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Independence

    Board Certified Behavior Analyst - Independence, United States - Educational Service Center of Northeast Ohio

    Educational Service Center of Northeast Ohio
    Educational Service Center of Northeast Ohio Independence, United States

    2 weeks ago

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    Description

    Position Type:
    Student Support Services


    Date Posted:
    6/27/2023


    Location:
    Prentiss


    District:
    Positive Education Program - website
    Job title
    Board Certified Behavior Analyst/BCBA


    Reports to
    Staff School Psychologist


    Job purpose

    Works cooperatively with staff and caregivers to design, implement and evaluate behavior change programs to teach young people with autism and other significant developmental disabilities, new ways of behaving, relating, and communicating to optimize their growth and learning, quality of life, and safety for self and others.



    Duties and responsibilities

    • Align practice and work with the agency mission, vision, guiding principles, the trauma- informed Sanctuary Model, the Neurosequential Model and the Re-ED philosophy.
    • Work collaboratively with staff to design and implement all elements of positive behavior
    change programs; manage data collection and all related assessment, plan development, and
    progress monitoring documentation.


    • Work collaboratively with staff to design and deliver a strength-based, integrated program of
    education and mental health services and supports inclusive of academic, social-emotional,
    behavioral, and communication programming within an ecological model.


    • Provide emotional support for children and families to build effective, trusting relationships
    with them and significant members of the child's ecology.


    • Consult with teams in designing and delivering service and implementing programs in the
    classroom, center, community, and homes.


    • Assist with the assessment, management, and resolution of crisis situations with children and
    their families.


    • Present intervention strategies and behavioral data to districts and families in IEP team
    meetings.


    • Provide oversight in training of staff with RBT (Registered Behavioral Technician) certification
    in accordance to the Behavior Analyst Certification Board.


    • Provide ongoing communication and collaboration with staff with RBT certification in
    observing, analyzing, and implementing behavioral interventions and strategies as well as data
    collection and fidelity checks.


    • Follow procedures for providing respectful and appropriate assistance to students for personal grooming, hygiene and toileting.
    • Participate (and pass requirements where applicable) in all required trainings, including but not limited to, Vehicle Safety, First Aid, CPR, Therapeutic Crisis Intervention, Blood Borne Pathogens, and Standards of Practice.
    • Participate in staff development activities, parent conferences, team meetings, and staff meetings as scheduled or assigned.
    • Ability to work respectfully with a culturally diverse population of clients.
    • Utilize safe work practices for self and others.
    • Demonstrate word processing skills and program navigation skills.
    • As a representative of the agency and profession, present self with decorum and in dress that is appropriate to the day's activities.
    • Adhere to PEP policies and procedures.

    Qualifications

    • Master's Degree in Education, Human Services or other related field required.
    • BCBA (Board Certified Behavior Analyst) Certification required. (Will consider candidate in
    sustained process of meeting the requirements to sit for certification).


    • Knowledge related to methodology and experience in working with children/youth with ASD
    and other developmental disorders.


    • Experience working with behaviorally/emotionally challenged children/youth.
    • Communicate accurately and effectively both verbal and written.
    • Demonstrate effective decision-making skills.
    • Utilize good judgment under routine and stressful work conditions.
    • Work professionally, effectively, and collaboratively with others.

    Physical requirements

    • Ability to participate in physical interventions, when necessary, and with fidelity to the
    methods taught through the Therapeutic Crisis Intervention model. Physical interventions are
    low in frequency but require intense physical exertion. The object is to safely control/maintain a
    struggling and aggressive young person ranging from pounds. Physical requirements
    include, but are not limited to: kneeling, possibly for extended periods of time on hard surfaces,
    bending, twisting, and holding.


    • Ability to participate in therapeutic outdoor education/field trips which may involve hiking,
    biking, climbing, and swimming.


    • Ability to use a computer and keyboard (eye-hand coordination and repetitive movements
    related to keyboarding).


    • Ability to move around the classroom/center/community and sit and stand for more than an
    hour at a time.


    • Ability to visually and auditorily assess and monitor the mental health status of students
    safety purposes.


    • Ability to meet driver eligibility standards and operate an agency leased vehicle (see physical
    form for additional information).


    Direct reports
    None
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