Job Title: District Board Certified Behavior Analyst

Reports to: Assistant Superintendent of Student Services or Designee

Qualifications:

• Board Certified Behavior Analyst Certification
• Experience with students with Autism and other developmental disabilities
• Experience in behavioral assessment, research methods, interventions, and behavioral consultation 
• Training and experience completing comprehensive functional assessments and behavior support plans required.
• Training and experience in developing, modeling, and modeling ABA/DTT programs
• Successful completion of QBS/SafetyCare training
• Knowledge of state and federal special education regulations.
• Ability to be self-sufficient with strong organizational skills.
• Effective interpersonal skills with an ability to work collaboratively with administrators, colleagues, parents/guardians, and others in the delivery of effective services.
• Strong advocate for student voice and autonomy

Preferred Qualifications

• Master’s degree in related field
• Massachusetts Department of Elementary and Secondary Education Special Education Certification
• Experience in the treatment of various mental health issues (PTSD, bi-polar, etc.), autism, brain injuries and developmental disabilities
• Experience with Data Finch, ACE, Central Reach or other ABA/DTT software
• Experience with embedding ABA/behavioral recommendations in a classroom setting preferred

Primary Functions:

• To conduct interviews and assessments and collect data in order to develop social and developmental goals.
• To develop, implement and model behavior plans to improve student behavior.
• Coordinate all aspects of assigned special education program
• Collaborate with service providers, including but not limited to: school psychologists, school counselors, speech and language specialists, physical therapists, occupational therapists, vision/mobility therapists, BCBAs.
• Plan, prepare, and model ABA/DTT and other lessons and activities, in small groups and 1:1 as needed, in accordance with IEPs. Work cooperatively with other specialists/teachers to develop curriculum.
• Maintain program books for individual students
• Collect, direct the collection of, and analyze single-subject data
• Assess students using a variety of measures, including but not limited to conducting Functional Behavior Assessments. 
• Complete educational forms and reports as directed by the school, and/or local educational agency.
• Manage behavioral crisis situations: modeling interventions, staff training, crisis plan and behavior support plan development, and team and family follow up.
• Work effectively with team members, professional and community contacts, school staff and parents, ensuring collaboration and continuity of services across home and community environments.
• Adhere to IEP regulations regarding family communication and progress reporting. For students with identified disabilities requiring extended school year services, support the planning and implementation of summer programming as required.
• Provide in-class modeling to paraprofessionals, teachers, and other staff as needed. 
• Supervision of paraprofessional or RBT staff as needed 
• Provide training to staff as assigned.
• Provide ongoing consultation on assigned cases
• Travel from site to site and/or perform necessary school visits for the purpose of providing consultation and collaboration for students and families.
• Carries out any other appropriate responsibilities as assigned