And the job listing Expires on January 18, 2025
Applicants must be authorized to work for ANY employer in the U.S. We are unable to sponsor or take over sponsorship of an employment Visa at this time.
TITLE: BCBA (Board Certified Behavioral Analyst)
REPORTS TO: DIRECTOR OF SPECIAL SERVICES
JOB SUMMARY:
The Nantucket Public Schools seeks licensed BCBA (Board Certified Behavioral Analyst) with strong understanding of behavioral interventions, trauma informed practice, providing services for students, Pre-K through age 21. Provide direct support and consultation to the Options program staff, classroom staff, and caregivers of these students. Provide direct support to administrators and students in grades PreK through grade 5. Other responsibilities regarding collaboration with outside agencies and/or behavior analysis will be dependent upon the qualifications of the selected candidate.
QUALIFICATIONS:
1. Master’s degree or higher from an accredited college or university in Psychology, Special Education, Behavioral Analysis or a related field.
2. BCBA Certification Required
3. Minimum of 3 years providing ABA treatment, preferably in the school environment
4. Excellent clinical and collaborative skills in working with students, families and school personnel.
5. Experience working with students with varying diagnoses, diverse levels of functioning, and broad range of ages.
6. Experience in assessment and behavior intervention strategies.
7. Self-motivated, responsible, excellent organizational and time management skills.
8. Excellent report writing skills.
9. Be certified in Crisis Prevention Training, i.e. QBS Safety Care
DUTIES AND RESPONSIBILITIES:
1. Using expertise in the principles of applied behavior analysis, collaborate with staff across the school district to develop comprehensive and individualized behavior plans, strategies, and interventions for students with autism spectrum disorders, emotional/behavioral challenges and/or other developmental disabilities.
2. Conduct observations of students in school settings, consult with school staff to ensure coordination of strategies/goals and facilitate communication between school and home regarding behavior intervention and support plans.
3. In conjunction with other school staff, collect information for Functional Behavior Assessments (FBA), analyze data, and make recommendations regarding strategies implementation/changes. FBA requests should be made directly to the Director of Special Services once data has been collected for a minimum of 2 weeks with the standard of 4-6 weeks. Behavior plans may be implemented based on data present prior to FBA completion.
4. Support/Consult the Intensive Programs (IDSC/OPTIONS) in the district. Support/Consult is defined as support to teams working with individual students and direct training/modeling for data collection with Teaching Assistants.
5. Assist teachers and staff in developing programs for students that include, but are not limited to task analysis, discrete trials, and programming through the functional skills assessments (i.e. VBMAPP, ABLLS, AFLS).
6. Assist special education team in developing and writing IEP goals related to behavior reduction and skill acquisition. If a BCBA is providing consultation as a result of IEP determination the goal will be drafted by the BCBA to discuss at a team meeting.
7. Consult with school psychologists, guidance counselors, social workers/clinicians and special education teachers to address social/emotional needs and implementation of social skills activities designed to target specific social skill deficit areas identified by students’ IEP teams.
8. Develop data collection systems, record and analyze data to provide feedback to school staff and parents regarding interventions success and/or discuss changes to BIPs based on data and discussion.
9. Prepare written reports, as part of responsibilities.
10. Model intervention and data collection techniques for direct service providers and classroom teachers, review data regularly to inform instruction and track progress.
11. Consult with parents and outside providers to develop effective programming for students that will generalize across settings as recommended.
12. Provide professional development for Professional Development days as required.
13. Provide parent consultation on behavior management and strategies as required.
14. Serves as a member of the MTSS team when the team determines that data reflects the need. BCBA will be invited to the meeting when the team is concerned about whether behavior is contributing to students’ inability to access curriculum and classroom setting.
15. Maintain physical restraint certification and trainer certification (QBS).
16. Train staff in QBS Safety Care Protocols.
EVALUATION:
Director of Special Services or designee
#J-18808-Ljbffr