Board Certified Behavior Analyst (BCBA)

JOB DESCRIPTION BOARD CERTIFIED BEHAVIOR ANALYST (BCBA) 1.Valid Connecticut Special Education Teacher, School Psychologist, or School Social Worker certification. 2.Board Certified Behavior Analyst (BCBA). 3.Expertise in the field and knowledge of ASD (Autism Spectrum Disorders), experience working in public schools preferred. 4.Knowledge of Positive Behavior Interventions and Supports (PBIS) is preferred. REPORTS TO: Director of Pupil Services JOB GOAL: To support district-wide special education staff as well as general education teachers and administrators in the provision of behavioral supports and services designed to assist students with autism spectrum disorders and/or behavior challenges in the Least Restrictive Environment (LRE). The Board Certified Behavior Analyst (BCBA) provides behavior analytic services to support special education staff and general education teachers in the provision of behavioral supports and services. These supports and services are designed to assist students with Autism Spectrum Disorders (ASD) and/or other behavioral disorders in the least restrictive environment. The BCBA conducts assessments and develops plans that conform to IDEA, Connecticut law and regulations, as well as other applicable statutes and regulations. The BCBA also provides district-wide support and training regarding behavior intervention techniques to certified staff, paraprofessionals, and administrators. PERFORMANCE RESPONSIBILITIES: 1.Design, develop and implement, with appropriate district approvals, management and/or behavioral interventions. 2.Participate in behavior teams providing support and management for the implementation of behavior plans. 3.Maintain appropriate records, assist and provide guidance for teachers and other staff in the implementation of behavioral interventions. 4.Provide coaching and professional development to staff on behavior interventions and supports. 5.Participate in Planning and Placement Team meetings on an as-needed basis. 6.Confer with general education classroom teachers, along with special education teachers/pupil services staff regarding students with behavioral challenges. 7.Participate in the referral and/or re-evaluation process for selected students when a diagnosis of ASD is being considered for school-determined eligibility. 8.Provide consultation to district Special Education/Related Service team for building by building safety plans; tier III behavior intervention plans. 9.Work cooperatively with special education administrators, school psychologists, social workers and special education teachers in developing FBA/BIP procedures and paperwork. 10.Assist with maintaining student data and prepare pertinent reports requested by the Director of Pupil Services. 11.Implement Positive Behavioral Interventions and Support to increase appropriate student behavior and academic skills 12.Conduct Functional Behavioral Assessments to inform the development of individualized Positive Behavior Support Plans 13.Conduct evaluations for purposes of identification or reevaluation of special education services in conjunction with other evaluations 14.Assist with developing and providing staff training and preparation for working effectively with students with a diagnosis of autism or autism spectrum disorder as well as those students with other behavioral disorders. TERMS OF EMPLOYMENT: Ten-month school year as determined by the Board of Education. EVALUATION: Performance of this job will be evaluated in accordance with the provisions of the Board of Education evaluation of certified staff.