Purpose 

To provide behavior analysis services and behavior management plans for special education students enrolled in educational programs; provide support and professional learning to school site staff, para-educators, and parents/guardians in appropriate behavior intervention techniques; conducts assessments and develops plans that conform to IDEA, California law and regulations and other applicable statutes and regulations. 

This job reports to the Shasta County SELPA Director. 

Essential Functions 

• Provide BCBA services for students as needed to Shasta County Districts.
• Develop materials, training and provide resources for and provide professional learning to administrators, educators, para-educators and parents/guardians in Applied Behavior Analysis (ABA), and and/or other evidence-based methodologies related to addressing the needs of students with behavior difficulties.
• Assist as requested in the development and implementation of programs, policies, and best practices related to instruction using the principles of Applied Behavior Analysis (ABA) for students with autism, Ed and other disabilities as appropriately identified by IEP teams and the law.
• Create and assist District staff with the development and implementation of functional behavioral assessments for individual students.
• Create and assist District staff with the development and implementation of behavior plans, ABA programs and other appropriate programs for students with Autism and/or other disabilities that present behavior/learning challenges.
• Manage and assist District Staff with assaultive behaviors through training and consultation.
• Administer and assist District Staff with assessments including, Functional Assessments, and Functional Analysis.
• Implement, and assist District Staff with data collection, review, and modify treatment according to data.
• Create and modify Individualized Treatment Plans for each child on caseload as needed.
• Facilitate Natural Environment Training when appropriate.
• Train appropriate classroom staff on ABA and child’s program and initial training.
• Directly observe treatments administered by trained classroom staff.
• Communicate through checking voice-mail and email regularly.
• Review classroom staff’s documentation and data collection and provide feedback as needed to the members the IEP team and district staff and other related team members, individually, at an IEP meeting or in conference.
• Discuss and evaluate student information for planning, modifying and coordination of treatment.
•  Prepare and communicate with District Special Education Directors/Coordinators for possible changes and updates to program.
• Attend appropriate staff, IEP and other meetings as required.
• Work and assist District Staff with students who exhibit inappropriate behaviors and provide support and professional learning for staff who work with students who exhibit such.
• Provide professional learning and conduct functional analysis assessments of behavior for students with complex and/or severe behaviors in accordance with both Federal and State laws and regulation. 

Other Functions 

• Assist students who are transitioning from alternative programs to regular school programs.
• Collaborate as appropriate with public and private agencies to offer programs that foster pro-social skills and prevent violent behavior for the purpose of providing services to strengthen families as well as students.
• Collect data and prepares a variety of reports for the purpose of documenting case history, assessments, and treatment.
• Travel from school to school as needed/appropriate.
• Perform related duties as assigned. 

Knowledge and Abilities: 

KNOWLEDGE OF:

• ProAct or other behavior de-escalation models
• Intervention Models
• Universal Design for Learning
• Trauma informed practices
• Legal requirements for behavioral intervention
• Multi-tiered systems of support
• Developing and scoring behavior plans
• Development of functional behavior assessment

ABILITY TO:

• Read and write at a level sufficient for performance and assigned duties, including independently producing professionally written reports and documents.
• Creatively solve problems and work through the conflict resolution
• Plan, organize, implement and supervise individual behavior programs for students with behavioral challenges within Shasta County.
• Travel to various sites to monitor implementation of behavior plans, provide training or consultation.
• Keep and compile records and reports.
• Understand and carry out oral and written directions.
• Communicate effectively, tactfully and persuasively both orally and in writing.
• Establish and maintain effective working relationship with parents, district and SCOE employees.
• Meet the physical requirements of the job.

Education and Experience:

Minimum of a Master’s degree in Education, Psychology, Counseling, Behavior Analyst, Behavior Science or in a related field issued by a regionally accredited post-secondary institution of higher education. 

Licenses and other Requirements: 

• Valid California Pupil Personnel Services Credential in School Counseling or School Psychology OR
• License as an Educational Psychologist (issued by the BBS) OR
• Psychology (issued by the California board of Psychology within the Department of Consumer Affairs) OR
• Board Certified Behavior Analyst (must maintain credentialing, continuing education and supervision courses as outline by the BACB)
• Maintain a clear criminal record.
• Exhibit superior organizational skills.

Working Conditions:

ENVIRONMENT (characteristics described here represent what an employee encounters while performing the essential functions of this job):

• Classroom, office, and/or outdoor work environment.
• Driving a vehicle to conduct work.
• Exposure to work environments that have exposure to weather with extremes of heat and/or cold for short periods of time

PHYSICAL DEMANDS (demands represent what must be met by an employee to successfully perform the essential functions of this job):

• Sufficient vision to read printed material, see distant objects with clarity, judge distances and spatial relations and identify and distinguish objects.
• Sufficient hearing to hear conversations in person, on the telephone and hear sounds clearly up to 20 feet.
• Ability to speak in an understandable voice with sufficient volume to be heard in normal conversation on the telephone and when addressing groups.
• Ability to exert up to 50 pounds of force to push, pull, drag, or otherwise move objects.
• Frequent and continuous sitting, standing and walking for extended periods of time.
• Sufficient manual dexterity and or mobility to grasp and or manipulate objects move about the work area and between work sites.
• Dexterity of hands and fingers to operate a variety of equipment.
• Bending at the waist, kneeling or crouching to assist students.
• Lifting heavy objects.
• Reaching overhead, above the shoulders and horizontally.

HAZARDS:

Exposure to students who may become hostile or disorderly and who may exhibit physical aggression.