Board Certified Behavior Analyst

The purpose of this classification is to plan, develop, and monitor a variety of behavioral support service delivery options to meet the needs of students diagnosed with Autism Spectrum Disorders (ASD) and/or other behavioral and social and communication challenges. This position provides support to individuals and their families by coordinating and providing services in Applied Behavior Analysis, function analyses and assessment, behavior acquisition and reduction procedures, and adaptive life skills.

This role oversees programming of associate behavior analysts and provide ongoing support and supervision to Registered Behavior Technician (RBT’s) as it relates to the implementation and documentation associated with Behavior Support Plans.

Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out but may be considered incidental in the performance of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the duties herein described.

Follow Hamilton County Schools’ instructional framework including:

• Ensuring Equity in Actions
• Setting High Expectations
• Building a Productive Classroom Culture
• Responsive Teaching and Learning

Classroom Culture: Build a safe and productive classroom culture. Positive relationships are evident, procedures are clear, and the classroom is safe and secure for learning to unfold. Student and teacher interactions promote a growth mindset.

Family & Community: Develop strong relationships with students’ families while diligently informing parents of expectations, positive news, and/or concerns. Provide opportunities for parents to be involved in their children’s learning. Willingness to collaborate in building a strong school community and to foster a collaborative relationship with content area or grade level teachers, administrators, students, parents, and other stake holders.

Professional Responsibilities: Actively participates in system-wide professional developments offered by exceptional education and learning community with colleagues in order to improve teaching and student learning. Reflect on instruction and leadership while contributing ideas, expertise, and time to the mission and goals of the school. Knowledge of IDEA, current state special education rules and regulations, and compliance issues relative to programming, assessment and procedural safeguards for students with disabilities.

If required, complete training in Crisis Prevention Intervention. Trained or willingness to be trained in Work-Based Learning opportunities if working in a high school setting.

• Functions in a supervisory capacity and provides oversight to all areas of programming, including the training of direct support professionals, person-centered strategies consultants (if applicable), and DSP trainers.
• Assists in the development, facilitation, and follow-up training in Applied Behavior Analysis, using both discrete trial training and natural environment training models of teaching.
• Facilitates and assists in the development and identification of resources and support information for clients and their families.
• Provides model teaching and other direct instructional supports, including practicum supervision/teaching, class instruction, and in-service instruction to other support professionals.
• Assists in the development and implementation of assessment tools, conducts Functional Behavior Assessments (FBAs) and analyses when appropriate, and develops appropriate Behavior Intervention Plans (BIPs) to teach appropriate behavior and reduce maladaptive behaviors.
• Provides ongoing support and training to direct support professionals, ABA implementers, and other individuals in support roles for families.
• Provides ongoing training and supervision of paraprofessional staff in the implementation of ABA principles and methodology and behavior reduction strategies.
• Creates an ongoing data collection system to establish baseline and programmatic efficacy for all consumers, and analyzes data on a frequent and ongoing basis to guide programming. Informs decision-making in IEP team meetings and focus support and intervention on BIPs.
• Develops behavior plans/treatment plans for all consumers, focusing on teaching and other antecedent strategies for reducing problematic behavior(s).
• Meets as needed with supervised staff to discuss ongoing consumer issues and provides support when necessary.
• Reviews and signs off on behavior plan/treatment plan training for all field staff and provides field supervision when necessary.
• Utilizes Set Works website to enter session notes within 72 hours of each session.
• Provides consultation services and maintains ongoing communication with all constituents (other supports, parents, community, and community agencies).
• Keeps current with the literature, new research findings, and resources. In addition, continuing education courses to maintain BCBA…