Board Certified Behavior Analyst

Lowell Public School District•Lowell, MA

About The Position

This role involves providing consultation and professional development to staff to ensure the implementation of best practices for all students. The position requires conducting Functional Behavior Assessments (FBAs), performing casework services with individual children to address behavioral, emotional, or social deficits that impede academic and social progress, and providing recommendations for referrals to various agencies. The role also includes providing psycho-educational support, maintaining case records, creating data sheets, analyzing data to enhance student performance, and managing cases for identified students. Collaboration with staff, faculty, administrators, and outside agencies is crucial for consistency in programming and for gathering information for student behavior modification. The position also supports the IEP process, including attending meetings, summarizing data, and developing goals, as well as providing casework services to parents to increase their understanding and participation in resolving their child's problems. Additional duties related to parent involvement and other job-related tasks may be assigned by the principal or administrators of special education.

Requirements

Master’s Degree in Applied Behavior Analysis, Special Education, Psychology or related field from an accredited college or university.
Certification valid or eligible for service as a Board of Behavior Analysts (BCBA) from the Behavioral Analysis Certification Board(BACB)
A secondary DESE certification, in one of the following: Teacher of Students with Special Needs, School Social Worker/School Adjustment Counselor, School Guidance Counselor, School Psychologist.

Nice To Haves

Experience with data collection, conducting FBAs, and writing behavior support plans.
Experience in writing and implementing programs to support student curriculum needs.
Classroom teaching experience with strong classroom management skills working with students in Elementary, Middle or Secondary School-Age students.
Experience supporting students with a variety of disabilities: Autism, Intellectual Impairments, Emotional/Behavioral disabilities.
Demonstrates skill in consultation and Professional Development training.
Successful experience collaborating with and supporting faculty, support staff, parents and Administrators.
Demonstrates skill in written and oral communication.

Responsibilities

Provide consultation and professional development to staff to ensure implementation of “best practices” for all students.
Conduct FBAs.
Perform casework services with individual children to correct deficits in behavioral, emotional or social functioning that impedes their academic and social progress.
Provide recommendations and upon approval by the principal, coordinate the referral of children to various agencies as necessary.
Provide psycho-educational support for children and their parents, ex. interpretation of psychological testing.
Maintain case records and submit statistical data as required.
Create data sheets, assist in data collection and analyze data in order to enhance student performance in skill acquisition.
Provide case management and coordination of services for identified students.
Consult and collaborate with staff in gathering and giving information on a case, and in establishing and planning for respective roles in the modification of student’s behavior.
Collaborate with faculty in compiling academic and behavioral results for presentation at Return Meetings for students returning to their home school.
Collaborate with teachers, paraprofessionals, support staff, parents, building Administrators and outside agencies in order to provide consistency in programming.
Assist in the IEP process by attending meetings, summarizing data and the development of measurable goals and objectives.
Perform casework service with parents as an integral part of the task of helping students; to increase the parent’s understanding, their constructive participation in resolving their child’s problems, and their knowledge and use of appropriate resources available.
Provide other duties related to parent involvement as directed by the principal.
Perform such other job related tasks and assume such other responsibilities as assigned by the Building Principal and/or Administrators of Special Education.