School Thrive BCBA

Salary : $ 83,600 / Year

PURPOSE:

The School Thrive BCBA will lead the children’s Intensive Intervention School Program via implementation of Applied Behavioral Analysis (ABA) including conducting functional assessments and implementing interventions aligned with youth strengths and needs by increasing skill-acquisition and reducing maladaptive behaviors, and ultimately improving Quality of Life outcomes. The School Thrive BCBA will directly provide clinical supervision, training, coaching, and mentoring to the Thrive classroom staff as well as interns enrolled in college or university behavioral analysis programs.
The School Thrive BCBA is responsible for the training Thrive paraprofessionals, teachers, and program leadership to ensure effective implementation of the behavior support and skill-acquisition plans. The School Thrive BCBA is responsible for adhering to professional and legal requirements and principles as well as demonstrating sound professional judgment and will ensure staff adhere to all agency policies and procedures and BCBA ethical standards at all times. The School Thrive BCBA will lead by example, while teaching others to use effective behavior analytic interventions based on published research.

ESSENTIAL DUTIES AND RESPONSIBILITIES:
The list of essential duties and responsibilities, as outlined herein, is intended to be representative of the task to be performed. The omission of an essential function does not preclude management from assigning duties not listed herein is such duties are a logical assignment to the position.

1. Leads the implementation of ABA service provision for the children’s Thrive program for youth served including completing or supervising the completion of functional assessments, behavior support plans/IEP, ABA skill-acquisition programming, and oversight of fidelity of service delivery/progress monitoring.
2. Fully assesses the individuals on the assigned caseload, including analysis of the presenting behavior and its antecedents and consequences, and develops written behavior strategies based upon the individual needs.
3. Proactively identifies program youth behavioral trends and provides behavioral-based recommendations in adjusting interventions and implementation strategies as needed to address trends, including coordinating team members in strategy change discussions.
4. Provide direct instruction, training, and support to students and staff at regular intervals during the school day.
5. Work hands-on in classroom environments and throughout school utilizing CPI and Ukeru as necessary and modeling appropriate implantation of the behavior plan and effective crisis management.
6. Monitors progress on at least a monthly basis and more frequently if needed to address issues with the individuals’ progress toward skill-acquisition and behavioral goals and objectives. If necessary, update written strategies to reflect progress or emerging needs.
7. Provide BCBA minutes per their IEP and document services. If requested, BCBA will need to provide parents or district a minute log and data on goals. Additionally, BCBAs will report progress on IEP behavior goals five times annually.
8. Supervises the implementation of behavior strategies by training Thrive paraprofessionals, teachers, related service, and program leadership in implementing youth skill-acquisition interventions and reduction of maladaptive behaviors using ABA practices, while appropriately reporting progress, and improving Quality of Life outcomes.
9. Monitor the efficacy of behavior intervention plans through procedural fidelity.
10. Participate in program and classroom meetings as appropriate, including but not limited to, clinical meetings, monthly business meetings, IEP meetings, and committee meetings.
11. Leads Thrive teachers and paraprofessionals through the registered behavior technician curriculum.
12. Provides direct clinical supervision, including training, coaching, and mentoring the interns enrolled in college or university behavioral analysis programs.
13. Demonstrate ability to work effectively as part of a clinical team along with special education teachers, paraprofessionals, related services, and administrative staff.
14. Share research, effective instructional practices, and emerging trends that can be applied in classroom settings.
15. Ensure that all intervention methodologies are evidence based and reflect the most recent research findings.
16. Coordinates and collaborates with Behavior Analyst or Behavior Therapist, Home managers, and case managers to ensure continuity of care for youth transitioning in and out of the Intensive Intervention Program.
17. Attend and advocate for each individual assigned when asked to attend psych appointments and reviews by providing data towards the individual’s behavioral and/or adaptive skills goals and objectives.
18. Contributes to Little City relationship with Colleges or Universities for the purpose of higher-level consultation and preferred field site for its Master level
19. Maintains American Heart Association certification in First Aid and CPR, if required.
20. Successfully completes Little City Foundation required training, re-training, and any additional training as required by Little City Foundation policies and practices, or as assigned by his or her immediate supervisor.
21. Other duties as assigned by the Principal, Assistant Principal, or Clinical Coordinator.

MINIMUM QUALIFICATIONS:

A Masters level professional who is certified as a Behavior Analyst by the Behavior Analyst Certification Board (BACB). Preferred two years’ experience with individuals with autism or other developmental and intellectual disabilities in a school setting with a proven ability to communicate effectively within a variety of situations. Additionally, a proven competency in the assessment, training of, and provision of interventions to reduce high-risk behavior in school setting(s), preferred. Ability to coordinate an interdisciplinary team and communicate effectively within a variety of situations. One-year supervisory experience, preferred. Ability to work independently and a team member. Excellent time management skills.

PHYSICAL REQUIREMENTS & WORK ENVIRONMENT:
While performing the duties of this job, the employee is subject to sitting for prolonged periods; frequently walks, stands, grasps, lifts, holds, or feels objects; occasionally stoops, kneels, crouches, or crawls. Extended use of computer and typing is required. The employee frequently is required to use manual and finger dexterity and eye-hand coordination when working and handling office equipment. The employee is required to have corrected vision and hearing within normal range and the ability to operate office equipment. No occupational exposure to blood, body fluids, communicable diseases, or other potentially infectious substances (Category I). Typical office environment. The physical demands described here are representative of 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.
Must successfully complete required physical management training (non-violent self-defense) including, but not limited to:
Must be able to pass advanced CPI.
Protective holds, movements and carries
Blocking and redirecting student movements against the student’s weight (40-250 pounds)
Physical interventions in response to aggressive and self-injurious behavior
Ability to move quickly and confidently to intervene in situations when protective holds and/or movements are deemed necessary
Ability to pursue a student who elopes.

Disclaimer: The intent of this job description is to provide a representative level of the types of duties and responsibilities that will be required of positions given this title and shall not be construed as a declaration of the total of the specific duties and responsibilities of any particular position. Employees may be directed to perform job-related tasks other than those specifically presented in this description.