Board Certified Behavioral Analyst (BCBA)

Gardner Public Schools•Gardner, MA

6d•Onsite

About The Position

The Board Certified Behavioral Analyst (BCBA) will provide consultation in the form of supervising, training, and coaching district-wide for applied behavioral analysis support. This role involves working individually and collaboratively with teachers, Registered Behavior Technicians (RBT), paraprofessionals, specialist staff, and administration. The BCBA will provide input to building-wide Multi-Tiered System of Supports (MTSS) systems and participate as part of the special education team to ensure consistent and effective application of practices. Additionally, the BCBA will provide parent training to support consistent behavioral methods between school and home, recognizing a commitment to evidence-based treatments, data-based decision-making, and the right to effective, least restrictive treatment for all students.

Requirements

Certified as a BCBA
Holds a Massachusetts state license as an Applied Behavior Analyst through Allied Mental Health and Human Services Professions
Possesses a minimum of a Master’s degree in applied behavior analysis, behavioral science, special education/moderate-severe disabilities, autism studies, or related human services field.
Certification as a BCBA who has completed all supervision requirements per BACB to supervise aspiring behavior analysts (BCaBA’s), RBT’s, or other behavioral assistant personnel (if applicable).

Nice To Haves

Experience with Autism Spectrum Disorders (ASD).

Responsibilities

Provide consultation, supervision, training, and coaching for applied behavioral analysis support district-wide.
Work individually and collaboratively with teachers, RBTs, paraprofessionals, specialist staff, and administration.
Provide input to building-wide MTSS systems and participate in the special education team process.
Provide parent training to support consistent behavioral methods between school and home.
Display competence in applied behavior analysis and the specialty of Autism Spectrum Disorders (ASD).
Provide training, coaching, and mentoring on applied behavioral techniques and relevant topics to teachers and paraprofessionals through workshops, staff training, and embedded classroom experiences.
Conduct student and staff observations and provide feedback orally and in writing.
Collaborate with staff on IEP goal writing and behavior planning when needed.
Oversee the data collection process in special education, inclusion, and general education classrooms to ensure consistency and quality.
Gather, collate, and graph data as needed, maintaining attention to detail.
Interpret data for the IEP Team and recommend strategies.
Perform calculations, read manuals, and write documents/reports following prescribed formats.
Summarize and provide teachers with summaries of behavior and/or social data for progress report writing.
Maintain files and records for written documentation of communication with parents and student progress.
Provide training to parents and in-home consultation/services as determined by the IEP team.
Assist and guide teachers in observing, describing, and referring students for suspected disabilities.
Attend annual IEP meetings, 3-year re-evaluation meetings, manifestation meetings, and other related progress/behavior meetings.
Conduct Functional Behavior Assessments (FBAs) and present information at meetings.
Determine the effects of a student's impairment on accessing the general curriculum.
Consult with and provide supervision to classroom staff and ABA program staff on applied behavior analysis teaching concepts, data collection, and implementing behavioral interventions (reinforcement, punishment, extinction) and skill generalization.
Collect integrity data (teachers/paraprofessionals) for implemented behavior support plans and/or safety plans.
Report supervision feedback of classroom/program staff to building principals for progress monitoring and evaluation.
Interpret assessment and evaluations provided by outside sources, if required.
Comply with all district, state, and federal guidelines and regulations.
Attend building, MTSS, and Mental Health Common Planning meetings and other meetings as directed.
Participate in district-wide committees/meetings as determined by the Director of Pupil Personnel Services or designee.
If qualified and applicable, supervise aspiring behavior analysts (BCaBA's), RBT's, or other behavioral assistant personnel by defining supervision purpose, performance expectations, supervision procedures, appropriate activities, training behavior skills, conducting competency tests, scheduling observations, reviewing/editing written materials, and providing evaluation feedback.
Become trained as a trainer in the district-wide de-escalation and restraint curriculum.
Maintain professional competence by attending staff development programs, educational workshops, reviewing professional publications, and engaging in other professional activities.
Perform any other related duties as assigned.