Jan 13, 2024

Board Certified Behavior Analyst, Student Support Services 1.0 FTE

  • TrulyHired
  • Durango, CO, USA
Full-time School Support

Job Description

Durango School District 9-R is accepting application for Board Certified Behavior Analyst, under Student Support Services, 1.0 FTE for the 2023/2024 school year. Position includes benefits. Begins ASAP.

Job Title: Board Certified Behavior Analyst Pay Grade: Student Service Provider Schedule

Job Family: Student Service Provider FLSA Status: Exempt

Department: Student Support Services Prepared Date: August 23, 2019

Typical Work Year: 193 days

SUMMARY: The primary function of the Board Certified Behavioral Analyst (BCBA) is to plan, develop, and monitor a variety of behavioral support service delivery options to meet the needs of clients diagnosed with Autism Spectrum Disorders (ASD) 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 services providers, families, and other agencies as appropriate. The BCBA manages the Children's Autism Team and provides ongoing training and direct supervision to team members.

ESSENTIAL DUTIES AND RESPONSIBILITIES To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

  • Use appropriate assessment instruments and data to develop and implement teaching programs that reflect behavioral and other outcomes and objectives identified in the Individualized Education Plan (IEP). Ensure the implementation of treatment plans, document contacts and observations; use professional knowledge and independent judgment to strategize continuous improvements.
  • Provide training and coaching of Special Education Staff and instructional aides through observations, meetings, performance coaching and other methods.
  • Establish and maintain data measurement, collection, and analysis systems for clients receiving behavioral interventions. Maintain appropriate documentation and prepare and complete reports as required.
  • Coordinate with each family, school level team, and the Case Manager to complete appropriate recruiting, selection, training, and retention of trainers and instructional aides.
  • Coordinate efforts with the Case Manager to ensure that all service-related aspects of each IEP are addressed thoroughly.
  • Seek creative options for ensuring the continuity and consistency of support services across settings. Develop strategies for the stability of quality services when students experience transitions.
  • Conduct structured periodic service reviews to monitor the effectiveness of support systems and their implementation; modify and document plan changes as needed.
  • Provide staff development, training, and modeling for staff in strategies and methodologies for working with children on the autism spectrum and/or behavioral, adaptive, and/or social/communication challenges. Conduct in-service training, workshops, and presentations to develop skills and establish consistent practices.
  • Provide consultation regarding crisis interventions and critical incident supports.
  • Participate in Individual Education Program (IEP) team meetings for clients as appropriate.
  • Promote positive public relations, facilitate interagency collaboration, and advocate for the establishment and maintenance of comprehensive services.
  • Participate in professional growth activities such as conferences, classes, team meetings and program visitations.
  • Other duties as assigned

EDUCATION AND TRAINING:

Minimum: A Master's degree in special education, psychology, or related field, with specialized knowledge of behavioral health and treatment philosophies and professional practices preferred

EXPERIENCE:

A minimum of three years of recent experience working with individuals who have autism spectrum disorders and their families.

CERTIFICATES, LICENSES, & REGISTRATIONS:

Valid driver's license required. Certification by the Behavior Analyst Certification Board. 3-year CDE Adjunct Authorization in the area of Board Certified Behavior Specialist.

CPI, CPR/First Aid required within 60 days of hire.

TECHNICAL SKILLS, KNOWLEDGE, & ABILITIES:
  • 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 effectively verbally and in writing with clients, parents, and professionals; competence in analyzing assessment results, designing appropriate individual treatment plans and behavioral programs, and monitoring progress.
  • Must be able to work effectively as a team member, demonstrate flexibility and desire to learn new skills and improve professional qualifications, and travel independently in rural/remote locations.
  • Strong communication skills to work with a diverse team.
  • Ability to problem-solve and assist in decision-making, including during emergencies or when a supervisor is not onsite.
  • Work productively to develop relationships with individuals, families, and natural supports.
  • Proven creative abilities, strong organizational and time management skills.
  • Excellent oral, written and interpersonal skills and good customer service skills.
  • Maintain a high level of organization for file maintenance, daily, weekly and monthly record keeping.
  • Ability to promote and follow Board and District policies, Superintendent policies and building/ department procedures.
  • Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment and report unsafe conditions to the appropriate administrator.

MATERIALS AND EQUIPMENT OPERATING KNOWLEDGE:
  • Computers and general office equipment.
  • Basic computer skills and be able to use all required software.
  • Student Information Systems.
  • Presentation tools.

Durango School District 9-R is an equal opportunity educational institution and will not discriminate on the basis of race, color, sex, religion, national origin, ancestry, creed, age, marital status, sexual orientation, genetic information, disability or need for special education services in admissions, access to treatment, or employment in educational programs or activities which it operates, or any other applicable status protected by federal, state or local law. For information regarding civil rights or grievance procedures, contact Laura Galido, Compliance Officer, Durango School District 9-R, 201 E 12th Street, Durango, CO 81301, (970) 247-5411, [email protected], or the Office for Civil Rights, U.S. Department of Education, 1244 Spear Boulevard, Suite 310, Denver, CO 80204-3582, (303) 844-5695.

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