Job Description

Job Title: Board Certified Behavior Analyst (BCBA)

Salary Range: $60,431.80 – $78,646.80 per year. Salary credit may be awarded for applicable experience.

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Position Purpose: 

The BCBA provides behavior analytic services to special education and general education staff in supporting students with Autism Spectrum Disorders and/or other behavioral disorders in the least restrictive environment, as well as provides direct services to students as needed. The BCBA conducts behavior assessments, develops intervention plans, monitors the fidelity of behavior plan implementation, and provides school-wide or district-wide training and coaching regarding behavior intervention techniques.

Knowledge, Skills, and Abilities:

• Master’s Degree in Applied Behavior Analysis, Education, Psychology or equivalent required.
• Certified by the Behavior Analyst Certification Board as a Board-Certified Behavior Analyst (BCBA).  Individuals who have recently competed their Master’s Degree and are waiting to take the BACB exam or who are currently working toward a certification as a BCBA will be considered on an individual basis.
• Minimum of three years of experience in the field of Applied Behavior Analysis in the public education setting preferred.
• Strong knowledge of and experience with effective, evidence-based interventions using applied behavior analysis principles.
• Excellent oral and written communication skills and interpersonal skills for working effectively with school personnel and members of the community.
• Demonstrate successful experience providing professional training and presentations for individual, small group, and large audiences.
• Certified in the Mandt System and/or willing to become a certified district Mandt System trainer.
• Maintain CEU requirement and BCBA credential with Behavior Analytic Certification Board (BACB).
• Excellent attendance record.
• Positive interpersonal skills.
• Professional verification of successful performance working with students with behavioral needs.
• This individual will exhibit skills pertinent to foster positive human relationships and the ability to work effectively with students, staff, parents, and the community.
• Knowledge and openness to learning about different cultures.
• Ability to communicate clearly and concisely, both oral and written, ability to communicate well with school personnel, staff, district office staff, families, and community.
• Displays a significant degree of professionalism and confidentiality.
• Ability to conform to proper standards of professional dress and appearance.
• Knowledge of ethical guidelines applicable to the position as outlined by professional organizations and/or federal, state, and local laws, rules, and regulations.

Essential Performance Responsibilities:

• Supports in the development and implementation of programs and best practices related to instruction using the principles of Applied Behavior Analysis (ABA) for students with autism and other disabilities.
• Provides programmatic behavior coaching support to staff as needed in general education and special education classrooms, including one-on-one support and group professional development.
• Collaborates with other school-based professionals (school psychologists, special education staff, counselors, etc.) to provide a system of support for students.
• Collaborates with and supports instructional staff in developing and implementing Individualized Education Plans (IEPs) designed to promote student’s educational, physical, and/or social-emotional development in order to access the general education curriculum.
• Works directly with students who present complex and challenging behaviors that require specialized support, as requested by program director.
• Conducts Functional Behavior Assessments and collaborates with a team to develop Behavior Intervention Plans.
• Coaches staff on the implementation of behavior plans and other appropriate interventions for students with Autism and/or other disabilities that present behavior/learning challenges in the school setting.
• Monitors the effectiveness of behavior intervention plans implemented by school teams and completes fidelity checks on the implementation of plans as needed.
• Collaborates with special education administrators in providing support for all special education staff.
• Maintains open lines of communication with teaching staff, administrators, and parents.
• Works collaboratively to support the special education department and district’s vision, mission, and goals.
• Supports Multi-Tier System of Support for Behavior district initiatives.
• Works with and understands a diverse student population.
• Shows evidence of the willingness and the ability to comply with the standards for ethical and professional performance established by district policy.
• Demonstrates a commitment to the mission & vision of the OPS district.

Additional Duties:

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