Board Certified Behavior Analyst BCBA

Summary:Under the general supervision of the Clinical Director the BCBA independently provides schoolbased functional behavioral analytic services (assessment treatment and consultation) for students attending the Bradley Schools. BCBAs also may provide supervision of graduatelevel :BCBAs consistently apply the corporate values of respect honesty and fairness and the constant pursuit of excellence in improving the health status of the people of the region through the provision of customerfriendly geographicallyaccessible and highvalue services within the environment of a comprehensive integrated academic health participate actively in the behavioral assessment of Bradley School students. This entails:Keeping current and knowledgeable regarding the medical developmental and family histories clinical diagnoses and treatment protocols of assigned quality behavioral analytic services to all assigned individualized behavior plans for each assigned student in consultation with the treatment teamDeveloping and implementing skills acquisition and social skills programs for assigned students in consultation with the treatment teamDeveloping and implementing positive behavior support plans and strategies in consultation with the treatment teamProviding leadership and role modeling to multidisciplinary staff in maintaining a standard of high quality care for all students within the school may serve as treatment team leaders for Bradley School classrooms. This entails:Reviewing all available student records prior to admission for students on assigned teams and sharing relevant information with the appropriate team and coordinating plans for the assessment treatment and education of all students in assigned cooperative working relationships among team weekly team meetings as well as formal meetings that include parents school district personnel or other community professionals (e.g. IEP/PPT meetings behavioral reviews transition planning meetings) for all students in assigned highquality team reports letters or other required documentation in a timely effectively with special education directors school representatives and other community contacts/ with the school nurse psychiatrist and outside medical providers regarding medical and/or psychiatric issues as effectively with LSS psychologists to clarify psychological assessment needs interpretation of psychological assessment data and psychological assessment recommendations for students on assigned proactive effective communication with the Clinical Director regarding clinical and administrative effective leadership problem solving and conflict resolution skills to maintain effective functioning of assigned a balance of clinical and systemic perspectives in leading assigned deliver highquality services for students admitted to the school program or referred for outpatient consultation. This entails:Providing case management as individualized behavioral treatment as consultation regarding functional behavioral assessments and interventions as outpatient consultation as all required reports and records in a professional and timely manner as inservice education opportunities for school staff as well as in the community as may provide supervision of graduatelevel trainees enrolled in BCBA programs as assigned. This entails:Providing reliable highquality supervision of trainees as assigned and in teaching of trainees as adhere to all school policies procedures and practices. This entails:Attending and/or completing inservice programs as crisis deescalation and intervention required continuing education to maintain BCBA board BCBA following all school policies and complying with infection control quality improvement risk management and safety punctual reliable and judicious in using sick time and school time off (STO) as per school knowledge of the school organizational chart and consistently communicating issues and concerns through that in training seminars as in committees as other related duties as required assigned or provide effective leadership as well as guidance and support to their assigned teams as needed or requested. This entails:Supporting LSS and programspecific initiatives modeling flexibility and a positive attitude regarding program changes and/or any classroom equipment/supply/staffing needs or concerns to site any student/staff issues/needs with appropriate school management in order to problem solve and resolve concerns or problems effectively and in a timely leading weekly treatment team meetings and other school meetings as described excellent relationships with all systems involved in a students community leadership in the area of understanding and treating severe psychiatric and behavioral disorders in children and other leadership duties as KNOWLEDGE:Requires a Masters Degree in Applied Behavior Analysis from an accredited school as well as board certification as a BCBA by the Behavior Analytic Certification Board. Licensure by the RI Department of Health as a Licensed Behavior Analyst also is a RI requirement. Experience in a clinical and/or school setting is highly preferred. Experience working with students with autism is demonstrated knowledge and skills necessary to provide care to schoolaged youth with consideration of developmental processes as well as cultural familial and individual factors that may influence educational emotional and behavioral functioning and :One to two years of specialized clinical experience with children and adolescents ENVIRONMENT AND PHYSICAL REQUIREMENTSWork is within a school classroom and/or office environment. Employees in this position work in a special education setting under stressful conditions associated with care of students with severe emotional behavioral and/or developmental challenges (which may include aggressive and/or selfinjurious behaviors). Employees are expected to utilize deescalation techniques taught in the Safety Care training to minimize the need for physical intervention. They must have the ability to remain calm during a crisis situation as evidenced by the ability to make quick rational decisions and prioritize immediate care needs to maintain a therapeutic environment and ensure safety. Employees in this position must also be able to participate in the physical management of students which can include but is not limited to awareness and demonstration of safe body positioning at all times awareness and coordination to block and deflect possible aggression and the ability to physically hold struggling individuals using approved methods only to maintain safety for extended periods of time. Specifically such employees must be able to: lift up to fifty pounds; reach with their hands and arms; grasp and hold with their hands; bend/squat/kneel without limitation; and physically escort students who may become combative for short distances. Position requires occasional running for short distances and frequent standing walking and is an Equal Opportunity / Affirmative Action employer. All qualified applicants will receive consideration for employment without regard to race color religion sex national origin age ethnicity sexual orientation ancestry genetics gender identity or expression disability protected veteran or marital status. Lifespan is a VEVRAA Federal Type: Full TimeShift: Shift 1Union: NonUnion

Required Experience:

IC