Board Certification as a Behavior Analyst required, Professional Educator License preferred with Endorsement as a Learning Behavior Specialist, School Social Work or School Psychologist

The BCBA will provide support to individuals and their families by coordinating and providing services inApplied Behavior Analysis, function analysis and assessment, behavior acquisition and reduction procedures, andadaptive life skills. A BCBA will also oversee programming of associate behavior analysts and provide ongoing support and supervision toDirect Support Professionals (DSP) as it relates to the implementation and documentation associated with Behavior Support Plans.Provide behavior training and consultation to parents and school personnel to enhance the success of students in the educational environment and in the implementation of behavior programs which may include instructional strategies and techniques based on the principals of applied behavior analysis.

Reports to: PRBCC Program Director

RESPONSIBILITIES: 1. Professional Knowledge and Application The Board Certified Behavior Analyst (BCBA) understands the philosophical, theoretical, historical, and legal foundations of behavior and its impacts in the educational setting. The BCBA collects data, performs observations, works with staff and provides professional development to positively impact both staff approaches to positive behavior intervention in the classroom and crisis intervention with negative student behaviors. The BCBA has extensive training in analysis of behavior and intervention development to shape behavior to positively impact the education environment.

The Board Certified Behavior Analyst:

• Demonstrates knowledge of current federal and state legislation, regulations, policies, litigation, and ethical issues related to the provision of positive and restrictive behavior interventions and educational services, including least restrictive environment, due process, assessment, discipline, transition, supplemental services and supports, specialized health care and assistive technology, to individuals with all types of disabilities across the age range.
• Demonstrates extensive skill and knowledge in the area of behavior management, interventions, functional behavior analysis, maintaining extensive knowledge of principals, theories, methods of practice, with application within the educational setting.
• Understands issues in definition and identification procedures for individuals with disabilities, including those from culturally and/or linguistically diverse backgrounds and how this may relate to behavioral concerns.
• Seeks additional knowledge of the continuum of services to best meet student needs while actively participating in problem solving to support the development of appropriate placement recommendations keeping in mind least restrictiveenvironment.
• Demonstrates understanding of the Social Emotional Learning Standards (SEL) and effective instructional strategies and resources for teaching the scope and sequence in the academic, communication, social, and vocational curricular domains in the general curriculum.
• Develops short and long-range plans consistent with curriculum/personal goals, learners diversity, and learning theory; developed through collaboration with administration and teachers.
• Utilizes specialized materials, equipment, and assistive technology for individuals with disabilities and the use of adaptive equipment for students with disabilities. Integration of assistive and instructional technology to meet students individual needs.
• Prepares and utilizes assessment methodologies have been adapted for individual students as identified including physical/emotional/social/behavioral adaptations to meet a student's individual needs; incorporating multiple sources of evidence and clear recommendations for improving services on an on-going basis.
• Demonstrates knowledge of school and communit resources available to assist students and families; while actively sharing knowledge of resources with other colleagues.

1. Delivery of Service and Practices The Board Certified Behavior Analyst understands the central concepts and methods of inquiry;uses a variety of communication/social-emotional strategies to encourage students' development of self-regulation, problem solving, decision making, coping, social communication/interaction, and performance skills based on the principles of Applied Behavioral Analysis. The BCBA understands the educational assessment process and uses various assessment strategies to support the continuous development of all students ages three through twenty-one.

The Board Certified Behavior Analyst:

• Observe students in their educational environment, analyze existing data and create behavior support plans.
• Model implementation of behavior programs/strategies in the school environment
• Facilitate data collection and analysis with educational teams to monitor student progress.
• Collaborates with educational team to develop functional behavior assessments and relevant interventions for students experiencing behavioral concerns in the school environment.
• Provide follow up consultation to analyze success of behavior plans and assist with modifications as needed.
• Facilitate transitions to provide support, modifications and adaptations to support success.
• Establish relationships with parents to provide information and support for student transitions to the least restrictive environment.
• Establishes and maintains open, positive lines of communication with students and their parents concerning behavior.

• Utilizes interpersonal communication skills to support communication/collaboration among team members, with professional and community contacts, school staff and parents.

  1. Collaborative Relationships

The Board Certified Behavior Analyst understands his or her role as a professional, establishing high standards of reciprocal collaborative relationships with students, families, community and educational personnel, and provides continual leadership in development of relationship building. The Board Certified Behavior Analyst understands self-reflection, the importance of active participation in problem solving teams; importance of the development of programs or systems of care that support and enhance the health, social and emotional well-being, and safety of students.

The Board Certified Behavior Analyst:

• Provide training to school personnel in the Special Education environment to help facilitate social-emotional and behavioral progress with students.
• Consults and collaborates with other school personnel in gathering and distributing information on a case and in establishing and planning for respective roles in the modification of the students behavior.
• Provide consultation for IEP teams to support student placement in the least restrictive environment.
• Consults and collaborates with appropriate school personnel regarding the referral of students for prevention and intervention strategies as well as for the referral of students to school district, special education cooperative and various out of school agencies as necessary.
• Collaborates with staff on methods of instruction for skill building and replacement behaviors.
• Provide consultation in the development and implementation of classroom management programs throughout the special education programs.
• Conducts in-service training for school staff based on principals of applied behavior analysis.

1. Professional Conduct, Leadership, and Professional Growth The Board Certified Behavior Analyst understands