Board Certified Behavior Analyst (Bcba)

Woburn Public Schools

Board Certified Behavior Analyst (BCBA)

DEFINITION:

The Board Certified Behavior Analyst (BCBA) shall be the employee member of the school staff designated by the Superintendent of Schools to provide direct and consultative therapeutic and evaluative services for diagnostic, prevention and intervening purposes in the school setting.

The BCBA will develop Behavior Intervention Plans for students with developmental and other disabilities including Autism Spectrum Disorder, and provide staff development on the implementation of protocols, data collection and progress monitoring techniques.

GOAL:

The BCBA conducts descriptive and systematic behavioral assessments, including functional analyses, and provides behavior analytic interpretations of the result. The BCBA teaches others to carry out ethical and effective behavior analytic interventions based on published research and designs and delivers instruction in behavior analysis. Using evidence-based approaches and collaboration with teachers, the BCBA aims to support students’ overall academic well – being with the intent of improving their access to learning.

PREREQUISITE TRAINING AND EXPERIENCE:

• Mandatory: Registration with the Massachusetts Board of Registration of Allied Mental Health and Human Services Professionals

• Mandatory: Certification as Board Certified Behavior Analyst (BCBA)

• Mandatory: Strong interpersonal skills and the ability to communicate clearly and effectively, both orally and in writing, with children and adults

• Additional Qualifications: Must possess current license/certification as an educator from MA DESE required.
• Preferred: A minimum three (3) years’ training and experience in Applied Behavioral Analysis, and experience providing training to staff and parents in the public school setting

SALARY:

In accordance with the Woburn Teachers Association and Woburn School Committee Collective Bargaining Agreement

DUTIES:

• Consult with team members with regard to behavior plans, curriculum modifications, accommodations and social skills, and provide staff with resources, tools, and in-class modeling of techniques

• Oversee and provide consultation to ABA Paraprofessionals and other school staff regarding programming and IEP implementation, and attend IEP meetings as determined by the Special Education Director and/or his/her designees

• Assist in the development and oversee behavior plans for in – classroom implementation and assess progress of effectiveness of behavior plans and curriculum modifications

• Conduct appropriate Functional Behavioral Assessments (FBA) to develop Behavior Intervention Plans (BIP)

• Communicate BIPs to relevant staff, provide appropriate professional development for successful implementation and monitor to ensure fidelity to BIPs

• Coordinate communications between home and school with regard and provide consultation and recommendations to parents regarding behavior and social issues

• Work collaboratively with those who supervise, develop, and monitor home-based goals and objectives for students and parents

• Assist in the coordination of transitions from Early Intervention Programs and community agencies to school programs

• Engage in social – behavioral elements of annual IEP process (attendance at Team meetings, updating of PLEP B, update of current performance data, development of goals/benchmarks, progress reports, annual summary, etc.) as needed

• Work collaboratively with district administrators as well as the district’s third party provider to ensure that the City of Woburn receives eligible reimbursements via the Federal Medicaid program

• Alert the Special Education Director to issues/concerns regarding student progress

• Alert the Special Education Director to issues regarding staff competence and document necessary retraining

• Direct problematic concerns to Special Education Director in a timely manner

• All other duties assigned by the Superintendent of Schools, Assistant Superintendents, Principal, and/or Director of Special Education