Board Certified Behavior Analyst

Montgomery-Public-Schools; Foley (AL); On-site; USD 70,000 - 95,000; Full time

Job summary

Montgomery-Public-Schools is seeking a Board Certified Behavior Analyst (BCBA) to provide expert ABA services in a public school setting in Alabama. The role includes developing and supervising DTT programs, training staff, and collaborating with families to support student success.

The ideal candidate holds a BCBA certification with eligibility for the Alabama teaching certificate and has prior experience in autism and related developmental needs within public education.

Qualifications

• Master’s degree or higher from an accredited institution.
• BCBA certification and eligibility for Alabama teaching certificate.
• Minimum of three years as a behavior specialist in public education with students with autism, developmental delays or severe behaviors.
• Experience in developing and supervising discrete trial training (DTT) programs.

Responsibilities

• Provide advanced behavior analysis services and consultations to students.
• Develop and supervise DTT programs and behavior support plans.
• Train staff in positive behavior support and intervention strategies.
• Collaborate with parents and school personnel to implement behavior interventions.
• Maintain data collection, analysis and timely reporting of progress.

Skills

Applied Behavior Analysis

Data analysis

Parent training

Interpersonal skills

DTT supervision

Crisis intervention

Education

Master’s degree

BCBA certification

Alabama teaching certificate eligibility

Job description

Job Title – Board Certified Behavior Analyst (BCBA)

Supervised by/Reports to:

Special Education Coordinator, Special Education Supervisor(s)

FLSA Status:

Exempt

Job Goal:

• To provide expertise in applied behavior analysis to be utilized in direct support of students who exhibit emotional or behavioral concerns.
• To provide effective programs and services to promote student achievement and effective instruction for all students.
• To provide expertise for school system personnel and programs in areas of student behavior, behavior management, behavior intervention and polices/procedures for student success.

Qualifications:

1. Master’s degree or higher from an accredited institution.
2. Certification as a Board Certified Behavior Analyst (BCBA®)
3. Currently hold or eligible for Alabama teaching certificate.
4. Minimum of three (3) years working as a behavior specialist in public education classrooms with students with mild to severe autism, developmental delays, or severe behaviors.
5. Experience and training in appropriate curriculum, instruction, classroom management and intervention techniques, i.e. communication training, parent training, positive behavior intervention, applied behavior analysis, and social skills training.
6. Experience in developing and supervising discrete trial training (DTT) programs.
7. Willing to participate in additional job-related training as directed by the Special Education Coordinator
8. Qualifications may vary from the above requirements to such a degree as the Superintendent and Special Education Coordinator determine is necessary and appropriate to ensure properly qualified personnel in each specialized assignment.
9. Ability to meet the suitability criteria for employment and/or certification licensure under the Alabama Child Protection Act of 1999 and Act No. 2002-457.
10. Possess and maintain a valid driver’s license.
11. Demonstrated proficiency in oral and written communication skills.
12. Effective interpersonal skills, with an emphasis on communication and collaboration with a wide variety of people and groups.
13. Demonstrated knowledge and experience in administering all aspects of behavioral service delivery for persons with intellectual disabilities or special needs.
14. Demonstrated knowledge of programs, services, and resources for students with autism spectrum disorders.
15. Ability to supervise and evaluate designated personnel, manage budgets, and develop curriculum and programming specific to the needs of students with disabilities.
16. Ability to identify and solve problems as a productive team member.
17. Ability to use technology to communicate, to manage data, and to produce/submit required reports, correspondence, and/or financial information.
18. Physical strength, mobility, dexterity, stamina, and acuity to perform job responsibilities.
19. Ability to transfer students and provide physical intervention when required.
20. Ability to lift up to 50 pounds.
21. Ability to be punctual and in regular attendance.
22. Such alternatives to the above qualifications as the Board may require.

Performance Responsibilities and Essential Functions:

1. Demonstrates support for the school system and its vision, goals and priorities.
2. Coordinates professional development activities relating to developmental disabilities and other behavioral services.
3. Performs observations and assessments relevant to the design of positive interventions and supports for students.
4. Assists in managing student behavior to include crisis intervention, when needed, including restraining disruptive or physically dangerous students within the guidelines of approved crisis intervention and restraint procedures in accordance with Board policies and state law.
5. Conducts timely comprehensive functional behavior assessments, develops oral and written reports of the results of such assessments, and develops or assists in the development of behavior support plans.
6. Provides highly advanced behavior analysis services in the form of consultations and technical assistance to students with cognitive, developmental, physical and health related needs.
7. Performs data analysis on an individual student level, classroom level, school level and district level.
8. Assists in systematically evaluating the consistent implementation of behavior support plans through personal observation, staff interviews, and review of documentation.
9. Implement behavior interventions that are proven to be effective in scientific studies.
10. Provides consultation for Special Services staff including administrators, teachers, and paraeducators.
11. Facilitates effective program implementation.
12. Completes monthly behavior summaries and graphing within designated time frame.
13. Provides training to staff concerning positive and effective approaches to preventing/addressing challenging behaviors.
14. Provides professional development including applied behavior analysis, positive behavior support, and contemporary behavioral issues to positively impact service delivery.
15. Maintains knowledge of applicable laws, regulations, and departmental and school system policy and for developing systems and procedures to meet the standards and requirements.
16. Acts as a liaison between parents and the school
17. Provides family education and involvement in treatment planning and implementation for children or dependent parties by maintaining open lines of communication and sharing pertinent information to all involved.
18. Assist with the transition of students who exit a crisis or specialized unit back into their school.
19. Supervises and evaluates staff assigned in accordance with school system procedures and schedules.
20. Interacts with a variety of school system stakeholders to give and/or exchange information, resolve problems, and provide services.
21. Attends various department and behavior team meetings as well as meetings with external service providers if indicated.
22. Performs duties in a courteous and professional manner.
23. Maintains appropriate confidentiality regarding school/workplace matters.
24. Demonstrates initiative in identifying potential problems and/or opportunities for improvement in areas of responsibility.
25. Works cooperatively and productively with the Superintendent and other administrative staff to ensure the system’s vision, goals and strategies are implemented and providing all pertinent data to all appropriate personnel within the designated time frame.
26. Engages in professional growth and demonstrates professional ethics and effective leadership.
27. Reports potential problems, unusual events, or work irregularities to appropriate administrative or supervisory personnel.
28. Attends conferences and training sessions to improve skills and programs.
29. Responds to inquiries, requests, constructive feedback, concerns and/or complaints in a timely and positive manner.
30. Maintains and submits reports, records, and correspondence in a timely and accurate manner.
31. Properly uses and cares for equipment and material resources of the school system and effectively supervises and monitors others in the care, maintenance, and use of tools, equipment, and inventory.
32. Uses effective collaboration skills to work as an effective team member.
33. Serves on school/system committees as required or appropriate demonstrating effective interpersonal skills.
34. Adheres to school system rules, administrative procedures, local Board policies, and state, federal, and local regulations.
35. Reports absences and takes leave in accordance with Board policies and procedures.
36. Performs any other job-related duties as assigned by Supervisor(s).

Terms of Employment:

Ten-month position in accordance with Board’s salary schedule.

Evaluation:

Performance of this job will be evaluated in accordance with provisions of the State Department of Education and/or Baldwin County Board of Education policy on evaluation of certified personnel.

The statements above are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified. All personnel may be required to perform duties outside of their normal responsibilities as needed.