Board Certified Behavioral Analyst 2024-2025 School Year

Description

Job Title: Board Certified Behavior Analyst (BCBA) *2024-2025 School Year 

Employee Classification: Salaried, Exempt / Full-Time

Employee Reports To: Principal, Lyndhurst Campus 

Summary

Julie Billiart Schools is a network of schools serving children in grades K-8 with special learning challenges. Currently there are campuses in Akron, Brecksville, Lyndhurst and Westlake that offer unique learning environments for students with autism, ADD/ADHD, dyslexia and social learning challenges. We are Catholic, non-public schools that respect diverse faith traditions.

The primary function of the Board Certified Behavior Analyst (BCBA) 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), Other Health Impairments and/or other behavioral and social/communication challenges. The BCBA also consults with and teaches instructional team members regarding pro-active, educational, programming, and behavioral supports; develops and implements comprehensive treatment plans; and collaborates with team members, related service providers, and families as appropriate. 

Duties and Responsibilities

The following is a list of primary duties and responsibilities. Other duties to be assigned as needed. Reasonable accommodations can be made to employees with qualified disabilities who can perform the essential functions of the job, so long as there is no undue hardship created upon the organization or other employees within the organization.

• Use appropriate assessment instruments and data to develop and implement teaching programs that reflect behavioral and other outcomes and objectives identified in the Individual Education Plan (IEP). Ensure the implementation of treatment plans, document contacts and observations, use professional knowledge and independent judgment to strategize continuous improvements.
• Conduct a Functional Behavior Assessment (FBA) for targeted students referred by the administration and/or classroom teachers.
• Establish and maintain data measurement, collection and analysis systems for students receiving behavioral interventions. Maintain appropriate documentation and prepare and complete reports as required.
• Maintain highly organized, consistent, thorough, and systematic recordkeeping practices.
• Provide consultation, training, and assistance to instructional team members in strategies and methodologies for working with students who have behavioral, adaptive, and or social/communication challenges. Conduct in-service training, workshops, and presentations to develop skills and establish consistent practices throughout the students’ school experience. 
• Seek creative options for ensuring continuity and consistency of treatment and support services across settings. 
• Conduct structured periodic service reviews to monitor the effectiveness of treatment programs and their implementation; modify and document plan changes as needed.
• Participate in Individual Education Program (IEP) team meetings for students, as appropriate.
• Collaborate with families as appropriate.
• Participates in continuing education and professional development and other training programs offered to increase skill and proficiency related to the assignment.
• Reviews current developments, changing legal requirements, and technical sources of information related to job responsibility.
• Participate in professional growth activities such as team meetings and program visitations.
• Performs other tasks and duties and assumes other responsibilities as may be assigned by the Principal.

Requirements

Education, Experience and Qualifications

Education / Certifications

Required:

• Master’s Degree in special education, psychology, or related field, with specialized knowledge of behavioral health and treatment philosophies and professional practices. 
• Certification by the Behavior Analyst Certification Board  
• Certified Ohio Behavior Analyst

Experience

Required:

• Minimum of three years of recent experience working with individuals who have behavioral and social/communication challenges 
• Knowledge of early childhood and autism assessment tools and procedures and thorough knowledge of child development. Experience developing positive behavior support plans and programs; experience teaching social interaction and play skills.
• Knowledge of current methods and techniques of applied behavior analysis and discrete trial training; ability to communicate verbally and in writing with students, parents and profe