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Lewiston

    Board Certified Behavior Analyst - Lewiston, United States - Lewiston Public Schools

    Lewiston Public Schools
    Lewiston Public Schools Lewiston, United States

    4 weeks ago

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    Description

    Salary Range:
    $73,055-87,206

    Summary:
    A behavior analyst studies students with behaviors that are interfering with the educational process to a significant degree.

    The behaviors may be the direct manifestation of a disability, or learned behaviors that significantly disrupt learning for the student and / or classmates.

    BCBAs focus on behaviors that can be observed and measured through data collection. They try to find specific influences and look for new ways to replace behaviors with more appropriate responses.

    BCBAs are adept at completing a Functional Behavior Analysis, developing a Behavior Intervention Plan from the FBA, and assisting teachers and staff who work with a child in the implementation of the BIP in an appropriate, consistent manner using integrity and fidelity.

    Expectations include direct contact with children, but the primary responsibility is providing consultation, support, and professional development to special education teachers, regular education teachers, and other building personnel to meet functional needs of students with challenging behaviors.

    Certificates / Licensures / Registrations

    • National Board Certification as a BCBA in Applied Behavior Analysis Required.

    Valid Certificate:

    Special Education (282), or Psychology (093), or Special Education Consulting Teacher (079) with concentration in autism and emotional disturbances.


    • CHRC Fingerprinting
    Essential Duties and Responsibilities (Other duties may be assigned)

    • Provide ongoing support and consultation to Lewiston Autism Program
    • Provide ongoing support and consultation to Lewiston Day Treatment Program
    • Collaborate with District Clinician and Special Ed administration in program development
    • Oversee the development of individual goals and objectives to be included in the IEP or Tier 3 intervention plans
    • Complete FBA /Behavior Plans as requested for students in other schools as requested by Special Education Director / Chief Academic Officer/ District Clinician
    • Provide professional development to district staff (as requested by CAO and Special Education Director) in behavioral interventions and Applied Behavior Analysis
    • Oversee the development of written guidelines for behavioral interventions and implementation of behavior intervention plans.
    • Oversee the completion of monthly progress reports.
    • Supervise staff in implementation of behavior plans.
    • Other duties as assigned by Special Education Director.

    Supervisory Responsibilities:
    This position requires the supervision of staff in the implementation of Behavior Plans for students.

    Qualification Requirements:
    To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and or ability required. Reasonable accommodations may be made to enable individual with disabilities to perform essential functions.

    Education and Experience:
    Possess a Masters degree, with Psychology as the preferred degree.

    A Masters in Special Education with a concentration in the areas of autism and emotional disturbances / behavior disorders will be considered.

    Experience with working with children with disabilities in a special education setting is essential.

    Certificates, Licenses and Registrations:


    Completion of a graduate program in Applied Behavior Analysis and completion of the Certification exam as a Board Certified Behavior Analyst.


    Language Skills:
    Ability to read, analyze and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedural manuals. Ability to effectively present information and respond to question from individuals and groups.

    Mathematical Skills:

    Ability to work with mathematical concepts such as probability and statistical inferences, and fundamentals of plane and solid geometry and trigonometry.

    Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

    Reasoning Ability:

    Ability to solve problems and deal with a variety of concrete variable in situations where only limited standardization exists.

    Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.

    Other Skills and Abilities:

    Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned.

    Ability to establish and maintain effective relationships with students, peers, and parents; skill in oral and written communication.

    Physical Demands:

    The physical demands her 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.

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