School-Based Behavior Specialist | Springfield, IL

School Behavior Specialist - Hope

Salary = $65,000 annually

• Enrolled in Master's level courses in which a Master's degree in Behavior Analysis and Therapy will be earned.
• Experience and or specialized knowledge in one or more of the following:
  Developmental Disabilities;
  Autism Spectrum Disorders;
  Cognitive Impairment. Knowledge of psychopharmacology and/or Mental Health issues also helpful.
• Ability to communicate clearly and effectively (both written and orally) in a professional manner, with all levels of employees (professionals, teachers, paraprofessionals, direct-care, etc.). Ability to interact effectively on a multidisciplinary team.
• Successful background clearance, physical and drug/alcohol screening

• Experience working with individuals who have developmental disabilities, cognitive impairment, and autism
• Experience in functional assessments/analyses, behavior program development/monitoring, and competency-based staff training procedures in program implementation, discrete trial training, functional communication training, prompting, prompt fading, differential reinforcement, and crisis intervention strategies.
• Board Certified Behavior Analyst (BCBA) eligibility

The Behavior Analyst is responsible for behavioral assessments, functional analyses, behavior program design and development (based upon ABA principles), data tracking and analyses, and ongoing monitoring of programs for individual students. Development and implementation of classroom staff training procedures on a regular basis is expected, as is participation in multidisciplinary team meetings as needed. The goal is to be able to work directly with the student and classroom, and assist the staff who work with the student in using appropriate behavioral and clinical techniques so that students may achieve targeted classroom objectives and grow towards reaching their highest potential in maladaptive behavior reduction while simultaneously increasing functional skills.

• Functional Analysis:
  Carried out at one of two levels:
  Level I ("Informal," where motivation for exhibiting maladaptive behaviors is identified by analysis of information obtained from caregivers through interviews and questionnaires);
  Level II ("Descriptive," based upon actual observations of the individual at various times of day and repeated observations across time). A Behavior Specialist may assist and work under the direct supervision of a Behavior Analyst in performing Level III Analogue Analysis of Function.
• Design of Data Collection Systems:
  Design and implement data collection criteria and procedures, to best quantify behavior data during the school day.
• Data Analysis:
  Plot and systematically analyze program and baseline data in terms of levels, trends, variability, and functional relationships.
• Design of Behavior Support Plans (BSPs):
  Design behavior support plans, based upon functional analysis and data analysis results. Level II Intervention Plans must be written under the supervision of and signed off by a Behavior Analyst.
• Positive Interventions for Teaching Adaptive Behaviors:
  Components include task analysis, identification of reinforcers, appropriate task prompts, schedule(s) of reinforcement, procedures for generalization of learned skills, and design of an appropriate data collection system.
• Design of Response Reduction Interventions:
  Components include identification of intervention procedures that are the least intrusive techniques that will reduce the display of the targeted behavior. Must be based upon adequate functional analysis, an appropriate data collection system, concurrent implementation of positive interventions to develop replacement behaviors, and demonstration of necessary skills by staff who receive training.
• Staff Training:
• Implementation of Interventions and/or to Collect Data:
  Training includes specific and detailed information and demonstration on how to conduct planned interventions and how to collect appropriate data, with appropriate return demonstration by staff.
• Orientation Training:
  Development and regulate implementation of training for…