Board Certified Behavior Analyst

Administrators and Supervisors Salary Scale, 12-month work year
Category 03 Salary Range: $80,804 - $129,179


Role Overview

Collaborate with schools and staff in performing functional behavior assessments and development, implementation, and assessment of behavior plans and appropriate learning strategies to support students in accessing instruction and making academic progress in the least restrictive environment.

Minimum Requirements

• Currently holds or is immediately eligible for certification as a Board Certified Behavior Analyst.
• Experience working with students with autism, emotional/behavioral disorders, oppositional defiant disorder, conduct disorder and/or intellectual disabilities.
• Excellent human relations and communication skills.
• Ability to analyze data to determine appropriate measures.
• Ability to organize, prioritize, and manage work assignments in an efficient manner and within established time frames.
• Ability to communicate ideas clearly in oral and written form.
• Ability to work collaboratively with small and large teams to effect change and optimize efficiency.
• Has or can obtain and maintain Crisis Prevention Intervention and any other beneficial certifications to appropriately deal with student behavior.
• Ability to handle stressful situations by remaining calm and professional while working with students who may become verbally and physically aggressive.
• Must have regular and predictable attendance.
• Ability to perform the essential functions of the job with or without accommodations.

Preferred Qualifications

• Minimum of two (2) years of experience as a Behavior Analyst working in a school setting.
• Experience working in a public school setting, especially at the elementary level.
• Eligible for or currently holds Maryland State Department of Education Administrator I or II endorsement.
• Training and experience conducting Practical Functional Assessment and Skills-Based Treatment.
• Training and experience implementing VB-MAPP and/or PEAK assessments.
• Understanding the impact of trauma on behavior and trauma-informed practices.
• Understands universal design for learning, exemplary instructional strategies and school schedules.

Role Responsibilities

• Conduct Functional Behavior Assessments, as a member of a school-based team.
• Design and implement Behavior Intervention Plans, as a member of a school-based team.
• Provides job-embedded coaching and modeling regarding strategies within a multi-tiered system of support.
• Regularly assesses and monitors student progress. Provides ongoing support one-on-one or in a small group setting in one or more schools
• Establishes, maintains, and oversees data measurement and collection systems for students receiving behavior interventions, and monitors fidelity of implementation.
• Collects, summarizes, and graphs behavior data to create data tracking system in partnership with technology.
• Identifies behavioral, social, and emotional educational needs of students referred using appropriate assessment measures.
• Assists with coordinating staff development activities and in-service workshops for school personnel, including the provision of ongoing job-embedded training.
• Collaborate with general education and special education teachers and staff to ensure students are supported in their academic needs, emotional/behavioral needs, and enforcing the relearning of appropriate behavior
• Facilitate scaffolded support as part of an individualized plan for each student to successfully return to their general education classroom through utilization of effective responses to intervention strategies.
• Provide supervision for Registered Behavior Technicians (RBT) staff.
• Communicate and interact with students, parents, staff, and the community.
• Provide resource assistance for administration, instructional staff, and parents.
• Act as a liaison between the school and supporting services provided by the system, the student’s home school, and the community.
• Performs other duties as assigned.

Environmental Factors and Physical/Mental Requirements

The Environmental Factors and Physical/Mental demands represent those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Required periods sitting at a desk and working on a computer and other office equipment.
• Ability to sufficiently and efficiently move throughout the building and grounds for extended periods.
• Must have the use of sensory skills in order to effectively communicate and interact with students, other staff, and parents as normally defined by the ability to see, read, talk, hear.
• Must be able to occasionally stoop, kneel, and lift up to 50 lbs.
• Maintain emotional control under stress.
• Ability to travel district-wide regularly and state-wide if needed.
• Ability to work prolonged and irregular hours.