Anticipated District Board Certified Behavior Analysis (Bcba)

Location: District Wide

Anticipated Start Date: July 1, 2024

Terms of Employment: 205 days

Compensation: Salary to be determined based upon experience. Benefits in accordance with employees' individual contract.

Qualifications:

• Current Board Certified Behavior Analysis endorsement

• Licensed Applied Behavior Analyst

• Master's Degree in Behavior Analysis or Special Education

• Knowledge of and experience working with students with Autism Spectrum Disorder and/or students with behavioral needs, including those with severe social language and behavioral deficits

• Safety Care Trainer preferred.

• Strong working knowledge of behavioral principles and special education regulations.

• Excellent communication and organizational skills.

• Excellent communication and presentation skills both oral/written

• Experience with adaptive technology and experience working in public school settings preferred.

Job Description:

The BCBA will function as a support to the Early Childhood through post-grad consulting with teachers of students with Autism Spectrum Disorders and students with behavioral needs. The BCBA will serve as the point person for teams and administrators seeking additional support with strategies and interventions designed to support the needs of identified students. The BCBA will collaborate with teachers to provide support, coaching, and consultation. The BCBA will provide consistent classroom observation and feedback sessions to support individual teacher professional improvement needs by using coaching cycles, coteaching, modeling, and pre and post-reflection.

• Through various methods (individual consultation, seminars, topic-related trainings, etc.), the BCBA will actively work to increase the knowledge base of all staff working with the assigned student caseload regarding the unique needs of these students.

• Provide resources for teachers and support staff in assessment, instruction, curriculum modifications, and the development of social skills, all aimed at improving the total educational experience for students with social thinking and behavioral regulation difficulties.

• Observe target students in a variety of settings to collect data and consult with educational team members regarding curriculum, instruction, and behavior programs.

• Conduct FBAs and develop, with input from the team and parents, appropriate BSPs or BIPs, including data collection forms, methods, and frequency of data summary/analysis.

• Assess the need for discrete trial training for a target number of students. Develop the RISE programs and methods of data collection. Train the staff to implement the DTT programs and collect data. Regularly analyze and summarize the data. Update DTT programs as necessary based on the data analysis.

• Provide guidance and training to appropriate staff in data collection methods/forms, which can be reviewed regularly by the educator to document progress and inform instruction. BCBA will also ensure the data collection systems include protocols for data review, analysis, and production of summary reports, including graphing and narrative interpretation, and for select students and select goal areas, will provide the data interpretation and analysis directly.

• Collaborate with Behavior Specialists and School Psychologists to ensure students' behavioral and social needs are appropriately addressed within the school setting and assist with or is the primary author of writing progress reports to document progress towards relevant goals and objectives.

• Participate in TEAM meetings to assess student progress and develop or revise IEPs.

• Provide pertinent data and information to district administrators regarding ongoing and/or changing student needs for the purpose of the school year and ESY-summer program and budget planning.

• In conjunction with the child's Team, facilitate the transition planning for assigned students with social thinking and behavioral regulation difficulties from EI to Preschool, as well as grade to grade and building to building.

• Conduct Home Education Program Assessments, make recommendations for program needs in this setting, establish the specific programs/objectives to be targeted during a Home Education program, and supervise home education providers in the implementation of programs.

• Assess the need for and develop and lead parent groups (as needs determine) for the purpose of sharing information and support and providing training for families.

• Provide training for non-disabled peers with regard to understanding and assisting peers with social thinking and behavioral regulation difficulties.

• Provide in-depth crisis prevention and intervention as well as de-escalation training to staff teams in some schools.

• Any and all other duties assigned by the Executive Director of Student Services related to the education of students with social thinking and behavioral regulation difficulties.

Respond To: Lisa White, Executive Assistant to the Executive Director for Student Services lwhite@hinghamschools.org

Originally posted May 17, 2024

Hingham Public Schools does not discriminate in its educational and/or operational programs or activities on the basis of race, color, national or ethnic origin, ancestry, age, religion or religious creed, disability or handicap, sex or gender (including pregnancy), gender identity and/or expression (including a transgender identity), sexual orientation, military or veteran status, genetic information, or any other characteristic protected under applicable federal, state or local law.