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Posted Date
4/08/2024
Description
REPORTS TO: Executive Director of Elementary and Executive Director of Secondary
CLASSIFICATION: As established by state certification standards
FLSA STATUS: Exempt
TERMS OF EMPLOYMENT: Salary and work year as reviewed and established annually by the Board of Education
EVALUATION: Performance of this position will be evaluated regularly in accordance with the Board’s
policy on the evaluation of professional staff.
JOB SUMMARY
The job of Board Certified Behavior Analyst is done for the purpose/s of providing specialized expertise to identify, analyze,
understand and address behavior differences as they impact learning; consulting with assessment and teaching staff
concerning appropriate learning strategies and positive behavior interventions in the least restrictive environment; providing
information to others; and implementing and maintaining services within established guidelines and standards.
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 individual holding this position and additional duties may be assigned.
ESSENTIAL DUTIES AND RESPONSIBILITIES
NOTE: Reasonable accommodations will be made, if necessary, to enable individuals with disabilities to perform the
essential functions. This list of essential job functions is not exhaustive and may be supplemented as necessary.
Depending upon individual assignment, the employee may perform all or a combination of several of the following duties:
Area I – Knowledge, Skills and Abilities
SKILLS are required to perform multiple, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions.
Specific skill based competencies required to satisfactorily perform the functions of the job include: operating standard office equipment
including using pertinent software applications; facilitating meetings; planning and managing projects; and preparing and maintaining
accurate records.
KNOWLEDGE is required to perform algebra and/or geometry; read technical information, compose a variety of documents, and/or
facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies
required to satisfactorily perform the functions of the job include: special education and IEP documentation processes and procedures;
BCBA strategies and procedures; behavior patterns of children with Autism Spectrum Disorders (ASD); behavior principles; assessment
instruments and techniques; codes/laws/rules/regulations/policies; methods of instruction and training.
ABILITY is required to schedule a significant number of activities, meetings, and/or events; gather, collate, and/or classify data; and use
basic, job-related equipment. Flexibility is required to independently work with others in a wide variety of circumstances; analyze data
utilizing defined but different processes; and operate equipment using defined methods. Ability is also required to work with a significant
diversity of individuals and/or groups; work with data of widely varied types and/or purposes; and utilize specific, job-related equipment.
Independent problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires
independent interpretation of guidelines; and problem solving with equipment is limited. Specific ability based competencies required to
satisfactorily perform the functions of the job include: developing and maintaining positive relationships; setting high expectations for self
and others; setting and monitoring progress toward goals; utilizing and offering effective feedback to continuously improve; collaborating
and communicating effectively with internal and external stakeholders; applying critical thinking/problem solving to improve work processes;
meeting deadlines and
schedules; managing multiple projects; adapting to changing work priorities; communicating with diverse groups; setting priorities; building
collaborative relationships; and working with frequent interruptions.
Responsibility
Responsibilities include: working under limited supervision using standardized practices and/or methods; managing a department;
utilization of resources from other work units is often required to perform the job's functions. There is some opportunity to significantly
impact the organization’s services.
Area II – Essential Functions
1. Assists in the development and implementation of effective behavioral programs and curriculum for the purpose
of purpose of providing favorable outcomes for children with Autism Spectrum Disorder (ASD) and/or behavioral
challenges.
2. Collaborates with instructional staff, other school personnel, parents and a variety of community resources (e.g.
assessment team, teaching team, etc.) for the purpose of developing appropriate behavior plans or IEPs for
students with significant behavioral deficits and improving the overall quality of student outcomes.
3. Conducts and analyzes assessments to address behavior (e.g. Functional Behavior Assessments and Behavior Intervention
Plans, etc.) for the purpose of carrying out and achieving objectives and meeting district objectives.
4. Develops and implements programming and best practices related to the management of students'
behaviors (including students with Autism Spectrum Disorder, emotional disturbances, and other behavioral
concerns) for the purpose of for the purpose of providing ongoing support and delivering services which
conform to established guidelines.
5. Implements assigned programs and/or projects for the purpose of conforming to district and state
curriculum and/or instructional objectives.
6. Manages and oversees district implementation of multi-tiered systems of supports in the area of
behavior including programs such as Positive Behavior Intervention and Supports.
7. Maintains a variety of manual and electronic files and/or records for the purpose of providing up-to-date
reference and complying with regulatory requirements and established guidelines.
8. Manages student behavior for the purpose of providing a safe and optimal learning environment.
9. Participates a variety of meetings (e.g. professional development, staff meetings, IEP's, etc.) for the purpose
of conveying and/or gathering information required to implement and maintain programs and services which
achieve district's desired objectives.
10. Plans and oversees the development and implementation of programming and best practices related to instruction
for students identified with Autism Spectrum Disorder (ASD) using the principles of Applied Behavior Analysis for
the purpose of providing ongoing support and delivering services which conform to established guidelines.
11. Prepares a wide variety of written materials (e.g. assessment reports, Behavior Intervention Plans,
correspondence, etc.) for the purpose of documenting activities, providing written reference, and/or
conveying information.
12. Presents information on a variety of topics (e.g. Applied Behavior Analysis, implementation of Behavior
Intervention Plans, etc.) for the purpose of providing training, communicating information and/or gaining
feedback.
13. Reports health and safety issues to assigned administrator and/or appropriate agencies (e.g. fights, suspected
child or substance abuse, contagious diseases, etc.) for the purpose of maintaining students personal safety, a
positive learning environment, and complying with regulatory requirements and established guidelines.
14. Researches a variety of special education topics (e.g. current practices, policies, education codes, etc.) for the
purpose of providing information and/or recommendations and/or addressing a variety of program requirements.
15. Responds to emergency situations for the purpose of resolving immediate safety concerns and/or
directing to appropriate personnel for resolution.
16. Responds to inquiries from a variety of sources (e.g. teachers, parents, administrators, etc.) for the
purpose of resolving issues, providing information and/or direction.
17. Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.
SUPERVISORY RESPONSIBILITIES – AS NEEDED
1. Supervises behavior technicians for the purpose of monitoring performance, providing for professional growth and
achieving overall objectives of school’s curriculum as well as meeting the needs of students.
EDUCATION, EXPERIENCE, AND/OR CERTIFICATION
1. Master’s degree in job-related area, Applied Behavior Analysis.
2. Certified with the Behavior Analysis Certification Board.
3. Must maintain credentialing in compliance with the BACB.
4. Missouri teacher certification or sub certification.
COMMUNICATION SKILLS
1. Ability to effectively present information and respond to questions from administration, faculty, parents, students,
and the school community.
2. Ability to read, analyze, and interpret general periodicals, professional journals, technical procedures, or
governmental regulations.
3. Ability to write reports, correspondence, and procedure manuals consistent with the duties of this position.
MATHEMATICAL SKILLS
1. Ability to work with mathematical concepts such as probability and statistical inference.
2. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations that are
directly related to the duties of this position.
REASONING ABILITY
1. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited
standardization exists.
2. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
OTHER SKILLS AND ABILITIES
1. Promote a harassment-free environment.
2. Establish and maintain effective working relationships; demonstrates a commitment to teamwork.
3. Ability to learn and utilize office equipment, computers, and software especially as systems are upgraded.
4. Ability to learn and upgrade job skills in order to meet changing demands of the position.
5. Excellent computer and keyboarding skills.
6. Excellent grammatical, spelling, and punctuation skills.
7. Ability to react well under pressure, handle and balance multiple demands at one time, work with frequent
interruptions, and perform duties and tasks at expected levels of professionalism.
8. Extensive knowledge of and ability to perform duties in full compliance with all district, Board of Education, state
and federal laws, methods, requirements, policies, procedures, and activities pertinent to the duties of this position.
9. Ability to work independently with minimum supervision.
10. Ability to use independent judgment and demonstrates initiative to act without being asked.
11. Ability to prepare and maintain accurate files and records.
12. Ability to meet strict deadlines.
13. Ability to perform documentation standards. Maintain confidentiality, unquestionable integrity.
14. Ability to establish and maintain effective relationships with student, peers, and parents.
15. Consistent punctuality and attendance is representative of concern for job responsibility.
16. Ability to demonstrate flexibility in a positive manner.
17. Stays current with field through attendance at professional conferences.
PHYSICAL DEMANDS: The physical demands described here 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.
Work is typically performed in and around a student learning environment; may be exposed to childhood diseases; may be
required to balance and crouch, crawl, bend, or kneel; may be required to stand for prolonged periods; may be exposed to
high noise levels; and may experience a multitude of demands and changing priorities with frequent interruptions.
While performing the duties of this job, the employee is regularly required to stand, walk, sit, and talk or hear, and
sometimes walk and sit. Specific vision abilities required by this job include close vision such as to read handwritten or
typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several
people and interact with the public and other staff.
WORK ENVIRONMENT: The work environment characteristics described here are representative of those an
employee encounters while performing the essential functions of this job. Reasonable accommodations may be
made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is quiet to moderate. Duties are performed indoors and occasionally outdoors.