Board Certified Behavior Analyst (BCBA)

Position: Board Certified Behavior Analyst (BCBA) 

Reports to: Director of Student Services 

Performance Responsibilities and Essential Functions: 

1.  The BCBA may be involved in crisis level support and creation of safety plans for students with more significant safety concerns, as well as delivering professional development to staff.
2. Adhere to the federal and state laws that apply to behavioral assessments, interventions, requirements, and regulations for students with Individualized Education Plans.
3. Promote and support a team approach in behavior support planning and implementation among the school community, teachers, other support staff, and parents.
4. Consult with school site personnel on the implementation of Individualized Behavior Intervention Plans.
5. Provide consultation and direct services to school district staff and families.
6. Develop and provide professional development for district personnel in areas related to applied behavior analysis and behavior management strategies.
7. Attend IEP meetings and help contribute to goal and service recommendations, as needed.
8. Assist school site personnel during student behavioral emergencies, as appropriate.
9. Provide BCBA related supervision to school teams, including staff training/coaching, program development, data analysis, and student summary reports.
10. Design, develop and implement, with appropriate district approvals, management and/or behavioral interventions.
11. Participate in behavior PST meetings and SST team meetings in providing support and management for the implementation of behavior plans.
12. Maintain appropriate records, assist and provide guidance for teachers and other staff in the implementation of behavior plans/interventions
13. Participate in Planning and Placement Team meetings on an as-needed basis.
14. Consult with regular classroom teachers, along with special education teachers regarding students with behavioral challenges.
15. Participate in the referral and/or reevaluation process for selected students when a diagnosis of Autism Spectrum Disorder is being considered for school-determined eligibility.
16. Work cooperatively with special education administrators, school psychologists, school psychometrists, and special education teachers in developing FBA/BIP procedures and paperwork.
17. 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.
18. Ability to maintain confidentiality of specified information as required.
19. Demonstrates professional ethics.