Board Certified Behavior Analyst

POSITION SUMMARY

The Board Certified Behavior Analyst will provide specialized expertise to define, measure, assess and characterize behaviors, select and evaluate interventions and strategies, display and interpret behavioral data, and monitor behavior change. Additionally, this position will provide the technical, systemic behavior support and training of behavior interventions and strategies for compliance and litigation purposes.

MINIMUM REQUIREMENTS EDUCATION:

Master's Degree Required

CERTIFICATION/LICENSE:

BCBA Certification through the Behavior Analyst Certification Board (BACB), Georgia PSC Clearance Certificate

WORK EXPERIENCE:

3 years experience working with students with disabilities in an educational or clinical setting.

KNOWLEDGE, SKILLS & ABILITIES:

• Knowledge of typical and atypical early childhood development,
• BCBA strategies and procedures,
• Writing reports and the development process of Behavior Intervention Plans,
• Good communication skills,
• Ability to prioritize and problem solve
• Written and oral communications

ESSENTIAL DUTIES:

Writes assessment reports based on initial assessment including behavior support recommendations, programming strategies and tracking forms.

Collaborates with school teams and families in the development of behavior support strategies.

Conducts Functional Behavior Assessments, writes reports and develops Behavior Intervention Plans.

Develops data collection forms.

Trains staff in implementation of Behavior Intervention Plans and recommended strategies and monitors implementation.

Conducts staff training on topics in Applied Behavior Analysis.

Monitors and provides support for staff in use of ABA strategies and procedures.

Participates in regularly scheduled Multi-Disciplinary Team Meetings at schools and initial student interviews/assessments.

Conducts regularly scheduled visits to assess and monitor progress and provide ongoing support at assigned schools.

Reviews skill acquisition and behavior data on an agreed upon schedule (minimally monthly)

Modifies Behavior Intervention Plans and skill programs as needed.

Coordinates/Collaborates with the Special Education Coordinator and central office personnel regularly.

Assists with development of materials for behavior support and skill training.

Supports school teams at IEP meetings as needed to review progress, data, and develop IEP goals. Rev. 11/2024

Demonstrates effective communication skills in working with a variety of team members.

Attends Behavior Support Committee and department meetings as needed.

Complies with all rules and regulations set forth by the behavior Analyst Certification Board, Inc.

Performs other duties as assigned by appropriate administrator.

PHYSICAL ABILITIES AND WORKING CONDITIONS

The physical abilities, working conditions and other conditions of employment listed in this document are representative of, but are not intended to provide an exhaustive list of the requirements for positions in this classification. In the event of an emergency or situation requiring guidance from Federal, State, or local or school district authorities, the requirements of this position may change temporarily or for the school year to best serve the needs of our students.

Vision: Ability to read small print and view a computer screen for prolonged periods.

Hearing: Ability to tolerate exposure to noisy conditions.

Speech: Ability to be understood in face-to-face communications, to speak with a level of proficiency and volume to be understood over a telephone or computer.

Upper Body Mobility: Ability to use hands to grasp, and manipulate small objects; manipulate fingers, twist and bend at wrist and elbow; extend arms to reach outward and upward; use hands and arms to lift objects; turn, raise, and lower head.

Strength: Ability to lift, push, pull and/or carry objects which weigh as much as 5 or more pounds on a frequent basis. Incumbent may be required to physically restrain parties involved in a conflict.

Environmental Requirements: Ability to encounter constant work interruptions; work cooperatively with others; work independently; work indoors.

Mental Requirements: Ability to read, write, understand, interpret and apply information at a moderately complex level essential for successful job performance; math skills at a high school proficiency level; judgement and the ability to process information quickly; learn quickly and follow verbal procedures and standards; give verbal instruction; rank tasks in order of importance; copy, compare, compile and coordinate information and records. Understand how to manage stress.

Remote Work Requirements:

Additional Work Conditions & Physical Abilities: Ability to be flexible and adapt as needed between in-person and various classroom learning environments.

The Atlanta Public School System does not discriminate on the basis of race, color, religion, sex,citizenship, ethnic or national origin, age, disability, medical status, military status, veteran status, marital status, sexual orientation, gender identity or expression, genetic information, ancestry, or any legally protected status in any of its employment practices, educational programs, services or activities. Reasonable accommodations may be made to enable individuals with disabilities to perform essential duties. This job description is intended to accurately reflect the duties, responsibilities and requirements of the position. It is not intended to be and should not be construed as an all-inclusive list of all the responsibilities, skills, or working conditions associated with the position. Management and administration reserves the right to modify, add, or remove duties and assign other duties as necessary.

COMPENSATION:

Salary Grade: SS4 -SS7

Salary Range: Salary Schedules - Atlanta Public Schools

Work Days: 191