The Board-Certified Behavior Analyst (BCBA) designs, directs, and implements positive behavior supports to students during the school year and extended school year (ESY). The BCBA provides high-quality services in the areas of functional behavioral assessment (FBA), positive behavior support plan (PBSP) development, consultation, and staff training to ensure best practices and principles support for students. The BCBA develops behavioral practices for students, collects and analyzes schoolwide, classroom-based, and individualized student data.

DUTIES AND RESPONSIBILITIES:

• Uphold the George Crothers Memorial School (GCMs) Philosophy of Care (POC) for social and emotional learning by doing the following:
  • Ensuring program fidelity to the POC.
  • Providing appropriate training and ensuring compliance with all CADES policies, Pennsylvania regulations, and Individuals with Disabilities Education Act (IDEA) regarding actions to support student behavior that impedes learning.
  • Supporting training for all staff related to the POC processes.
  • Supporting the Behavior Response Team and monitoring Safe and Positive Approaches training and implementation of skills for all staff
• Conduct assessment and plan development aligned with evidence-based practices by doing the following:
  • Conducting FBAs for individual students and preparing comprehensive reports on the FBA.
  • Developing PBSPs for individual students utilizing evidence-based interventions and write programs for students to assist in teaching and maintaining acquired skills and strategies.
  • Train staff on FBAs and PBSPs and systemically evaluate consistent implementation of PBSPs through observation, staff consultation, and review of progress monitoring.
• Collaborate across disciplines by doing the following:
  • Working with supervisors of education to provide cohesive program implementation and communication across the department.
  • Collaborating with Individualized Education Plan (IEP) team members to support the delivery of services for the purposes of reevaluation, IEP, positive behavior support, and engagement plans.
  • Participating in IEP team meetings to discuss FBAs, PBSPs, and student progress.
• Utilizes data to inform stakeholders and support decision making by doing the following:
  • Developing and implementing data collection systems to monitor student progress.
  • Assisting in the preparation and analysis of on-going progress monitoring data.
  • Monitoring data collection across the school, analyzing trends, and developing reports based on the data to inform decisions and training across the program.
  • Supporting classroom teams in setting performance goals based on their fidelity to the POC.
• Provide coaching, training, and professional development by doing the following:
  • Providing on-going consultation and support on a student, classroom, and school-wide basis.
  • Providing professional development to professional and non-professional staff in applied behavior analysis (ABA) and other evidence-based methodologies.
  • Providing supervision and support to staff completing internships and practicums in ABA and maintaining the necessary records to ensure compliance with national credentialing standards.
  • Achieving and maintaining Safe and Positive Approaches trainer credentials.
• Perform other duties as assigned

Education/Experience/Skills Requirements

• Masters degree and Board Certified Behavior Analyst certification.
• Five (5) years’ experience working as a BCBA with a special education population.
• Demonstrated ability to provide evidence-based assessment, intervention, and consultation services.
• Experience working with Multiple Disabilities Support (MDS) student preferred.
• Demonstrated ability to work in a fast-paced environment and effectively prioritize tasks.
• Demonstrated strong attention to detail.
• Demonstrated ability to work effectively as part of a team.
• Demonstrated strong time management and organizational skills.
• Demonstrated excellent judgment with the ability to independently solve problem and make decisions with little or no need for direct supervision.
• Demonstrated ability to anticipate changes and/or identify issues and take appropriate and effective actions.
• Excellent customer interaction, collaboration, and written and verbal communication skills with the ability to establish and maintain effective relationships with students, staff, and parents.
• Demonstrated ability to manage data.
• Demonstrated ability to read, analyze, and interpret professional literature, legal documents, technical procedures, and governmental regulations.
• Demonstrated intermediate experience with Microsoft Office applications, including Word, Excel, Outlook, SharePoint, and PowerPoint.
• Experience using electronic management/electronic records systems preferred.
• Must be able to perform CPR, First Aid, and crisis intervention using agency-trained protocols.
• Must possess a current, valid driver's license in the state of residence, have a minimum of three (3) years of driving experience within the United States, and have an acceptable driving record, which will be assessed through a review of the Division of Motor Vehicles (DMV) record.