BCBA Caterpillar Center

THE MONARCH SCHOOL AND INSTITUTE

BCBA Caterpillar Center

The Monarch School and Institute is dedicated to providing an innovative, therapeutic education for individuals with neurological differences—such as those associated with autism spectrum disorder, attention deficit (hyperactivity) disorder, learning disabilities, Tourette syndrome, mood disorders, anxiety disorders, traumatic brain injury and seizure disorders. We offer a learner-centered approach that helps students progress in Four Core Goal areas.

The BCBA for the Caterpillar Center oversees the day to day run of the Center and serves on the interdisciplinary team made up of other professionals to provide student support services. The primary responsibilities include all logistical matters concerning the Center and the fulfillment of the psychology services program consistent with the mission of The Monarch School. This person is supervised by the Senior Director of Clinical Services and Training.

EDUCATION/EXPERIENCE

• Minimum requirements – Master’s degree in psychology, counseling, social work, education, or related field. (2 years clinical experience)
• Must be Licensed
• BCBA credential and behavioral experience in the early childhood setting
• Clinicians with experience and willingness to blend behavioral and developmental, social-pragmatic intervention approaches
• Preference to those with experience with NDBI (Naturalistic Developmental Behavioral Interventions)

SKILLS

• Excellent organizational, communication and interpersonal skills
• Ability to instruct work with students/adults and manage their behavior
• Ability to collaborate and build strong relationships with colleagues and students
• Flexibility and ability to manage multiple roles and demands throughout the day
• Knowledge of Re-Think
• Knowledge of and experience with billing and coding

EXPECTATIONS

• The BCBA for the Caterpillar Center will maintain a 1:9 ratio (BCBA to student ratio).
• BCBA will learn and implement the Monarch Integrated Methodology in order to strengthen relationship development with all students.
• Admissions:
  • Called to attend Admissions meetings when a candidate for the Center has applied
  • Assists Program Directors (PDs) with the admissions process by reviewing relevant application materials, supporting applicants during the day visit, and gathering information from Professional Educators to discuss with the admissions team.
  • Attends and conducts tours when available
  • Reviews assessment or admissions documents
  • Attends PLIs for potential clients.
  • Plans activities and schedule for students day visits, collects relevant data and other pertinent information for day visit.
  • Completes Initial assessment upon notice of authorization for assessment.
  • Completes Insurance Authorizations plan as part of the Admissions process and are-authorizations at the frequency commensurate with insurance expectations
• Working from the Monarch Levels System objectives, leads the treatment team (professional educators, parents, and student) in the development of a treatment plan that incorporates:
  • Learner strengths
  • Targets/objectives/skills within the 4 Core Goals ™
  • Methods to monitor student progress
  • Support plans to promote success in the classroom and at home, through the 4 Core Goals™
  • Specific therapeutic tasks and practice areas/zones in order to promote development in the Four Core Goals™
• Supports student growth through individualized interventions, which may include:
  • 2 to 3 hours weekly supervision and program updates
  • Updates and adjusts Behavior and learning interventions as needed.
  • Modeling/role-play/direct teaching
  • Individual or group counseling/psycho education as therapeutically indicated
  • Implementing therapeutic curriculum in assigned classrooms
  • Development and monitoring of home/school plans
• In-vivo support of learners within the academic environment:
  • Crisis management
  • Clinical decisions about crisis situations/crisis response
  • Assess client/learner skills to update programs and targets regularly.
  • Conduct VB-Mapp or ABLLS or PEAK assessment
  • Assist in onboarding new clients/learners for first day to develop appropriate programming and learner schedule.
  • Conducting ABA sessions in RBT absence.
  • Helping students with self-care/accidents
  • Student support as needed (regulation, therapeutic, self-care, development etc.)
  • Direct services to students and teachers
• Collaboration:
  • BCBA collaborates with the Therapy Services department in order to ensure consistent language, actions and experiences for our students to support their therapeutic needs
  • Supports opportunities for student progress by building positive relationships and bridging opportunities between the programs within the therapeutic day school
  • Provides RBTs/Behavior Techs meaningful feedback in order to enhance implementation of the treatment plan and The Monarch School methodology
  • Supports RBTs and collaborates with Reading/Math interventionist to develop individualized reading and math programs.
  • Coordinates with outside professionals, given appropriate parental consent
  • Communicates with parents/caregivers regarding student progress in a professional, timely manner
  • Supports RBTs with carpool (starting, supporting throughout), field trips, and other activities as needed
• Meetings and documentation:
  • Coordinates team meetings with parents
  • Monitors authorization tracker for when to update and submit treatment plans
  • Conducts parents trainings minimum bi-weekly or more.
  • Assists and reviews monthly progress notes for students.
  • Keeps accurate and timely therapy, meeting, and consultation notes
  • Reviews RBT notes weekly and submits any billing/error corrections.
• Training:
  • Receives supervision and carries out suggested actions/changes
  • Participates in presentations, demonstrations, and literature review on educational and psychological issues
  • Attends professional development as requested
  • Actively participates in a training environment for graduate students, and models professional and ethical behavior for these trainees
• Administrative:
  • Maintains implementation of 80% of authorized insurance BCBA supervision hours
  • Coordinates data collection and interpretation for student progress monitoring
  • Supervises Student Analysts
  • Organizes RBT schedules to ensure student hours are met with a goal of 100% of authorized hours completed weekly, and a minimum of 90% of authorized hours met.
  • Plan learning for RBTs for staff development days
  • Conducts RBT competency assessments and helps to maintain training and certification for RBTs.
  • Reviews RBT candidates for potential hire, schedules and coordinates interviews, and recommends for hire.
  • Onboards new RBTs/Behavior Techs with modeling and scheduling interviews.
  • Schedule and monitor RBTs for end of day and start of day procedures.
  • Approves time off for RBTs.
  • Makes inquiries to billing subsidiary regarding authorizations or credentialing status or prompts others to do so.
  • Supports educational faculty in development and implementation of schedules, field trips, and large group activities
• Attends all necessary school functions and student social events after school as directed
• Helps to recruit new students and faculty to Monarch in course of travels through the community
• Updates the authorization Tracker as necessary.
• Approves weekly RBT notes.
• Other duties as assigned

WORKING CONDITIONS

Working conditions range in a wide variety of challenges and deadlines. The best candidate should be able to perform well under pressure, think logically, remain calm, and be a great problem solver. Although the position is emotionally rewarding, and provides endless opportunities to have positive effects, it can be stressful at times. Ability to lift up to 40 pounds. Frequent standing, kneeling, stooping, and bending. Ability to move desk, classroom equipment and adaptive equipment.

Highly professional, confidential, and friendly environment.