School-based Board Certified Behavior Analyst / BCBA

As a school-based Board Certified Behavior Analyst (BCBA) at CCRES, you will conduct functional behavioral assessments, develop positive behavioral supports, and monitor student progress. Your role is crucial in helping students achieve their behavioral goals through evidence-based interventions.

To become a Board Certified Behavior Analyst (BCBA) at CCRES, you need a Master’s degree in applied behavior analysis or a related field, along with current BCBA certification and relevant experience working with students with special needs.

The BCBA position at CCRES offers an attractive rate of $75 per hour as an independent contractor. This competitive pay reflects the value placed on your skills and expertise in the field.

The school-based BCBA position at CCRES is an independent contract role, offering flexible hours. You can tailor your schedule while making a significant impact on the students in the Garnet Valley School District.

CCRES is dedicated to professional development. As a school-based BCBA, you will have access to training programs that enhance your skills in developing positive behavior support plans and working collaboratively with educational staff.

For the BCBA role at CCRES, you need to provide various clearances, including PA Child Abuse Clearance, PA Criminal Clearance, FBI clearance, and proof of recent TB screening to ensure a safe environment for all students.

As an independent contractor in the BCBA position at CCRES, there are no traditional employment benefits. However, the flexibility and competitive hourly rate provide a unique opportunity for professionals in the field.

Functional behavioral assessments are critical for identifying the reasons behind a student's behavior, allowing you to develop tailored interventions that address their specific needs, ultimately leading to improved outcomes.

In my BCBA role, I utilize the latest research and data to inform my interventions, ensuring they are evidence-based. I continuously monitor their effectiveness and adjust them based on real-time feedback and data analysis.

I've had the opportunity to work closely with students diagnosed with autism, implementing individual behavior support plans that are tailored to their unique challenges, promoting skill acquisition, and encouraging positive behaviors.

Collaboration with educational staff is vital. I regularly provide training and resources, ensuring they're equipped to implement behavior support plans effectively and maintain fidelity to the programming.

I employ a variety of data collection methods, such as direct observation and data sheets, to ensure accurate tracking of student progress. This allows for timely adjustments and ongoing support in their educational journey.

One successful intervention involved decreasing disruptive classroom behavior by introducing a token economy system. This approach reinforced positive behaviors and provided motivation, leading to enhanced engagement and learning.

I ensure that each support plan is personalized by conducting comprehensive assessments, involving family input, and continually refining the plan based on the student's response and evolving needs.

My approach is proactive; I focus on understanding the underlying causes of challenging behaviors and implementing strategies that teach replacement behaviors, while consistently reinforcing positive actions.

I stay current by engaging in ongoing professional development, attending workshops and conferences, and reading the latest research in the field of applied behavior analysis to ensure the highest quality of service.

When conflicts arise, I prioritize open communication, actively listen to differing viewpoints, and seek to find a compromise that aligns with our shared goal of supporting the students effectively.