Board Certified Behavior Analyst

Hamilton County Schools•Chattanooga, TN

14h

About The Position

The purpose of this classification is to plan, develop, and monitor a variety of behavioral support service delivery options to meet the needs of students diagnosed with Autism Spectrum Disorders (ASD) and/or other behavioral and social and communication challenges. This position provides support to individuals and their families by coordinating and providing services in Applied Behavior Analysis, function analyses and assessment, behavior acquisition and reduction procedures, and adaptive life skills. This role oversees programming of associate behavior analysts and provide ongoing support and supervision to Registered Behavior Technician (RBT’s) as it relates to the implementation and documentation associated with Behavior Support Plans. Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out but may be considered incidental in the performance of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the duties herein described. Follow Hamilton County Schools’ instructional framework including: Ensuring Equity in Actions Setting High Expectations Building a Productive Classroom Culture Responsive Teaching and Learning Classroom Culture: Build a safe and productive classroom culture. Positive relationships are evident, procedures are clear, and the classroom is safe and secure for learning to unfold. Student and teacher interactions promote a growth mindset. Family & Community: Develop strong relationships with students’ families while diligently informing parents of expectations, positive news, and/or concerns. Provide opportunities for parents to be involved in their children’s learning. Willingness to collaborate in building a strong school community and to foster a collaborative relationship with content area or grade level teachers, administrators, students, parents, and other stake holders. Professional Responsibilities: Actively participates in system-wide professional developments offered by exceptional education and learning community with colleagues in order to improve teaching and student learning. Reflect on instruction and leadership while contributing ideas, expertise, and time to the mission and goals of the school. Knowledge of IDEA, current state special education rules and regulations, and compliance issues relative to programming, assessment and procedural safeguards for students with disabilities. If required, complete training in Crisis Prevention Intervention. Trained or willingness to be trained in Work-Based Learning opportunities if working in a high school setting. Functions in a supervisory capacity and provides oversight to all areas of programming, including the training of direct support professionals, person-centered strategies consultants (if applicable), and DSP trainers. Assists in the development, facilitation, and follow-up training in Applied Behavior Analysis, using both discrete trial training and natural environment training models of teaching. Facilitates and assists in the development and identification of resources and support information for clients and their families. Provides model teaching and other direct instructional supports, including practicum supervision/teaching, class instruction, and in-service instruction to other support professionals. Assists in the development and implementation of assessment tools, conducts Functional Behavior Assessments (FBAs) and analyses when appropriate, and develops appropriate Behavior Intervention Plans (BIPs) to teach appropriate behavior and reduce maladaptive behaviors. Provides ongoing support and training to direct support professionals, ABA implementers, and other individuals in support roles for families. Provides ongoing training and supervision of paraprofessional staff in the implementation of ABA principles and methodology and behavior reduction strategies. Creates an ongoing data collection system to establish baseline and programmatic efficacy for all consumers, and analyzes data on a frequent and ongoing basis to guide programming. Informs decision-making in IEP team meetings and focus support and intervention on BIPs. Develops behavior plans/treatment plans for all consumers, focusing on teaching and other antecedent strategies for reducing problematic behavior(s). Meets as needed with supervised staff to discuss ongoing consumer issues and provides support when necessary. Reviews and signs off on behavior plan/treatment plan training for all field staff and provides field supervision when necessary. Utilizes Set Works website to enter session notes within 72 hours of each session. Provides consultation services and maintains ongoing communication with all constituents (other supports, parents, community, and community agencies). Keeps current with the literature, new research findings, and resources. In addition, continuing education courses to maintain BCBA certification are necessary (32 credits every 2 years). Maintains all data, paperwork, and communication between personal care staff and families, and provides ongoing feedback to government-related agencies that contract with such families. Serves as a liaison for collaboration with outside agencies across the region and state to promote and ensure best practices in behavior support and intervention. Ensures compliance with BACB guidelines by supervising at least 5% of RBTs' behavior analytic hours each month and completing annual competency assessments. May provide physical assistance to students with disabilities, including support with toileting, feeding, self-care, and behavioral needs. Attends meetings as needed. Travels extensively within Hamilton County and beyond for professional development and job-related duties. Prepares or completes various documents, reports, and correspondence as required. Complies with applicable district, state, and federal codes, laws, rules, regulations, standards, policies and procedures. Adheres to the Teacher Code of Ethics as defined by Tennessee Law. Acts in a professional, respectful, and welcoming manner at all times. Creates a customer-focused climate and provides quality services and support to schools, community, businesses, Superintendent of Schools, Board of Education, and other stakeholders. Works collaboratively with all stakeholders. Follows established procedures to ensure assigned areas are safe. Maintains confidentiality. Attends work and arrives to work on time. Performs other related duties as assigned.

Requirements

Master’s Degree in Applied Behavior Analysis, Psychology, Special Education, or closely related field
Must be a Board Certified Behavior Analyst by the Behavior Analyst Certified Board (BACB) or eligble to sit for board certification prior to hire date
Must maintain a valid state issued driver’s license
Must possess Crisis Prevention Intervention certification.
Knowledge of federal, state, and local laws, rules, regulations, policies and procedures relating to students with disabilities.
Demonstrate excellent verbal and written communication skills to deal effectively with students, educators, Board members, parents, and community members.
Good organizational skills; good communication skills to facilitate teaching, assessment, meeting and data management responsibilities such as Easy IEP.

Nice To Haves

Five (5) years of teaching experience in public schools or clinical practice, including experience in a supervisory role is preferred
Or any equivalent combination of education, training, and experience that provides the required knowledge, skills, and abilities for this job.
Experience working with children on the autism spectrum and those with significant behavioral challenges.
Experience and training in behavior support and intervention, including applied behavior analysis techniques such as discrete trial instruction, prompt hierarchies, stimulus fading, differential reinforcement, extinction procedures, and the collection, monitoring, and graphing of behavioral data
TN teaching certification in Special Education preferred.

Responsibilities

Ensuring Equity in Actions
Setting High Expectations
Building a Productive Classroom Culture
Responsive Teaching and Learning
Build a safe and productive classroom culture.
Develop strong relationships with students’ families while diligently informing parents of expectations, positive news, and/or concerns.
Provide opportunities for parents to be involved in their children’s learning.
Actively participates in system-wide professional developments offered by exceptional education and learning community with colleagues in order to improve teaching and student learning.
Reflect on instruction and leadership while contributing ideas, expertise, and time to the mission and goals of the school.
Functions in a supervisory capacity and provides oversight to all areas of programming, including the training of direct support professionals, person-centered strategies consultants (if applicable), and DSP trainers.
Assists in the development, facilitation, and follow-up training in Applied Behavior Analysis, using both discrete trial training and natural environment training models of teaching.
Facilitates and assists in the development and identification of resources and support information for clients and their families.
Provides model teaching and other direct instructional supports, including practicum supervision/teaching, class instruction, and in-service instruction to other support professionals.
Assists in the development and implementation of assessment tools, conducts Functional Behavior Assessments (FBAs) and analyses when appropriate, and develops appropriate Behavior Intervention Plans (BIPs) to teach appropriate behavior and reduce maladaptive behaviors.
Provides ongoing support and training to direct support professionals, ABA implementers, and other individuals in support roles for families.
Provides ongoing training and supervision of paraprofessional staff in the implementation of ABA principles and methodology and behavior reduction strategies.
Creates an ongoing data collection system to establish baseline and programmatic efficacy for all consumers, and analyzes data on a frequent and ongoing basis to guide programming.
Informs decision-making in IEP team meetings and focus support and intervention on BIPs.
Develops behavior plans/treatment plans for all consumers, focusing on teaching and other antecedent strategies for reducing problematic behavior(s).
Meets as needed with supervised staff to discuss ongoing consumer issues and provides support when necessary.
Reviews and signs off on behavior plan/treatment plan training for all field staff and provides field supervision when necessary.
Utilizes Set Works website to enter session notes within 72 hours of each session.
Provides consultation services and maintains ongoing communication with all constituents (other supports, parents, community, and community agencies).
Keeps current with the literature, new research findings, and resources.
Maintains all data, paperwork, and communication between personal care staff and families, and provides ongoing feedback to government-related agencies that contract with such families.
Serves as a liaison for collaboration with outside agencies across the region and state to promote and ensure best practices in behavior support and intervention.
Ensures compliance with BACB guidelines by supervising at least 5% of RBTs' behavior analytic hours each month and completing annual competency assessments.
May provide physical assistance to students with disabilities, including support with toileting, feeding, self-care, and behavioral needs.
Attends meetings as needed.
Travels extensively within Hamilton County and beyond for professional development and job-related duties.
Prepares or completes various documents, reports, and correspondence as required.
Complies with applicable district, state, and federal codes, laws, rules, regulations, standards, policies and procedures.
Adheres to the Teacher Code of Ethics as defined by Tennessee Law.
Acts in a professional, respectful, and welcoming manner at all times.
Creates a customer-focused climate and provides quality services and support to schools, community, businesses, Superintendent of Schools, Board of Education, and other stakeholders.
Works collaboratively with all stakeholders.
Follows established procedures to ensure assigned areas are safe.
Maintains confidentiality.
Attends work and arrives to work on time.
Performs other related duties as assigned.