BOARD CERTIFIED BEHAVIOR ANALYST (BCBA) 26-27 SY at Miner

Board Certified Behavior Analyst (BCBA) The BCBA supports staff in the development and implementation of behavioral and social skills programs for students with disabilities. Actively participate on various educational teams to support proactive and responsive behavioral interventions to support students with challenging behaviors. Support the implementation of functional behavior assessments. Lead, development and implement of applying applied behavior analysis principles in the classroom, such as pairing, natural environment teaching and discrete trial instruction. Assist in coordination of school and home supports for the purpose of providing a comprehensive program for students. Assists in the development of instructional materials, accommodations, modifications, assessments and data collection tools needed for individual students. Collect and summarize behavior data for the purpose of assessing and monitoring student progress. Demonstrate cooperation, openness for growth and willingness to contribute to a team approach to the educational program. Facilitate and coach teams through the development and implementation of functional behavior assessments/behavior intervention plans and crisis plans for identified students. Provide social skills instruction to students utilizing research-based methodologies and approved district curricula. Participate in Professional Development Coaching team meetings and professional learning opportunities. Participate in the development and implementation of Individualized Educational Plans (IEPs) for students. Provide professional development trainings to educational staff on evidence-based behavior management strategies and other topics, as needed. Provide modeling and feedback to educational staff in the implementation of evidence based behavioral and instructional practices. Serve as a liaison with district and program staff surrounding application of evidence-based practices grounded in applied behavioral analysis. Ability to use and model research-based classroom management and individualized behavioral interventions. Ability to use and model research-based classroom and individualized instructional interventions such as activity schedules, reinforcement principles, effective communication strategies, prompting procedures. Be an integral part of the PBIS team and crisis team. Act as a positive role model for students. Maintain confidentiality regarding work with special needs students. Supplement the work of the assigned licensed staff member including, but not limited to, all required paperwork, organization of classroom, and supervision of students. Support NSSEO policy, NSSEO and governing board goals and objectives, and The School Code of Illinois.