Licensed Board Certified Behavioral Analyst - BCBA

Shrub Oak International School•Lake Mohegan, NY

19d•$95,000 - $127,500•Onsite

About The Position

Shrub Oak International School (www.shruboak.org) is a therapeutic day and residential school for autistic children, adolescents, and young adults with complex co-occurring conditions. Located in northern Westchester County, Shrub Oak offers unparalleled educational opportunities for autistic students in a family-centric, supportive environment. We offer a variety of programs to meet the needs of students across the spectrum, and our curriculum is based on the most advanced and successful evidence-based clinical and academic approaches in ASD education. The BCBA will conduct functional behavior assessments to understand factors that contribute to and sustain challenging behaviors and will guide development of positive behavior repertoires. They will guide faculty and staff in development of behavior intervention plans and will construct systemic positive behavior supports across the campus, consulting, counseling and supporting crises as needed. The BCBA will maintain key relationships with all staff at Shrub Oak International School, their students and families, to collaborate to ensure that the individualized needs of our student population are met. Having access to confidential information, discretion and independent judgement is required. Incorporates student-centered learning throughout intervention and treatment utilizing a strength-based approach, in accordance with students’ ITEPs. Observes students in academic and residential living space, completes functional behavior assessments, and develops behavioral plans. Contributes to an interdisciplinary team to best support their students. Collects and analyzes data to evaluate the effectiveness of the behavioral plan. Attends annual IEP meetings with school districts. Trains and models interventions and plans to 1:1 and DSP staff. Follows IEP goals created by interdisciplinary team. Supports the student’s everyday activities, academic work, and residential work. Remains up to date on TCIS training. Please note: This job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee. Duties, responsibilities and activities may change, or new ones may be assigned at any time with or without notice.

Requirements

Master’s Degree or higher in applied behavior analysis, special education, psychology, or related field required
NYS Behavior Analyst certification, current and in good standing
1 year of experience working with elementary, middle, and/or secondary school students with Autism required
Exceptional written communication skills, specifically involving documentation, progress notes, incident reports, and other related administrative tasks
Exceptional verbal communication skills
Skilled in managing challenging behaviors and executing de-escalation techniques
Ability and willingness to learn new skills
Ability to display grit and resilience and maintain composure
Strong ability to build relationships with students and peers
Strong ability to process and retain information and to think critically and analytically during crisis
Demonstrated ability to multitask and manage competing priorities.
Demonstrated ability to succeed in a fast-paced, unpredictable environment
Ability to handle highly challenging behaviors, including those aggressive in nature
Ability to get TCIS trained and complete/maintain all required trainings

Nice To Haves

2 or more years preferred

Responsibilities

Conduct functional behavior assessments to understand factors that contribute to and sustain challenging behaviors and will guide development of positive behavior repertoires.
Guide faculty and staff in development of behavior intervention plans and will construct systemic positive behavior supports across the campus, consulting, counseling and supporting crises as needed.
Maintain key relationships with all staff at Shrub Oak International School, their students and families, to collaborate to ensure that the individualized needs of our student population are met.
Incorporates student-centered learning throughout intervention and treatment utilizing a strength-based approach, in accordance with students’ ITEPs.
Observes students in academic and residential living space, completes functional behavior assessments, and develops behavioral plans.
Contributes to an interdisciplinary team to best support their students.
Collects and analyzes data to evaluate the effectiveness of the behavioral plan.
Attends annual IEP meetings with school districts.
Trains and models interventions and plans to 1:1 and DSP staff.
Follows IEP goals created by interdisciplinary team.
Supports the student’s everyday activities, academic work, and residential work.
Remains up to date on TCIS training.