Board Certified Behavior Analyst (BCBA)

Anova Education; Holbrook (MA); On-site; USD 75,000 - 100,000; Full time

Job summary

Holbrook Public School District seeks a Board Certified Behavior Analyst to provide behavior analysis services and behavior management plans for special education students. The role requires ABA expertise, collaboration with staff and families, and development of data-driven supports.

Responsibilities include FBA development, plan writing, staff training, IEP-related tasks, and ongoing professional development. MA licensure and BCBA certification are required; master’s degree preferred.

Qualifications

• Certification by the Behavior Analyst Certification Board and MA licensure.
• Master’s degree preferred in special education, psychology, or related field.
• Minimum of five years of recent experience with students who have Autism and/or behavioral deficits.
• Knowledge of ABA methods and discrete-trial training.
• Experience training staff and parents/guardians.

Responsibilities

• Collaborate with teachers, service providers, paraprofessionals and parents to provide support and consultation.
• Develop and oversee student support plans, analyze data, adjust plans based on data and input.
• Conduct Functional Behavioral Assessments, write FBA reports, and develop Behavioral Support Plans.
• Train staff in implementing Behavioral Support Plans and provide feedback.
• Observe staff and provide training as needed and deliver professional development on ABA.
• Participate in IEP processes and draft portions of IEPs and progress reports.
• Manage and assist district staff with assaultive behaviors.
• Perform duties as assigned by the Director of Special Education and Pupil Personnel Services.

Skills

BCBA certification

Data analysis

Staff training

ABA techniques

Collaboration

Education

Massachusetts licensure in Behavior Analyst

Master’s degree preferred in special education/psychology

Job description

Holbrook Public School District is seeking a Board Certified Behavior Analyst (BCBA) to provide behavior analysis services and behavior management plans for special education students. This position will require knowledge of and experience working with students with Autism Spectrum Disorder or who require ABA methodology to make progress in school, including those with severe social, emotional and behavioral deficits. Strong working knowledge of behavioral principals and experience working in public school settings. Additional requirement are as follows:

Responsibilities

• The BCBA will work collaboratively with teachers, related service providers, paraprofessionals and parents/guardians to provide support, coaching and consultation.
• Develop/Assist and oversee student support plans, including analyzing data collected, adjusting plans based on data collection, observations and staff input.
• Conduct Functional Behavioral Assessments, write FBA reports and analyze findings and write Behavioral Support Plan’s based on Functional Behavioral Assessments.
• Train and model for staff the implementation of Behavioral Support Plans.
• Observe staff implementing Behavioral Support Plans and provide feedback and training as needed.
• Provide Professional Development as needed on classroom management, behavioral techniques, and principles of ABA.
• Engage in social-behavioral elements of the IEP process (attendance at Team meetings, draft appropriate portions of IEP’s, and complete student progress reports) as needed.
• Manage and assist District staff with assaultive behaviors
• Accept all other responsibilities as assigned by the Director of Special Education Director and Pupil Personnel Services or designee

Minimum Qualifications

• Certification by the Behavior Analyst Certification Board and state licensure in Massachusetts Department of Allied Health in the Field of Behavior Analyst.
• A Master’s degree preferred in special education, psychology, or related field, with specialized knowledge of behavioral health and educational best practices.
• A minimum preferred of five years of recent experience working with students who have Autism and/or behavioral and social/communication deficits.
• Knowledge of current methods and techniques of applied behavior analysis and discrete trial training.
• Experience providing training to staff and parents/guardians

Competency: Knowledge, Skills and Abilities:

• Excellent oral, written and interpersonal skills
• Strong communication skills to work with a school team
• Work productively to develop relationships with staff and families
• Proven creative abilities, strong organizational and time management skills
• Maintain current status regarding assigned core competencies and other required certification (i.e. BCBA) within established schedule and timelines
• Maintain knowledge of best practices and laws governing behavioral supports for students with disabilities

Reports to: Director of Special Education and Pupil Personnel Services