Board Certified Behavior Analyst

Responsibilities

• Keep current and knowledgeable regarding the medical, developmental, and family histories, clinical diagnoses, and treatment protocols of assigned students.
• Provide quality behavioral analytic services to all assigned students.
• Develop individualized behavior plans for each assigned student in consultation with the treatment team.
• Develop and implement skills acquisition and social skills programs for assigned students in consultation with the treatment team.
• Develop and implement positive behavior support plans and strategies in consultation with the treatment team.
• Provide leadership and role modeling to multidisciplinary staff in maintaining a standard of high-quality care for all students within the school program.
• Serve as treatment team leaders for Bradley School classrooms.
• Oversee and coordinate plans for the assessment, treatment, and education of all students in assigned classrooms.
• Facilitate cooperative working relationships among team members.
• Lead weekly team meetings, as well as formal meetings that include parents, school district personnel, or other community professionals (e.g., IEP/PPT meetings, behavioral reviews, transition planning meetings) for all students in assigned classrooms.
• Produce high-quality team reports, letters, or other required documentation in a timely manner.
• Communicate effectively with special education directors, school representatives, and other community contacts/providers.
• Consult with the school nurse, psychiatrist, and outside medical providers regarding medical and/or psychiatric issues, as needed.
• Work effectively with BS psychologists to clarify psychological assessment needs, interpretation of psychological assessment data, and psychological assessment recommendations for students on assigned teams.
• Maintain proactive, effective communication with the Clinical Director regarding clinical and administrative issues.
• Use effective leadership, problem-solving, and conflict resolution skills to maintain effective functioning of assigned teams.
• Maintain a balance of clinical and systemic perspectives in leading assigned teams.
• Deliver high-quality services for students admitted to the school program or referred for outpatient consultation.
• Provide case management, as assigned.
• Provide individualized behavioral treatment, as assigned.
• Provide consultation regarding functional behavioral assessments and interventions, as assigned.
• Provide outpatient consultation, as assigned.
• Complete all required reports and records in a professional and timely manner, as assigned.
• Provide in-service education opportunities for school staff, as well as in the community, as requested.
• Supervise graduate-level trainees enrolled in BCBA programs, as assigned.
• Provide reliable, high-quality supervision of trainees, as assigned and appropriate.
• Participate in teaching of trainees, as assigned.
• Adequately adhere to all school policies, procedures, and practices.
• Attend and/or complete in-service programs, as assigned.
• Maintain crisis de-escalation and intervention certification.
• Complete required continuing education to maintain BCBA board certification.
• Maintain BCBA license.
• Be punctual, reliable, and judicious in using sick time and school time off (STO), as per school policy.
• Demonstrate knowledge of the school organizational chart and consistently communicate issues and concerns through that structure.
• Participate in training seminars, as requested.
• Participate in committees, as requested.
• Perform other related duties, as required, assigned, or directed.
• Provide effective leadership, as well as guidance and support, to their assigned teams, as needed or requested.

Qualifications

• Bachelor's Degree in Applied Behavior Analysis from an accredited school, as well as board certification as a BCBA by the Behavior Analytic Certification Board.
• Licensure by the RI Department of Health as a Licensed Behavior Analyst also is a RI requirement.
• Experience in a clinical and/or school setting is highly preferred. Experience working with students with autism is preferred.
• Demonstrated knowledge and skills necessary to provide care to school-aged youth, with consideration of developmental processes, as well as cultural, familial, and individual factors that may influence educational, emotional, and behavioral functioning and progress.
• One to two years of specialized clinical experience with children and adolescents preferred.