Overview:
Assist with the day-to-day supervision of assigned students, and the overall support of classroom-wide Positive Behavior Supports. Provide staff training in the principles of Applied Behavior Analysis (ABA), Autism Spectrum Disorders and related disabilities. Trained in SCIP.
Responsibilities:
Primary duties and responsibilities include but not limted to:
STANDARD 1: Professional Duties
• Provide training and supervision, to teachers and teacher assistants, in the implementation of
behavior analytical interventions for skill acquisition, to support students in achieving their
educational goals.
• Support teachers in the development of IEP goals based on criterion referenced assessments,
such as the ABLLS and VB-MAPP
• Support teachers in troubleshooting student’s inability to make progress on their goals by
analyzing the learning environment and student’s learning needs, and by providing suggestions
based on evidenced-based methods of instruction.
• Analyze data and interpret trends for students’ educational goals, as needed.
• Provide Behavior Intervention Services (BIS) as per student’s IEP mandates.
• Provide training to teachers and teacher assistants on school-wide positive behavior supports.
Monitor the implementation of PBS strategies and overall classroom management procedures.
• Responsible for the behavior management of student’s on caseload, including but not limited to:
• Determining level of behavioral support needed.
• Conducting observations and assessments as needed, including Functional Behavior Assessments.
• Develop behavior support plans commensurate with level of behavior support needed, including Behavior Intervention Plans.
Implement and monitor behavior data collection procedures for students on caseload.
• Provide training and on-going supervision on the implementation of behavior support plans.
• Maintain records of all behavior data collection.
• Adhere to the BCCS Behavior Support Procedural Guidelines.
• Respond to and supervise emergency interventions and complete all necessary documentation and correspondence with family.
• Maintain communication with home based providers, if applicable, to ensure consistent implementation of behavioral and educational strategies
• Initiate and attend Interdisciplinary Team Meetings to discuss behavioral concerns in order to problem solve and make recommendations
• Attend IDT, CPSE and CSE Meetings as needed.
• Provide individual parent training sessions as per student’s IEP mandates.
• Host parent training groups and supervise individual training.
• Remain current with State and Federal Regulations regarding the delivery of services.
• Coordinate and collaborate with Board Certified Behavior Analyst at alternate site.
STANDARD 2: School Environment
• Responsible for health and safety of all students during the school day.
• Establish appropriate and effective communication with parents of students.
• Direct supervision of BCBA candidates.
STANDARD 3: Professional Behaviors
• Cooperate and conduct self in manner appropriate to school education setting.
• Adhere to program specific policies and procedures.
• Participate in program-wide activities and act in an appropriate manner.
• Participate in activities and seek support to enhance knowledge in areas pertinent to students in the school.
STANDARD 4: Professional Development
• Attend and participate in required in-services and staff development in an appropriate manner.
• Attend and participate in supervisory sessions as requested.
• Be proficient in reviewing standardized testing for the purpose of assessing student ability level.
• Collaborate with each student’s clinical service providers to ensure a comprehensive program for each student.
STANDARD 5: Adhere to general policies of the organization/regulators including:
• Code of Ethical Conduct
• Emergency/disaster preparedness protocols.
• Fire/safety prevention protocols.
• In-service education program requirements.
• Policies and procedures (attendance, punctuality, appearance, professional attire).
• Job related self-development education activities.
• Infection control practices and procedures
• Annual physical examination and Mantoux testing.
STANDARD 6: Performs other related duties as required.
• Demonstrate understanding of the needs of children and visitors for each specific age group.
• Address safety and psychological needs of the special age groups, as appropriate, in the performance of work activities.
• Address the needs of special groups, hearing impaired, physically challenged and various issues relating to the program and facility.
• Maintain child and family confidentiality.
• Is consistently courteous and considerate, in person and on the telephone, in interactions with children and others such as family, visitors, vendors, and other employees.
• Exhibit the “At Your Service” attitude, i.e., smiles, uses positive eye contact, friendly, open and approachable.
• Respond quickly to children and/or parent/guardian’s request, refers to appropriate member of the care team, if necessary.
• Maintain BCBA certification.
STANDARD 7: Cultural Competencies
• Demonstrate the ability to communicate and effectively interact with people across cultures, ranges of disability, genders, ethnicity and races.
• Demonstrate the ability to recognize and manage personal behaviors to create an inclusive, equitable and welcoming environment.
• Demonstrate the ability to successfully deliver culturally responsive services to students and families.
Qualifications:
• M.A. or M.S. in either Psychology (TC 322) or Special Education (TC 323)
• Certification as a Board Certified Behavior Analyst (BCBA)
• NYS Licensed Behavior Analyst Preferred
• Knowledge of assessment and treatment through Applied Behavior Analysis teaching techniques in an education and/or residential setting.
• Knowledge of ICF regulations.
Physical aspects may include but are not limited to lifting and transferring of a student.