration, accountability, resilience, empowerment, and self-awareness

Primary Tasks:
ASSESSMENT/REPORTING

• Collaborate with primary implementer of global goal to analyze data to be included in Quarterly Reports
• Write and submit proactive behavior protocol or FBA/BIP for each student on caseload (updated annually at IEP)
• Assist classroom teacher with academic assessments (e.g., ABLLS, VB-MAPP, Brigance, etc.) when requested to do so
• Complete assessment reports as requested by classroom teacher and team
• Complete appropriate program documentation, including but not limited to: daily notes to families, data collection of students' performance on academic tasks, and behavioral logs, accident forms for students and staff, CPI forms on the day of the incident, etc.)

CLASSROOM SUPPORT

• Meet weekly with classroom teacher to determine how to best utilize Flex Sessions (e.g., paired for training, taking Overlap notes, assessment, modeling reactive plans)
• Collaborate with classroom teacher to determine needed educational supports (e.g., structured teaching methodologies, first-then, schedule modifications, etc.)
• Lead/participate in sessions with students throughout the week (e.g., individual class sessions, topic-specific groups, etc.)
• Attend weekly Community Based Instruction with both classrooms on caseload
• Provide consultation to team members in-the-moment and subsequent to a behavioral challenge
• Train new program assistants on proactive and reactive behavior strategies
• Create behavioral data collection systems for each student on caseload
• Train team members on data collection procedures for each student's behavioral data

NEW STUDENTS

• Create introductory motivation system and/or supports along with the teacher prior to student arrival
• Provide training for staff on motivation system prior to student arrival
• Utilize Flex Sessions to trial instructional strategies and behavior reinforcement system with the student
• Finalize Quick Notes document within 2 weeks of student starting to guide the team
• Discuss Quick Notes with team at classroom meeting by the 2nd week of student being at GS
• Write and submit proactive behavior protocol or FBA/BIP within 30 days of new student's start date
• Collaborate with home ABA team as needed

ONGOING RESPONSIBILITIES

• Observe in all settings (e.g., therapy sessions, small group, individual class sessions, community based instruction) when requested to do so
• Attend all team meetings, answer questions about plans and collaborate on changes
• Attend pre-IEPs, IEPs, Re-evaluation meetings, department meetings, and any other meetings as assigned meetings (e.g., trainings, family meetings, etc.)
• Discuss with teacher and/or supervisor when team discussions are needed regarding reactive plans and document decisions made…