Job Purpose

The Behavior Analyst for the Intensive Neurobehavioral Classroom (INC) will collaborate with the Director of INC, post-doctoral fellow, and all members of a student’s IEP team to provide educational and behavioral programming based on the principles of Applied Behavior Analysis. Responsibilities will include conducting functional analysis and functional assessments, designing and implementing function-based interventions, assessing students’ repertoires, developing and/or modifying curriculum to meet individual needs, monitor progress and skill acquisition, developing and overseeing the implementation of behavior support plans, developing data collection systems, and training and supervising staff in Applied Behavior Analysis. The Behavior Analyst collaborates with school staff in their efforts to achieve the best possible outcomes for the students served and to create a culture of excellence at VIA.

Duties and Responsibilities

Interventions for Challenging Behavior

• Conduct functional analyses for student challenging behavior.
• Develop and implement a new behavior support plan within 30 days of admission.
  • Use functional analysis and functional behavioral assessments to inform all interventions for challenging behavior.
  • Develop and monitor empirically-supported interventions for challenging behavior (i.e., reinforcing alternative responses, including proactive strategies).
  • Use assessment and intervention methods that are compassionate and emphasize student safety.
• Conduct progress review, focused on challenging behavior reductions and acquisition of alternative adaptive behavior for each student at 6-month periods.
• Review and revise behavior support plans when changes to the plan are indicated by the data.
• Train staff on the implementation of behavior support plans prior to their introduction into the classroom.
• Provide regular feedback to staff on the implementation of challenging behavior support plans and on challenging behavior data collection.
• Teach staff about the conditions under which antecedent strategies, direct interventions, and physical management should and should not be used with assigned students.
• Evaluate the social validity of assessment and intervention practices proactively, concurrently, and reactively.

IEP Development

Completes the following in collaboration with the Special Education Teacher & other members of IEP Team:

• Coordinate with the Special Education Teacher to identify appropriate assessments at both intake of new students and annually as part of the IEP planning process.
• Conduct and review annual assessment measures appropriate to each student. Annual assessments may include, but are not limited to functional behavioral assessments, the VB-MAPP, and the Essentials for Living.
• Assist in training staff to implement and interpret the results of behavior analytic assessments (e.g., VB-MAPP, ABLLS, AFLS).
• Prepare and present student assessment, data, and goals at Internal Student Review (ISR), Pre-IEP and IEP meetings.
• Collaborate with the IEP team to develop and implement observable and measurable IEP goals for each student.
  • Lead the IEP team in the development of IEP goals to address behavioral excesses and deficits.
  • Assist with identifying acquisition, generalization, and maintenance targets for IEP goals.
• Complete sections of progress reports and report cards related to the assessment and treatment of challenging behavior.
• Solicit and document caregiver input during IEP development in a systematic manner.

Curriculum & Daily Instruction

Completes the following in collaboration with the members of IEP Team:

• Develop and implement empirically-supported, behavior analytic programs for a variety of adaptive, meaningful skills.
  • Collaborate with Special Education Teacher to develop teaching programs for IEP goals
  • Ensure programs are individualized to each student, with a focus on adaptive skills alternatives to challenging behavior.
• Use behavior analytic teaching methods (e.g., discrete trial training, incidental teaching/natural environment training) when appropriate.
• Ensure that schedules of reinforcement are individualized and specific to each program.
• Differentially reinforce student skills (language, independence, choice making, etc.).
• Establish and maintain instruction that is delivered in accordance with current VIA School protocols.
• Train assigned classroom staff to implement behavior analytic programs before introducing them into the classroom.
• Attend, at least quarterly, meetings with related & related service providers, as appropriate.
• Collaborate with Special Education Teacher to ensure program instructions align with the BSP (e.g., error correction, schedule of reinforcement).
• Solicit and document input from caregivers on teaching procedures, program outcomes, skill maintenance, and generalization in a systematic manner.
• Collaborate with the IEP team to develop and monitor student transitions to lesser restrictive environments.

Program Monitoring

Completes the following in collaboration with the Post-Doctoral Fellow & other members of IEP Team:

• Monitor all program data weekly, and make data-based teaching decisions (moving targets into and out of maintenance, beginning generalization, etc.).
• Attend, lead, and take notes on classroom meetings (morning check-ins, data review meetings, etc.).
• Review and/or collect IOA data on a monthly basis.
• Conduct electronic data collection audits at 3 and 6 months of IEP commencement.

Family Interactions

• Provide family members with data summarizing student progress at least once every month.
• Provide parents with regular opportunities to meet with staff, observe their student, and receive training.
  • All parent training should align with VIA policies and procedures.
• Participate in parent meetings (progress reports, new student intakes, etc.).
• Provide ongoing parent contact support as needed.

Staff Supervision

• Regularly measure and provide feedback on classroom staff’s performance in line with VIA’s protocols and procedures.
• Provide training on the techniques of ABA to both classroom and related service staff members.
• Participate in BCBA, & Behavior Technician interviews if requested.
• Collaborate with the Post-Doctoral Fellow and Director of INC to complete behavior technician biannual performance evaluations.
• Provide RBT supervision in accordance with current BACB standards for all assigned staff.
  • Schedule observations and trainings.
  • Administer RBT competencies.
  • Audit RBT tracking sheets monthly to ensure RBTs are meeting 5% supervised service hours requirement.
• Provide field experience hours and supervision to BCBA/BCaBA candidates, as needed.
• Deliver VIA’s new hire training to all assigned new staff members.

Professional Development

• Assist with research protocols as needed.
• Maintain BCBA and Virginia license.
• Assist in providing and developing ongoing staff development opportunities.
• When opportunities arise, present data at conferences.

Management Duties

Completes the following in collaboration with the Post-Doctoral Fellow:

• Take a leadership role at all times (e.g., in classroom, community outing, staff meetings, & program events) and serve as an ambassador for VIA.
• Ensure classroom staff adhere to VIA policies and procedures.
• Develops staffing and student classroom schedules according VIA systems.
• Demonstrates problem-solving (solutions to challenges) and mediates conflict with staff members.
• Maintains a well-organized work environment and ensures that the presentation of electronic data collection logs, client graphs, billing notes, supplies, and materials is professional and in-line with VIA’s standards.
• Implements relevant performance management systems consistently.
• Champions special projects as requested by the Directors.

Position Type

This is a full-time position. This position involves working with students who exhibit challenging and/or aggressive behavior and participation in community outings.

Direct Reports

This position has direct reports. The INC Behavior Analyst will provide supervision to RBTs in accordance with the BACB.

Qualifications include:

• Master’s degree in behavior analysis (preferred), special education, psychology, or a related field
• Board Certified Behavior Analyst certification
• Valid Virginia license in Behavior Analysis
• Extensive knowledge and skills in applied behavior analysis and evidence-based strategies for learners with autism and other developmental disabilities
• Ability to move independently throughout a wide range of environments, including frequently carrying, lifting, reaching, running, squatting with 20 - 50 pounds; continuously bending, crawling, sitting, and standing