Top 2 Behavior specialist Jobs in Eufaula, Al

BCBA
Alabama State Department of Education —Eufaula, AL
- School experience
- Teaching Certification
- Mid-level
BCaBA
Alabama State Department of Education —Eufaula, AL
- School experience
- Classroom
- Teaching Certification

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BCBA

Alabama State Department of Education -
Eufaula, AL

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Job Details

Qualifications

School experience
Computer operation
Experience working with children with autism spectrum disorder (ASD)
Data analysis reporting
Experience working with individuals with neurodevelopmental disorders
Parent collaboration
Experience working with individuals with cognitive disabilities
Performance Reporting
Employee relationship building
Special education law
Compliance reporting
Data management
Collaboration with other professionals for student support
Working with students
Data collection for student progress in special education
Behavioral assessments (needs assessment method)
Behavioral developmental assessment
Parent communication in school administration
Board Certified Behavior Analyst
Special education record keeping
Autism spectrum disorders support
Working with youth

Full Job Description

Eufaula City Schools

Job Description

Position Title: Behavior Specialist (BCBA)

Qualifications: Board Certified Behavior Analyst Certification. Minimum of two years experience working in a school/private

setting as a behavioral specialist or similar position. Valid Alabama Teacher/Professional Educator Certificate

(Preferred, not required)

Reports To: Special Education Coordinator

Job Goal: Under the direction of the Special Education Coordinator, provide behavioral training, consultation, and support

to parents and school personnel to enhance the success of students in the educational environment. Collaborate

with instructional staff and administration to assess, develop, implement, and monitor behavior interventions for

students who are experiencing significant emotional or social behaviors hindering the learning process.

Length of Contract: 202 Days

Performance Responsibilities:

Provide educational resources, training, and technical assistance to site administrators, special and general education teachers, and support staff in the design, implementation, and evaluation of behavioral management systems designed to meet the needs of students with autism and other behavioral challenges, in accordance with all directives, standards, procedures, policies, laws, rules, regulations, codes, and guidelines.

Work directly with students to support behavioral goals and ensure effective implementation of behavior interventions.

Conduct Functional Behavior Assessments (FBAs) and develop, implement, and monitor Behavior Intervention Plans (BIPs).

Collect data via direct student observation and consultation with classroom teachers and assigned support staff regarding student behaviors and recommend appropriate instructional modifications to support positive student behavior.

Plan and oversee the development and implementation of programs, policies, and best practices related to instruction using the principles of ABA for students with autism and other disabilities.

Maintain accurate records, reports, and other required data in compliance with district, state, and federal requirements, and submit reports in a timely manner.

Serve as an integral member of the IEP team, attend meetings and parent conferences, as needed.

Maintain strict student and parent confidentiality.

Keep current with issues, laws, and regulations regarding positive behavior interventions, special education, and educational trends.

Serve as a resource to provide formal and informal training , supervision, guidance and assistance to students, educators, parents, service providers and agencies, as needed.

Perform other related duties, as assigned.

Required Knowledge, Skills and Abilities

Understand the behavior characteristics typically associated with various school age conditions (e.g. Autism, Behavior Disorders, Traumatic Brain Injury, Intellectual Disabilities, etc.)

Demonstrate strong foundation in applied behavior analysis including assessment, intervention design, and data-based decision-making.

Have good communication skills, both written and verbal, particularly with parents and education professionals.

Ability to establish positive, flexible, and cooperative relationships with administrators, teachers, support staff, students, parents and public.

Be able to handle emotionally charged situations.

Ability to make independent decisions according to established policies and procedures.

Knowledge and application of data tracking and collection, record management, and reporting methods.

Knowledge of behavior instruments, federal, state, and local policies regarding confidentiality and special education.

Exhibit professionalism and commitment through punctuality and attendance.

Physical Abilities

Visual ability to read handwritten or typed documents and instructions and the display screen of various office equipment and machines.

Ability to conduct verbal conversation.

Hear normal range verbal conversation (approximately 60 decibels)

Physical, mental, and emotional stamina to endure stressful situations.

Ability to work in various temperatures, indoor and outdoor conditions.

Sit, stand, stoop, kneel, bend, and walk.

Sit for sustained periods of time.

Ability to stand for long periods of time.

Kneel or squat for extended periods of time.

Climb stairs, steps, ramps, and step ladders.

Lift and/or carry up to 10 pounds frequently.

Lift and/ or carry up to 20 or more pounds occasionally

Lift and/or carry up to 30 or more pounds infrequently

Exhibit a full range of motion for shoulder external rotation and internal rotation, shoulder abduction and adduction, elbow flexion and extension, shoulder extension and flexion, back lateral flexion, hip flexion, and extension, and knee flexion.

Demonstrate manual dexterity necessary to operate a computer and other classroom and office equipment in a safe and effective manner.

Work Environment

Time will be spent working in schools.

Must be able to travel to different locations usually within the city, county, or state.

Must be able to travel to students’ homes to meet with parents or other caregivers.

Mandatory Child Abuse Reporting

As a mandatory reporter (Ala. Code § 26-14-3) you are required to immediately report to Law Enforcement and/or Department of Human Services, any instances of suspected child abuse.

Evaluation: Evaluation is conducted by the Special Education Coordinator

Salary: According to approved salary schedule

The above statements are intended to describe the general nature and level of work being performed. They are not intended to be an exhaustive list of all responsibilities, duties and skills required of personnel so classified.

The Eufaula City Schools Board of Education does not discriminate on the basis of race, color, national origin, sex, disability or age in its program and activities and provides equal access to the Boy Scouts and other designated youth groups.

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