Job Purpose
The Behavior Analyst will collaborate with all members of a student’s IEP team to provide educational and behavioral programming based on the principles of Applied Behavior Analysis. Responsibilities will include assessing students’ repertoires, developing and/or modifying curriculum to meet individual needs, monitor skill acquisition, developing and overseeing the implementation of behavior support plans, developing data collection systems, and training and supervising direct teaching staff in Applied Behavior Analysis. The Behavior Analyst collaborates with school staff in their efforts to achieve the best possible outcomes for the students served and to create a culture of excellence at the JCH School.
Duties and Responsibilities
IEP Development & Implementation
• Collaborate with IEP team on proposed IEP goals
• Review results from appropriate annual assessment measures. Include results of a functional assessment in the IEP’s Present Level of Performance (when appropriate)
• Assist in the development of observable and measurable IEP objectives
• Develop IEP goals to address behavioral excess/deficits
• Assist in training behavior analytic assessments (e.g., VB-MAPP, ABLLS, AFLS)
• Attend Pre-IEP & IEP meetings
• Complete progress reports for goals driven from the BSP
• Assist with the development of quarterly benchmarks
• Assist with identifying generalization and maintenance targets
• Include parent input in IEP development for behavior specific goals as identified in systematic and documented manner
• Upon obtainment of a signed IEP, develop and implement new behavior goals in a timely manner
Behavioral Interventions
• Develop and monitor behavior plans and complete training prior to implementation
• Complete functional assessments
• Complete treatment integrity checks at least 1 x per month for all assigned Registered Behavior Technician™ (RBT™)
• Assist with providing guidelines for when physical management should & should not be used
Curriculum & Daily Instruction
• Ensure that every student is taught adaptive, meaningful skills across a wide variety of modalities using instructional methods based on empirically-supported practices in the field of behavior analysis which demonstrate effectiveness over time and are developed with parent input
• Maximize independence by providing every student with an individualized schedule of reinforcement
• Develop programs across behavioral teaching methods (Discrete Trial Training, Incidental Teaching/Natural Environment Training, small group) that are individualized to each student
• Utilize typical instructional structure when appropriate (Circle time, learning centers, dyads)
• Engineer and maximize opportunities for using a variety of language (i.e., manding, tacting, intraverbals)
• Ensure that student responding is reinforced differentially (i.e., better reinforcement for better responding) and that reinforcement varies in type, intensity, and duration
• Establish and maintain instruction that is delivered in accordance with current JCH School protocols specific to error correction and errorless teaching
• Attend, at least quarterly, meetings with related & cross service providers
• Provide resources to help direct curriculum scope & sequence for students
• Provide training on the techniques of ABA to both classroom and related service staff members
• Collaborate with classroom teacher to ensure program instructions align with the BSP (e.g., error correction, schedule of reinforcement)
Program Monitoring
• Monitor student behavior graphs weekly to make data based decisions and consequent modifications to programs/behavior support plans and/or to identify possible treatment integrity issues
• Collaborate with Special Education Teacher and classroom staff to ensure that mastered programs are not continued without change for excessive periods without sufficient rationale and programs showing no or minimal progress are not continued without change for excessive periods of time (no more than 10 days)
• Attend classroom meetings and generate notes as needed
• Verify that data are collected accurately by reviewing and/or collecting IOA data monthly
• Ensure that behavior plan strategies are tied to functional assessment results, that behavior plans include both proactive and reactive strategies, and include strategies for teaching and reinforcing alternative appropriate behavior
• Attend weekly troubleshooting meetings (alternating each week with shared class if applicable)
• Train classroom staff on techniques of ABA and students’ individualized BSPs
• Develop & monitor student transition to lesser restrictive environments. Collaborate with IEP team
• Conduct Catalyst audits at 3 and 6 months of IEP commencement. Ensure all IEP goals have been implemented
Family Interactions
• Provide family members with regular and frequent data (at least 1x/quarter) summarizing the student’s progress on behavior specific IEP goals in the quarterly progress report and by sending home graphs
• Provide parents with regular opportunities to meet with staff, observe, and receive training when requested
• Participate in new student intakes
• Provide ongoing parent contact support as needed
• Consults with Family Resource Navigator & attends parent meetings as needed
Staff Supervision
• Actively collaborate with Special Education and related service staff
• Regularly review RBT and Instructor’s performance via protocols for ongoing training and feedback
• Participate in BCBA, SPED, & Instructor interviews if requested
• Assist with completing biannual performance evaluations in collaboration with Special Education Teacher
• Provide RBT supervision in accordance with current BACB standards
• Assist with providing as needed BCBA/BCaBA candidates with field experience hours
• Provide BCBA/BCaBA supervision in accordance to BACB standards
• Collaborates with the Special Education Teacher to schedule observations/meetings to ensure RBT supervision and training is met for all assigned staff
• Deliver & complete RBT trainings & competency for new staff
• Audit RBT tracking sheets monthly to ensure RBTs are meeting at least 5% supervised service hours
Professional Development
• Assist with research protocols as requested
• Maintain BCBA/BCaBA & Virginia license
• Assist in providing & develop ongoing staff development for staff
• When opportunities arise, participate in research protocols & present data at conferences
Management Duties
• Takes a leadership role at all times (e.g., in classroom, community outing, staff meetings, & program events) and serves as an ambassador for VIA
• Ensures staff adhere to policies and procedures of the organization
• Develops staffing and student classroom schedules according to established systems to ensure proper implementation of IEPs
• Demonstrates problem-solving (solutions to challenges) and mediates conflict with staff members
• Provides supervision and regularly delivers performance feedback and conducts written biannual performance evaluations of staff
• Provides Staff Training/Caregiver Training using VIA standards and methods
• Maintains a well-organized work environment and ensures the professional presentation of catalyst log, client graphs, billing notes, supplies, and materials, in a VIA approved manner
• Implements relevant systems consistently
• Champions special projects as requested by the clinical director
Position Type
This is a full-time position. This position involves working with students who exhibit challenging and/or aggressive behavior and participation in community outings.
Qualifications
Qualifications include:
• Bachelor’s degree in special education, psychology, or a related field
• Board Certified Behavior Analyst or Board Certified Assistant Behavior Analyst certified
• Valid Virginia license in Behavior Analysis
• Extensive knowledge and skills in applied behavior analysis and evidence-based strategies for learners with autism and other developmental disabilities
Direct Reports
This position does not have direct reports, but will provide supervision to RBTs in accordance with the BACB.
Physical Requirements
The ability to move independently throughout a wide range of environments, some of which may not be wheelchair or otherwise handicapped accessible, is required. Independent transportation to locations that may not be served by public transportation may be necessary. VIA will make reasonable recommendations, whenever possible, when needed and/or requested by employees. Requests for accommodations will be honored, unless the accommodation would cause undue hardship on the operation of the program and/or on the organization.