Behavior Analyst

DISTINGUISHING FEATURES OF THE CLASS: An employee in this class is involved in the development, implementation and evaluation of interventions, positive behavioral supports, contextual supports and staff professional development for students with special needs to ensure socially significant outcomes and increased academic engagement. Incumbents will work collaboratively with school district/ school-based administrators, school teams to execute effective behavior instruction, functional assessments of behavior and the implementation of behavior plans to provide support in creating positive outcomes for all students. The work is performed under the general supervision of a higher level administrative employee with considerable leeway for the exercise of independent judgment and initiative in carrying out the duties of the position. Supervision is not normally exercised over the work of others. Does related work as required.

TYPICAL WORK ACTIVITIES: Provides and develops staff and parent training as well as on-site support in the areas of positive and proactive behavior support and applied behavior analysis for families and support staff; Conducts direct observations and assessments of individual students and their learning environments; Develops and implements behavior programs, coordinating delivery of appropriate services to students in order to achieve positive outcomes; Participates in interdisciplinary team review meetings at which behavioral intervention and support plans are reviewed; Collects baseline and intervention data to evaluate outcomes including progress monitoring; Engages in research as well as professional development activities to enhance the program and to remain current in the field; Conducts functional behavioral assessments/analysis and develops behavioral support/intervention plans; Develops and/or provides guidance for one to one supplementary support personnel plans; Develops and delivers staff professional development in the area of proactive and positive behavioral support; Completes written behavioral summaries to assist teachers and administrators in the development of appropriate learning experiences and behavior plans; Maintains program records and statistical report of students evaluation, treatment plans, number of students assessed, and their progress.

Applicants may qualify through one of two pathways: Civil Service minimum requirements or NYSED certification.

A. Graduation from a regionally accredited college or university or one accredited by the New York State Board of Regents to grant degrees with a Bachelor’s or higher level Degree in Applied Behavior Analysis, Education, Special Education, Social Work, Psychology or closely related field and two (2) years’ experience working with individuals with special needs; one (1) year of which must have included providing functional behavioral assessments, behavioral interventions and/or behavior support plans; OR B. Graduation from a regionally accredited college or university or one accredited by the New York State Board of Regents to grant degrees with a Bachelor’s Degree and three (3) years’ experience working with individuals with special needs; one (1) year of which must have included providing functional behavioral assessments, behavioral interventions and/or behavior support plans.

SPECIAL REQUIREMENT: Certification as a Board-Certified Behavior Analyst (BCBA, BCBA-D), or as a BoardCertified Associate Behavior Analyst (BCaBA) is required.

or: NYSED Certification

SPECIAL REQUIREMENT FOR APPOINTMENT IN SCHOOL DISTRICTS INCLUDING BOCES: In accordance with the Schools Against Violence in Education (SAVE) legislation and by the Regulations of the Commissioner of Education, candidates for employment in school districts must obtain clearance for appointment from the New York State Education Department based upon fingerprinting and a criminal background check