Behavior Support Staff - Bachelors Level

Overview

Under the direct supervision of a Board Certified and/or Licensed Behavior Analyst, assist with the day-to-day supervision of assigned students in program. Perform tasks related to training in positive behavior supports, behavior analytical principles and support BCBA/LBA with the development and implementation of student-specific educational and behavioral supports. Trained in emergency intervention strategies.

Responsibilities

1: Professional Duties

• Support the BCBA/LBA in the behavior management of their assigned students
• Participate in the functional behavior assessment process as determined by BCBA/LBA.
• Participate in the development of Behavior Support Plans as determined by BCBA/LBA.
• Monitor the implementation of Behavior Support Plans to ensure that they are implemented with fidelity.
• Implement criterion-referenced assessments such as the ABLSS and VB-MAPP.
• Provide direct educational and/or behavioral services to students, using behavior analytical strategies for skill acquisition.
• Observe students, monitor, collect and analyze data.
• Provide basic training to staff on the principles of behavior analysis and the direct application of said principles.
• Attend all trainings provided by the psychology department, including building-wide, classroom and student-specific trainings.
• Create power-point presentations for specific training topics.
• Participate in team meetings on students as requested by Psychology Department and/or Program Supervisor.
• Support the building staff in emergency interventions.
• Adhere to state and federal regulations regarding delivery of services.
• If receiving BCBA supervision, must adhere to the requirements established in the supervisor/supervisee contract.

2: School Environment

• Responsible for health and safety of all students during the school day.
• Establish appropriate and effective communication with parents of students.
• Direct supervision of Handle With Care (HWC) and strategies for Crisis Intervention and Prevention-revised (SCIP-R).

3: Professional Behaviors

• Cooperate and conduct self in manner appropriate to school education setting.
• Adhere to program specific policies and procedures.
• Participate in program-wide activities and act in an appropriate manner.
• Participate in activities and seek support to enhance knowledge in areas pertinent to students in the school.
• Professional Development
• Attend and participate in required in-services and staff development in an appropriate manner.
• Attend and participate in supervisory sessions as requested.
• Be proficient in reviewing standardized testing for the purpose of assessing student ability level.
• Collaborate with each student’s clinical service providers to ensure a comprehensive program for each student.

5: Adhere to general policies of the organization/regulators including:

• Code of Ethical Conduct
• Emergency/disaster preparedness protocols.
• Fire/safety prevention protocols.
• In-service education program requirements.
• Policies and procedures (attendance, punctuality, appearance, professional attire).
• Job related self-development education activities.
• Infection control practices and procedures
• Annual physical examination and Mantoux testing.

6: Perform other related duties as required.

• Demonstrate understanding of the needs of children and visitors for each specific age group.
• Address safety and psychological needs of the special age groups, as appropriate, in the performance of work activities.
• Address the needs of special groups, hearing impaired, physically challenged and various issues relating to the program andfacility.
• Maintain child and family confidentiality.
• Is consistently courteous and considerate, in person and on the telephone, in interactions with children and others such as family, visitors, vendors, and other employees.
• Exhibit the “At Your Service” attitude, i.e., smiles, uses positive eye contact, friendly, open and approachable.
• Respond quickly to children and/or parent/guardian’s request, refers to appropriate member of the care team, if necessary.
• Maintain BCBA certification.

7: Cultural Competencies

• Demonstrate the ability to communicate and effectively interact with people across cultures, ranges of disability, genders, ethnicity and races.
• Demonstrate the ability to recognize and manage personal behaviors to create an inclusive, equitable and welcoming environment.
• Demonstrate the ability to successfully deliver culturally responsive services to students and families.

Qualifications

• Bachelor’s degree in Psychology or related field required. Knowledge of assessment and treatment utilizing Applied Behavior Analysis.
• Training in HWC and SCIP-R, completed within the first three (3) months of employment.
• Must be actively enrolled in a Master’s program leading to eligibility for certification and/or licensure in Behavior Analysis.
• Must maintain established timeline for completion of certification from date of hire. Must be actively enrolled in a BCBA Program; BCBA Certification obtained within three (3) years from date of hire.

Physical aspects may include but are not limited to lifting and transferring of a student.