POSITION: School Behavior Specialist - Hope
Salary = $65,000 annually
MINIMUM QUALIFICATIONS:
1. Enrolled in Master’s level courses in which a Master’s degree in Behavior Analysis and Therapy will be earned.
2. Experience and or specialized knowledge in one or more of the following: Developmental Disabilities; Autism Spectrum Disorders; Cognitive Impairment. Knowledge of psychopharmacology and/or Mental Health issues also helpful.
3. Ability to communicate clearly and effectively (both written and orally) in a professional manner, with all levels of employees (professionals, teachers, paraprofessionals, direct-care, etc.). Ability to interact effectively on a multidisciplinary team.
4. Successful background clearance, physical and drug/alcohol screening
PREFERRED QUALIFICATIONS:
1. Experience working with individuals who have developmental disabilities, cognitive impairment, and autism
2. Experience in functional assessments/analyses, behavior program development/monitoring, and competency-based staff training procedures in program implementation, discrete trial training, functional communication training, prompting, prompt fading, differential reinforcement, and crisis intervention strategies.
3. Board Certified Behavior Analyst (BCBA) eligibility
STANDARDS OF PERFORMANCE:
The Behavior Analyst is responsible for behavioral assessments, functional analyses, behavior program design and development (based upon ABA principles), data tracking and analyses, and ongoing monitoring of programs for individual students. Development and implementation of classroom staff training procedures on a regular basis is expected, as is participation in multidisciplinary team meetings as needed. The goal is to be able to work directly with the student and classroom, and assist the staff who work with the student in using appropriate behavioral and clinical techniques so that students may achieve targeted classroom objectives and grow towards reaching their highest potential in maladaptive behavior reduction while simultaneously increasing functional skills.
ESSENTIAL FUNCTIONS:
1. Functional Analysis: Carried out at one of two levels: Level I (“Informal,” where motivation for exhibiting maladaptive behaviors is identified by analysis of information obtained from caregivers through interviews and questionnaires); Level II (“Descriptive,” based upon actual observations of the individual at various times of day and repeated
observations across time). A Behavior Specialist may assist and work under the direct supervision of a Behavior Analyst in performing Level III Analogue Analysis of Function.
2. Design of Data Collection Systems: Design and implement data collection criteria and procedures, to best quantify behavior data during the school day.
3. Data Analysis: Plot and systematically analyze program and baseline data in terms of levels, trends, variability, and functional relationships.
4. Design of Behavior Support Plans (BSPs): Design behavior support plans, based upon functional analysis and data analysis results. Level II Intervention Plans must be written under the supervision of and signed off by a Behavior Analyst.
a. Positive Interventions for Teaching Adaptive Behaviors: Components include task analysis, identification of reinforcers, appropriate task prompts, schedule(s) of reinforcement, procedures for generalization of learned skills, and design of an appropriate data collection system.
b. Design of Response Reduction Interventions: Components include identification of intervention procedures that are the least intrusive techniques that will reduce the display of the targeted behavior. Must be based upon adequate functional analysis, an appropriate data collection system, concurrent implementation of positive interventions to develop replacement behaviors, and demonstration of necessary skills by staff who receive training.
5. Staff Training:
a. Implementation of Interventions and/or to Collect Data: Training includes specific and detailed information and demonstration on how to conduct planned interventions and how to collect appropriate data, with appropriate return demonstration by staff.
b. Orientation Training: Development and regulate implementation of training for new staff on basic ABA concepts, Autism, and related topics.
6. Work closely with Educational Staff to ensure training in and implementation of necessary behavior support strategies in the classroom. This may involve youth observations, staff training, and consultation.
7. Attend and participate in multidisciplinary team meetings, including IEPs, admission screenings and staffings, classroom behavioral health meetings, and the Behavior Intervention Committee. Review client progress, share assessment results, and/or make recommendations regarding intervention/treatment techniques.
OTHER RESPONSIBLITIES:
1. Provide consultative behavioral health services to each classroom in the Learning Academy Springfield. Providing coaching and training on best practices, interventions, and proactive prosocial behavior.
2. Ongoing professional development: participate in continuing education and professional development by attending workshops and conferences, maintaining active memberships in professional organizations, publishing research, and/or making presentations to other professionals.
3. Establish personal goals for professional growth; participate actively in problem-solving; provide solution-oriented and proactive recommendations; maintain effective and respectful interactions; communicate clearly and effectively; practice in accord with APA ethical standards.
4. Maintains compliance with all applicable DCFS and DHS regulations and licensure requirements.
5. Eligible to sit for the Become Board Certified Behavior Analyst exam within 36-months of initial hire date.
6. Assumes responsibility as a mandated reporter concerning incidents of purported abuse/neglect of students as outlined in the agency’s policies and procedures.
7. Assumes responsibilities for assuring compliance of student rights and program delivery as defined in the Illinois Department of Mental Health Code and the Confidentiality Act, as well as the Child Care Act of the Illinois Department of Children and Family Services
8. Performs other duties as required or assigned
Hope is an equal opportunity employer.
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