Provide comprehensive applied behavior analysis services to students in grades PreK-3 with autismspectrum disorder, developmental delays, and other behavioral and social-emotional needs. Conduct Functional Behavior Assessments (FBAs) and develop individualized Behavior InterventionPlans (BIPs) based on data and clinical analysis. Design, implement, and monitor ABA-based programs across classroom, small group, and individualsettings. Collect, analyze, and interpret behavioral data to evaluate student progress and adjust programmingas needed.
Supervise, train, and provide ongoing performance feedback to ABA Technicians andparaprofessionals implementing behavior support plans. Collaborate with special education teachers, general education teachers, administrators, and relatedservice providers to ensure consistent implementation of behavioral supports across settings. Actively participate in Team meetings, including initial eligibility determinations, annual reviews,re-evaluations, and progress updates. Serve as a collaborative member of the school's Crisis Prevention and Response Team, responding toSafety Care calls and supporting staff and students during acute behavioral situations.
Provide consultation and coaching to staff on positive behavior support strategies, de-escalationtechniques, and proactive classroom management. Partner with the MTSS team to support tiered behavioral interventions for students across thecontinuum of need. Maintain regular, meaningful communication with families regarding student behavioral goals,progress, and home-based strategies. Contribute to IEP development, including the writing of behavioral goals and progress monitoringtools.
Maintain strict confidentiality of student records, behavioral data, personal information, and studentsituations in compliance with federal and state privacy laws. Complete all required documentation, reports, and records in accordance with district policy, stateregulation, and federal statute.Additional Requirements: Master's degree in Applied Behavior Analysis, Special Education, Psychology, or a related fieldrequired. Board Certified Behavior Analyst (BCBA) certification in good standing required. Experience working with young children with autism and developmental delays in a school or earlychildhood setting preferred.
Strong knowledge of ABA methodology, FBA/BIP development, and data-based decision making. Familiarity with Massachusetts special education law, IEP processes, and DESE regulations. Experience supervising and training paraprofessionals and ABA Technicians. Knowledge of PBIS frameworks and tiered support models.
Excellent written and verbal communication skills, with the ability to translate clinical language forfamilies and educational staff. Demonstrated ability to collaborate flexibly within a multidisciplinary team. Commitment to culturally responsive, least-restrictive, and student-centered practices. Current Safety Care certification required, or comparable training (e.g., CPI) with willingness toobtain Safety Care certification, as Safety Care is the district's approved crisis intervention protocol.
Dedication to ongoing professional development in behavior analysis and early childhood specialeducation. Citizenship, residency, or valid work authorization required.Physical Requirements (Must be able to): Stand and walk for extended periods throughout the school day. Bend, twist, reach, and sit at student level during direct observation and support. Respond quickly and safely to students in crisis or behavioral escalation situations.
Implement physical intervention strategies as needed following approved district Safety Careprotocols, which may require physical engagement during student crisis situations. Assist students as needed, which may involve lifting up to 50 pounds. Use technology tools required for data collection, report writing, and communication.
