BCBA

School-Based Board Certified Behavior Analyst (BCBA) Role Overview: The School-Based BCBA works as a vital part of the special education team to ensure students can access their curriculum and thrive in the classroom. You will serve as a consultant and practitioner, developing behavioral strategies that align with Individualized Education Programs (IEPs) and fostering an inclusive, supportive environment for both students and staff. Key Responsibilities: Functional Behavioral Assessments (FBA): Conduct school-based FBAs to understand the function of challenging behaviors. Behavior Intervention Plans (BIP): Design and implement BIPs that are practical for a classroom setting and focus on replacement behaviors that enhance learning; train staff on and monitor the fidelity of BIPs. Staff Consultation & Training: Provide "in-the-moment" coaching to teachers and paraprofessionals on de-escalation techniques and positive behavior supports. Provide coaching & professional development to special education staff, general education teachers and paraeducators on evidenced-based behavioral strategies and ABA principals. IEP Collaboration: Participate in IEP meetings to develop measurable behavioral goals and report on student progress toward those benchmarks. Data Integration: Help teachers implement simplified data-collection systems to monitor student behavior without disrupting the instructional flow. Crisis Intervention: Support the school in managing acute behavioral crises and help develop long-term safety and stabilization plans; analyze data to evaluate the effectiveness of interventions and adjust plans as needed. Qualifications: Certification: Current BCBA certification and licensure in the State of CT. Education: Master’s degree in ABA, or related field. Experience: Experience working within the K-12 system and familiarity with IDEA (Individuals with Disabilities Education Act) and Section 504 regulations, knowledge of FBAs and BIPs. Skills: Strong skills in behavior assessment, intervention planning, and ongoing data collection; ability to effectively collaborate with teachers, staff and families to foster inclusive classroom environments.