Behavior Specialist | Full-Time Opportunity in Springfield, IL!

Hope•Springfield, IL

1d•$40,000 - $70,000

About The Position

The Behavior Specialist 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 youth. Development and implementation of staff training procedures on a regular basis is expected, as is participation in multidisciplinary team meetings. The goal is to be able to work direct with the youth, and assist the staff who work with the youth in using appropriate behavioral and clinical techniques so that children may achieve targeted objectives and grow towards reaching their highest potential in maladaptive behavior reduction while simultaneously increasing functional skills.

Requirements

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

Nice To Haves

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

Responsibilities

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 forms and procedures, to best quantify behavior data across various environments and settings. Examples of such include (not all inclusive) partial interval time sampling, interval time sampling, cumulative frequencies, and duration recordings.
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. BSPs may be formal (required for any youth with a Level II intervention, including use of psychotropic medications) or informal, which may take the form of general behavior support strategies or a detailed set of procedures outlining a positive intervention. 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 new staff on basic ABA concepts, Autism, and related topics.
Work closely with Educational Staff at The Hope Institute, and in community schools as needed, to ensure training in and implementation of necessary behavior support strategies in the classroom. This may involve youth observations, staff training, and consultation.
Attend and participate in multidisciplinary team meetings, including IEPs, admission screenings and staffings, and the Behavior Intervention Committee. Review client progress, share assessment results, and/or make recommendations regarding intervention/treatment techniques.
Program planning and development: provide ongoing input into long-range plans for Behavioral Health Services and the role of this department at The Hope Institute
Ongoing professional development: participate in continuing education and professional development by attending workshops and conferences, maintaining active memberships in professional organizations, publishing research, and/or making presentations to other professionals.
Establish personal goals for professional growth; participate actively in problem-solving; provide solution-oriented and proactive recommendations; maintain effective and respectful interactions; communicate clearly and effectively; practice in accord with APA ethical standards.
Maintains compliance with all applicable DCFS and DHS regulations and licensure requirements.
Eligible to sit for the Become Board Certified Behavior Analyst exam within 36-months of initial hire date by Hope Institute
Assumes responsibility as a mandated reporter concerning incidents of purported abuse/neglect of students as outlined in the agency’s policies and procedures.
Assumes responsibilities for assuring compliance of student rights and program delivery as defined in the Illinois Department of Mental Health Code and the Confidentiality Act, as well as the Child Care Act of the Illinois Department of Children and Family Services
Performs other duties as required or assigned