ABOUT BOARD CERTIFIED BEHAVIOR ANALYST

JOB SUMMARY:

The primary function of the Board Certified Behavioral Analyst (BCBA) is to plan, develop, and monitor Registered Behavioral Technicians (RBT) service delivery options to meet the needs of clients diagnosed with Autism Spectrum Disorders  and/or other developmental disabilities. The BCBA also consults with and teaches RBT's regarding pro-active, educational, programming, and behavioral supports; develops and implements comprehensive treatment plans; and collaborates with other staff, related service providers, families, and other agencies as appropriate. The BCBA manages the Children's Autism Team and provides ongoing training and direct supervision to staff members.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

1. Use appropriate assessment instruments and data to develop and implement teaching programs that reflect behavioral and other outcomes and objectives identified in the Individual Family Support Plan. Ensure the implementation of treatment plans, document contacts and observations; use professional knowledge and independent judgment to strategize continuous improvements.
2. Provide training and supervision of Children's Autism Trainers and instructional aides through observations, meetings, performance coaching and other methods.
3. Establish and maintain data measurement, collection, and analysis systems for clients receiving behavioral interventions. Maintain appropriate documentation and prepare and complete reports as required.
4. Ensure that all treatment plans and programs comply with contract requirements, satisfy all relevant insurance certification and other expectations, and meet or exceed professional standards. Maintain highly organized, consistent, thorough, and systematic record keeping practices.
5. Coordinate efforts with the Children's Autism Case Manager to ensure that all treatment-related aspects of every plan are addressed thoroughly.
6. Seek creative options for ensuring the continuity and consistency of treatment and support services throughout course of clients life. Develop strategies for the stability of quality services when clients experience transitions or anything outside of normal schedule.
7. Conduct structured periodic service reviews to monitor the effectiveness of treatment programs and their implementation, modify and document any plan changes.
8. Provide innovative staff development, training, and modeling for team in strategies and methodologies for working with children with developmental disabilities. Conduct in-service training, and presentations to develop skills and establish consistent practices across programs of service. Provide consultation regarding crisis interventions and critical incident supports.
9. Participate in Individual Education Program (IEP) team meetings for clients as appropriate.
10. Promote positive public relations, advocate for the establishment and maintenance of comprehensive services.
11. Participate in professional growth activities such as conferences, classes, team meetings and program visitations.
12. Accept all other responsibilities as assigned.

Minimum Qualifications:

To perform this job successfully, an individual must be able to perform each essential job function satisfactorily. The qualifications listed below are representative of the minimum knowledge, skill and ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION AND/OR EXPERIENCE:

1. Certification by the Behavior Analyst Certification Board, or significant current progress toward meeting certification requirements (REQUIRED)
   2. A Master's degree in special education, psychology, or related field, with specialized knowledge of behavioral health and treatment philosophies and professional practices (REQUIRED)
   3. A minimum of three years of recent experience working with individuals who have autism spectrum disorders and their families.
   4. Knowledge of early childhood and autism assessment tools and procedures, and thorough knowledge of child development. Experience developing positive behavior support plans and programs; experience teaching social interaction and play skills.
   5. Knowledge of current methods and techniques of applied behavior analysis and discrete trial training; ability to communicate effectively verbally and in writing with clients, parents, and professionals; competence in analyzing assessment results,   designing appropriate individual treatment plans and behavioral programs, and monitoring progress.
   6. Must be able to work effectively as a team member, demonstrate flexibility and desire to learn new skills and improve professional qualifications, and travel independently in rural/remote locations.

KNOWLEDGE/SKILLS/ABILITIES:

1. Strong communication skills to work with a diverse team.
2. Basic computer skills and be able to use all required software.
3. Ability to problem-solve and assist in decision-making, including during emergencies or when a supervisor is not onsite, and critical thinking skills. 
4. Maintain current status regarding assigned core competencies and other required certification acquisition within established schedule and timelines.
5. Work productively to develop relationships with individuals, families, and natural supports.
6. Proven creative abilities, strong organizational and time management skills.
7. Excellent oral, written and interpersonal skills and good customer service skills.
8. Have a valid North Carolina Driver's license, reliable transportation and a driving record.
9. Maintain a high level of organization for file maintenance, daily, weekly and monthly record keeping.

Physical Demands and Work Environment: The physical demands and work environment 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. Attendance at a variety of work sites may be required.