The Behavior Analyst (BA) is responsible for supporting the design and implementation of educational services that comply with state regulations and students’ Individualized Education Programs and focus on meaningful and functional outcomes. The Behavior Analyst works in conjunction with the Special Education Teacher to serve as case managers for their students. Educational effectiveness, interdisciplinary collaboration, and communication skills are required of the behavior analyst. The BA is responsible for providing supervision and training of assigned staff that complies with the BACB’s Supervisor Curriculum. The BA is responsible for maintaining certification per the BACB certification requirements, licensure in the State of CT, and adhering to the BACB’s Professional and Ethical Compliance Code.

RESPONSIBILITIES

• Assessment and Treatment:
  • Conduct assessments relevant to the student’s educational performance as it relates to skill acquisition and behavior reduction including, but not limited to, criterion referenced assessments (e.g., VB-MAPP), stimulus preference assessments, and functional assessments/analyses.
• Communicate assessment results in written and oral formats for Planning and Placement Team meetings.

• In collaboration with the Special Education Teacher
  • Design, implement, and systematically monitor, and modify as needed, skill-acquisition, behavior reduction, and generalization programming based on assessment results and data, within all domains of the IEP.
  • Maintain electronic program books and data collection systems that are up-to-date and follow conventions established by Prism (e.g., instructional notes, labels, naming conventions)
  • Conduct thorough error analysis of unfavorable trends in data and take timely action to implement modifications to programming and staff training as necessary
  • Provide active clinical oversight for the minimum oversight hours required by the Prism’s expectations that is consistent with research best practice
  • Create, prepare, and update program materials for learners as needed
  • Collect IOA data for client targets regularly
• Staff Supervision:
  • In collaboration with the Special Education Teacher
    • Serve as primary supervisor for all techs, both formally assigned techs and informally all techs for all aspects for the technician job description.
    • Provide ongoing technician training using BST model during clinical oversight hours and thereafter as needed
    • Be available and accommodating to staff questions and feedback
    • Design, implement, and monitor behavioral systems and performance management for technicians
    • Develop and monitor skill remediation plans as needed in collaboration with Administration
    • Develop and monitor behavior reduction plans as needed in collaboration with Administration
• Caregiver Communication:
  • In collaboration with the Special Education Teacher
    • Communicate to caregivers ways to support generalization of skills from school to home.
    • Communicate with caregivers regularly with updates on their child’s status relative to their educational program.
• General Case Management:
  • Regularly communicate learner progress/barriers and staff progress/barriers to School Administrators
  • Collaborate with parents, other school personnel and related service providers to support a cohesive educational plan for students.
  • Provide one-on-one services as needed
  • Assist with scheduling as needed
  • Facilitate team and parent meetings for a student as needed
  • Input and maintain all IEP documentation into CT-SEDS for Social-Emotional and Behavior
  • Lead PPT discussion and documentation for Social-Emotional and Behavior
  • Complete documentation for restraint and seclusion as needed
• Other:
  • Additional clinical responsibilities as assigned by School Administrators
  • Develop and participate in professional development for Academy staff
  • Participate in hiring and interview process as needed
  • Serve as a BACB supervisor to eligible supervisees as needed
  • Conduct self in professional manner and be a model for Prism’s core values
  • Develop and maintain documentation necessary for State requirements for an Approved Private Special Education Program.
  • Respond in a timely manner to emails and other communication
  • Complete all required documentation per Prism policies

MINIMUM REQUIREMENTS

• BCBA certification and Connecticut Behavior Analyst license must be in good standing (or license-eligible)
• 2+ years minimum experience as a Behavior Analyst
• Experience in school settings, familiarity with the educational system (e.g., development of IEP goals and objectives, progress monitoring, and reporting)
• Knowledgeable and passionate about the science of Applied Behavior Analysis in educational settings
• Engage in analysis of one’s own behavior and seek opportunities for the development and refinement of clinical/professional skills
• Willingness to accept and ability to apply feedback
• Strong oral and written communication skills
• Ability to work independently and collaboratively
• Organized, driven, friendly
• Ability to multitask in a fast paced environment
• Flexible with changes

PREFERRED REQUIREMENTS:

• Teacher Certification in the field of Elementary, K-12 Special Education, or Related Services