Title:Certified Behavior Analyst (BCBA)

JOB DESCRIPTION:

The BCBA is a school professional designated to work with school teams for behavioral and instructional support to maximize student achievement and social emotional growth. The role of the behavior specialist is to affect behavior change and provide systemic training, support and oversight implementation of behavior strategies. The BCBA will provide support to individuals, school teams, and families by coordinating and providing services in Applied Behavior Analysis, function analyses and assessment, behavior acquisition and reduction procedures, and adaptive life skills.

QUALIFICATIONS:

• Valid AZ Fingerprint Clearance Card.
• Board Certified Behavior Analyst (BCBA) certification.
• Five years successful classroom teaching or school mental health experience; Preferred
• Two years working with students with behavioral needs; Preferred
• Possession of valid Arizona special education or general education teaching certificate; Preferred
• Master’s degree in Psychology, Special Education or other related field; Preferred
• Two years of experience as a Board Certified Behavior Analyst. Preferred

ESSENTIAL FUNCTIONS:

(Essential functions, as defined under the Americans with Disabilities Act, may include any of the following tasks, knowledge, skills, and other characteristics. This list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all duties and responsibilities performed by the incumbents of this class.)

DUTIES AND RESPONSIBILITIES:

• Provides on-site consultation with administration, teachers, staff, and families to regarding students with identified behavioral concerns in order to develop targeted interventions when the school teams need to explore alternative strategies.
• Assists teams in conducting Functional Behavior Analysis (FBA) to identify functions of student behaviors. Recommends and applies positive behavior interventions and supports.
• Assists teams with the development and implementation with fidelity of Behavioral Intervention Plans (BIP) with a focus on teaching and other antecedent strategies for reducing problematic behavior(s).
• Conducts observations and data collection to facilitate the development of functional behavioral assessments and behavioral interventions.
• Develops materials and behavioral management strategies to support safe and healthy learning environments.
• Provides follow up support to school based staff on the training, implementation and evaluation of positive behavior intervention plans.
• Provides ongoing support for students.
• Monitors students in general and special education classrooms and consults with teachers regarding student progress.
• Create an ongoing data collection system to establish baseline and programmatic efficacy for all students and to analyze data on a frequent and ongoing basis to guide programming.
• Participates in Multi-disciplinary Conferences, IEP meetings and parent conferences as appropriate.
• Attends required department and campus meetings.
• Recommends ways to integrate behavioral goals and objectives into daily classroom and home activities.
• Oversee assessments, plan development, and ongoing program data analysis to ensure maximum student progress.
• Develop and conduct staff training.
• Collaborate with other BCBAs and all campus leadership teams.
• Remain current on new research and developments in behavior analysis.
• Exhibit professional attitude, appearance and demeanor.

KNOWLEDGE AND SKILLS REQUIRED:

• Working with students with behavioral needs;
• Knowing planning and organizational techniques;
• Understanding the principles of applied behavioral analysis including and development of functional behavior assessments and positive behavior intervention plans;
• Assist in the development, facilitation, and follow-up training in Applied Behavior Analysis, using both discrete trial training and natural environment training models of teaching.
• Assist in the development and implementation of assessment tools to conduct functional assessments and analyses when appropriate, and to develop appropriate behavior strategies to teach appropriate behavior and reduce maladaptive behaviors.
• Understanding IEP implementation and ability to interpret them to general education teachers and staff;
• Experience training staff in behavioral principles and procedures.
• Ability to demonstrate competence in behavior management skill, instructional skills, oral and written communication, organizational skills and interpersonal relations.
• Ability to work with a variety of clients in regards to age, functionality, and with minimal direction.
• Developing and delivering professional development for administration, teachers, and staff;
• Working knowledge of district, state and federal special education rules, regulations, and procedures;
• Working knowledge of Arizona standards and skills in adapting curriculum for students with disabilities.
• May be required to control certain behavior(s) through physical restraint
• Maintain current NCI, First Aid, and CPR certification

Additional consideration may be given to competitive job market value, unique skills and experiences,
and district or school specific needs.

DEPARTMENT: Student Success Enterprise

WORK YEAR: 209 days

SALARYAdditional consideration may be given to competitive job market value, unique skills and experiences,
and district or school specific needs.

REPORTS TO: Director of Student and Community Engagement

SUPERVISES: N/A