Board Certified Behavior Analyst - Current Bcba Credentials Required

Position Type:
Exceptional Children/Special Education
Date Posted:
3/25/2024
Location:
To be determined
Date Available:
07/01/2024
Closing Date:
until filled
District:
Asheville City Schools
Asheville City Schools Job Description
Job Title: Board Certified Behavior Analyst (BCBA)
Job Status: Full time / 12 months
Location: Asheville Middle School and Asheville High School
Contact: sarah.cain@acsgmail.net
Start Date: July 1, 2024
General Statement of Job:
The Board Certified Behavior Analyst (BCBA) provides behavior analysis services and behavior management plans for students receiving special education and students who are receiving support through the Multi-tiered System of Support (Tiers 2 and 3). The BCBA will work with the Director of Exceptional Children and the Executive Director of Student Services. The BCBA will also be responsible for providing professional development opportunities for certified and non-certified Asheville City Schools staff, and participate in district-level MTSS committees.
SPECIFIC DUTIES AND RESPONSIBILITIES. Other duties may be assigned.

• Conduct Functional Behavior Assessments for students who have behavior concerns and are receiving support through MTSS tier 2 or 3, or special education services.
• Create and adjust plans for students who require specific behavior interventions.
• Participate in building-level MTSS or IEP student meetings.
• Plan and oversee the work and professional development of the district's Positive Behavior Interventionists and Technicians.
• Collaborate with building and district leadership to develop and modify BCBA programming as needed. Directly work with students who present complex and challenging behaviors (case by case basis). Provide professional development for certified and non-certified staff in service delivery, data collection, and general information regarding behavior analysis.
• Participate in required and other job-related professional development activities to improve or maintain certification/skills.

SUPERVISORY RESPONSIBILITIES:
TBD
KNOWLEDGE, SKILLS AND ABILITIES:

• Establishes a supportive relationship with the student(s) without fostering or encouraging dependence or intense emotional involvement.

• Performs simple errands for the student(s).
• Treat students and colleagues with dignity and respect at all times.
• Ability to follow written and oral directions.
• Ability to remain calm in stressful situations.
• Ability to accept differences in people.
• Ability to follow a schedule.

MINIMUM TRAINING AND EXPERIENCE:

• Acceptable graduate degree from an accredited university, completion of acceptable graduate coursework in behavior analysis, and a defined period of supervised practical experience to apply for the BCBA exam.

OR

• Acceptable graduate degree, a full-time faculty position in behavior analysis that includes research and teaching, and supervised practical experience to apply for the BCBA exam.

OR

• Acceptable doctoral degree that was conferred at least 10 years ago and at least 10 years post-doctoral practical experience to apply for the BCBA exam.
• Minimum 3 years' experience as BCBA
• Preferred experience in K-12 educational setting

CERTIFICATES, LICENSES, REGISTRATIONS:
Must hold current BCBA credentials through the Behavior Analyst Certification Board
MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS
Physical Requirements: Must be physically able to sit, stand, walk, and drive a car. Must be able to lift mail and boxes up to 10 lbs. Must be able to sit at a computer for extended periods. Physical demand requirements are for Light Work.
Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar or divergent from obvious standards) of data, people, or things.
Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments, or directions to subordinates or assistants.
Language Ability: Requires the ability to create detailed written student plans based on clinical records, school-based data, and student reports.
Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.
Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in Standard English.
Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide, and multiply.
Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under minimal levels of stress.
EVALUATION: Job performance is evaluated in accordance with district guidelines by the district supervisor. The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.