BOARD CERTIFIED BEHAVIOR ANALYST (BCBA) THERAPIST at The Foundation Schools

Description

JOB SUMMARY

Board Certified Behavior Analyst (BCBA) at The Foundation Schools employ appropriate behavioral strategies and techniques to promote social, emotional, and academic growth with the goal of improving the students’ ability to access curriculum and be available for learning. BCBAs conduct students’ Functional Behavioral Assessments (FBA), develop Behavior Intervention Plans (BIP) and provide input on the goals on student’s Individual Education Plan (IEP) as well as monitor and analyze results. They mentor and provide training to other staff in the implementation of BIPs, positive behavior interventions and other behavioral strategies. BCBAs effectively manage student behavior through implementation of behavior management systems, school rules, policies, and procedures. 

FLSA STATUS: Exempt employee

ESSENTIAL JOB FUNCTIONS

• Employ behavioral strategies and techniques to provide appropriate behavioral interventions to encourage students to be school ready
• Ensure behavioral support service requirements are met to maintain 100% compliance with students’ IEPs and requirements are rendered as prescribed on the IEP
• Demonstrate knowledge of and the ability to adapt a variety of therapeutic interventions and behavior management practices to meet the needs of individual students; evaluate therapeutic effectiveness, document, and make modifications based on data, reflection and feedback
• Conduct student functional behavioral assessments (FBAs)
• Participate in the development and monitoring of students’ IEPs, BIPs, and FBAs including completion of required documentation within set guidelines
• Complete required related service notes and billing documentation accurately and within assigned deadlines
• Provide behavioral supervision to assigned staff to help the staff understand the students’ social, emotional, and academic profile; collaborate with these staff to develop and implement specialized interventions and incentive plans as needed
• Demonstrate knowledge of special education laws and regulations including IDEA, FERPA, COMAR, and DCMR; monitor staff compliance with laws and regulations
• Assist with the interviewing, hiring, supervision, coaching, progressive counseling, and termination process for assigned support staff; complete performance evaluations and individual goal creation and reviews for assigned staff
• Provide staff training on behavior management procedures and program processes; maintain BCBA certification and conduct regularly scheduled training to ensure all staff have tools to assist students in displaying appropriate behaviors and to obtain or maintain their certifications
• Demonstrate an understanding of how our students’ disabilities impact their behavior and ability to learn; display knowledge of students’ diagnoses and adapt intervention strategies accordingly to meet the requirements of the students’ IEPs and BIPs
• Ensure the expectations for learning and standards for classroom participation and behavior are followed; effectively manage student behavior through implementation of positive behavioral management systems, school rules, policies, and procedures, and model appropriate behavior for students during the school day; assist students with using strategies to decrease and avoid inappropriate behaviors 
• Proactively identify behaviors among all students that could lead to a crisis, an unsafe situation or disrupt the learning environment; use effective behavior management techniques to address these behaviors in order to limit the severity and length of disruptions
• Develop Behavior Action Plans to address behaviors, communication and social skills deficits
• Proactively provide supervision of students to ensure the safety and security of the school program at all times
• Maintain student confidentiality in accordance with The Foundation Schools Confidentiality and Conflict of Interest Statement and student record confidentiality procedures
• Demonstrate appropriate use of verbal de-escalation skills to manage student behaviors; utilize the behavior continuum in order to use or consider the use of the least restrictive behavioral interventions necessary; use effective, appropriate, and approved strategies during a crisis including the participation in seclusions, therapeutic holds, escorts, and student restraints when necessary; consistently, and appropriately utilize and model TACT 2 techniques or classroom behavior management strategies
• Work with other therapists, teachers, school leaders, and other team members to determine the student and/or classroom needs and adjust interventions and practices to best meet those needs; work with team to develop interventions and/or incentive plans when appropriate
• Actively participate in committees, meetings, supervision, and professional development activities
• Consistently model and implement the organization’s core values to drive actions and to guide our students to incorporate Teamwork, Work Ethic, Integrity, Respect, and Leadership into positive behaviors
• Comply with all of The Foundation Schools’ policies, rules, protocols, and procedures
• Complete other duties as assigned

BENEFITS

• Company Paid –Group Term Life, Accidental Death & Dismemberment, Short Term Disability, and Long Term Disability Insurances, Employee Assistance Program, 403(b) Retirement Plan (Up to 8% employer contribution after 1 year of service for eligible employees), Educational Funds Assistance, 9 Paid Holidays, Paid Days Leave (PTO), Extended Sick Leave, Scheduled School Leave
• Company and Employee Cost Shared - Health Insurance (include prescription and visions benefits), Dental Insurance
• Employee Paid - Flexible Spending Account Plan (FSA) Medical & Dependent Care Accounts, Supplemental Life Insurance, Supplemental Accident, Hospital and Critical Illness Benefits
• Other Benefits - Credit Union Membership, Free Parking on Site, Professional Development Programs

Requirements

QUALIFICATIONS

Education, Experience and Certification

• Master’s degree in special education, behavior analysis or other related fields is required
• BCBA certification required 
• Current Maryland Behavior Analyst License
• Two or more years of successful behavioral experience working with children on the autism spectrum and experience working in a school setting is preferred
• Knowledge of DSM and IDEA and their specific applications to educating students with autism spectrum disorders and other disabilities preferred
• Supervisory experience preferred
• Bilingual (Spanish/English) abilities are a plus

Physical, Interpersonal and Cognitive 

• Utilize basic office equipment such as computer, tablet, telephone, fax, copier, etc.
• Complete reports and data input while using a variety of computer programs
• Move and carry supplies; light lifting, non-repetitive 
• Maintain a professional demeanor and relationship with students, colleagues, families and community partners
• Work positively and collaboratively with others
• Maintain a professional work ethic and meet the standards of professionalism including appropriate attire, attendance, and timeliness
• Demonstrate effective time management and organization skills 
• Prioritize and plan work activities 
• Use time and resources efficiently, set realistic action plans and goals
• Speak clearly and be understood by others
• Read and express thoughts in a written format
• Possess and demonstrate a high level of mental and emotional balance
• Respond quickly and tactfully to crisis situations while using critical thinking to assess problems
• Work with minimum supervision and meet deadlines
• Physically restrain or assist in student restraints
• Possess sufficient mobility to provide program support and manage student behaviors