What are the responsibilities and job description for the Supervising Behavior Analyst position at Garden Grove Unified School District?
ABOUT THE JOB: The person in this position will work 8 hours per day, 10.5 months per year. Under general direction, coordinates and supervises behavioral intervention programs for students in a variety of settings such as regular and special education classes, and social skills groups and classes; trains and supervises intensive behavioral intervention staff; and performs related duties as assigned.
JOB DUTIES: Plans, designs, monitors and participates in implementing Applied Behavior Analysis (ABA) programs and service delivery options to meet the needs of students in an educational setting; provides training, support, and consultation to staff, through coaching, modeling and/or shadowing, to facilitate proper development and implementation of ABA, evidence-based practices and educational plans such as individualized Education Plans (IEP) and Behavior Intervention Plans (BIP) for students; supervises and evaluates staff involved in providing behavior support to students; supervises, monitors, and evaluates student progress towards goals in a clinic, classroom, community, or other setting; assists with the implementation of new and revised BIPs; collaborates with assessment teams in conducting on site behavior evaluations as components of multidisciplinary assessments of students; collects data and conducts Functional Behavior Assessments to determine behavior services needed for individual students; attends IEP and/or clinic meetings to provide input regarding student progress, proposed services and goals; creates IEP supervision and consultation notes; inputs data into the student information system; prepares a monthly analysis including brief summary reports, graphs, or other displays of student performance data; extrapolates data from various sources to prepare periodic reports; serves as a resource and provides consultation and ongoing training related to positive behavior supports as requested to staff, teachers, and parents; keeps current on research and methodologies, including attending ABA conferences and maintaining continuing education units; attends other specialized trainings, workshops, and meetings as required; creates, prepares, and delivers oral presentations and trainings related to behavior services and behavior analysis; implements emergency crisis management techniques.
Complete Job Description available at www.ggusd.us under Employment/Classified Job Opportunities/Job Descriptions
EMPLOYMENT STANDARDS
Education and Experience: Graduation from an accredited college with a master's degree in a related field and two years of experience working with students with intensive behavior disorders, equivalent to full-time work, in an educational setting. Experience serving in a lead or supervisory capacity is desirable. Part-time experience will be considered and adjusted appropriately. Any other combination of training and experience which would likely provide the required skills, knowledge and abilities may be considered.
LICENSE AND CERTIFICATE: Must possess and maintain a Board Certified Behavior Analyst certificate issued by the Behavior Analyst Certification Board. Must possess and maintain a valid Class C California Driver License and remain insurable at the standard insurance market rate.
A SUCCESSFUL CANDIDATE REQUIRES THE FOLLOWING….
Knowledge of: Behavior supports, strategies, and intervention plans for students with special needs in an educational setting; intensive behavioral methods and techniques, such as ABA, Discrete Trial Training, Picture Exchange Communication System, Social Skills, and Pivotal Response Training; IEP and BIP preparation and implementation methods, procedures and program options; principles of child development, learning, and behavior including basic instructional methods and techniques; activities related to students' curriculum and behavioral interventions; crisis response interventions; applicable special education laws, codes, regulations, policies and procedures including the Individuals with Disabilities Act (IDEA); current research methodologies, data collection, data analysis, and report writing techniques; principles and practices of supervision and training.
Ability to: Effectively supervise, direct, evaluate, and manage job performance of assigned staff; provide training and consultation to assigned behavior intervention program staff; develop and implement positive, proactive and practical ABA programs for students; utilize appropriate intensive behavioral methods and techniques in an educational setting; collaborate with district employees, parents, and outside agencies to meet the needs of students; analyze situations and adopt an effective course of action; maintain accurate data and records; utilize software to extrapolate data and prepare narrative and statistical reports; interpret, apply, explain and maintain current knowledge of applicable laws, codes, rules and regulations related to assigned activities; prepare and present oral trainings and presentations; communicate effectively both orally and in writing; establish and maintain cooperative and effective working relationships with parents, students, staff, and community agency representatives; prioritize and manage multiple tasks and projects in order to meet deadlines; visit multiple work sites on short notice for reasons such as behavioral emergencies.