Board Certified Assistant Behavior Analyst (BCaBA) - School-Based Behavior Consultation

ORGANIZATION

“Helping students reach new heights.” School-Based Behavior Consultation focuses on skill development amp; challenging behavior reduction for student success! SBBC provides ABA therapy amp; behavior support interventions in-school amp; in-home to improve social skills, academics, vocational skills, functional skills, amp; communication. This is accomplished through the use of Applied Behavior Analysis (ABA) amp; in collaboration with other specialists, school staff, the students we serve, amp; caregivers.

SBBC is student-oriented. Through the use of behavior-analytic methods, we place highest priority on equipping amp; empowering students to reach new heights in each setting they encounter!

Mission: We are a team of professionals and experts in Applied Behavior Analysis who partner with amp; equip individuals with autism spectrum disorder, caregivers, community support staff, and/or school team members to gain the skills needed to reach their full potential.

Vision: We envision individuals with autism spectrum disorder throughout East Central Indiana gaining access to more inclusive settings and having greater autonomy in life, as a result of SBBC’s service provision.

SUMMARY

The Assistant Behavior Analyst is primarily responsible for conducting behavior identification assessments and developing behavior plans based on these assessments, under the supervision of a certified Board Certified Behavior Analyst (BCBA). The BCaBA is to ensure the effective implementation of all treatment plans and programming for their clients on their caseload as described by the fundamental responsibilities listed below. These services will be conducted in the school, center, home, and/or community settings, under the direction of a BCBA. The BCaBA will assist with RBT supervision and training, as needed.

WORK DAY

As an BCaBA, ABA therapy implementation services are required for approximately 30-40 hours per week.

PAY

This position is considered full-time, employed:

• W-2 position starts at $27-35

• Includes the following benefits:

• Major medical, vision, and dental, supplemental insurance, unemployment insurance, workman’s compensation, and social security and medicare taxes

• PTO - 9.6 hours for every 150 hours worked

• 5 Paid Holidays

• Retirement - 100% match on the first 3% of compensation

ESSENTIAL DUTIES AND RESPONSIBILITIES

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Frequency of duties, percent of time and work year may vary based on department or building assignment.

• Adheres to professional and legal requirements, the principles of behavior analysis and demonstrates sound professional judgment at all times.

• Collaborates with families, caregivers and all service providers as necessary to ensure continuity of care.

• Conducts direct and indirect skill identification assessments to identify skills in repertoire and areas of deficits and functional behavior assessments to identify the function of client’s behaviors.

• Develops a treatment plan (including behavior support plan) based on the the results of the skill identification assessment functions of the behavior and treatment methodologies that are evidence-based.

• Attends all relevant meetings for clients, including treatment team meetings, case conference committee meetings for clients with IEP/ISP (as allowed/needed) and staffing.

• Adequately demonstrates their abilities to work effectively as a part of a clinical team.

• Attends any insurance authorization review calls for any individual on their caseload.

• Collects data before and during the implementation of the plan so that the plan’s efficacy can be assessed and data-based decisions can be made.

• Provides direct instruction/ongoing supervision, training and support to clients, staff members and family members during regularly scheduled visits. This includes visiting each client at least twice a month in all relevant environments.

• Evaluates the effectiveness of the implemented treatment plan and modifies the plan as necessary.

• Upon receiving information from the director, BCaBA will initiate services with new clients in a timely manner.

• Manages caseload and prepares and submits all required documentation on time. This includes, but is not limited to: assessments, treatment plans/BSPs, insurance updates as required, session notes after every session, at least monthly analysis of the data, updating the treatment plans as needed.

• Generates reports mandated by funders and SBBC in a timely manner.

• Maintains scheduled meetings with the BCBA to maintain supervision standards and exceptional service delivery.

• Performs other duties as requested/assigned.

• Accept feedback and ongoing training in a positive and professional manner.

EDUCATION AND RELATED WORK EXPERIENCE (RBT)

• Bachelor’s degree in Psychology, Education, Special Education or related field preferred

• Two years’ experience in a school setting, working with students with behavior challenges (including students with Autism, SED and other developmental disabilities)

LICENSES, REGISTRATIONS or CERTIFICATIONS (BCaBA)

• Board Certified Assistant Behavior Analyst (BCaBA) certification

PREFERRED QUALIFICATIONS

• Bachelor's degree in ABA

• 1 year experience as BCaBA

ADDITIONAL REQUIREMENTS

• CPR and CPI certification

• Drug screen and criminal background check required for hire

DIRECT SUPERVISOR

The BCaBA reports directly to the Regional BCBA.

PHYSICAL REQUIREMENTS amp; WORKING CONDITIONS

The physical demands, work environment factors and mental functions described below are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions:

• Wall, Sit, Use hands to finger, handle or feel, Reach with hands and arms, Climb or balance , Stoop, kneel, crouch, or crawl, Talk, Hear

• Lift Up to 50 pounds

• Compare, Analyze, Communicate, Copy, Coordinate, Instruct, Compute, Synthesize , Evaluate, Interpersonal Skills, Compile, and Negotiate

• Close vision (clear vision at 20 inches or less), Distance vision (clear vision at 20 feet or more), and Ability to adjust focus

• Tolerate noise level moderate to loud