Special Education and Student Services Program Director for Applied Behavior Analysis (ABA) [BASAS 10B] (SY26-27)

Title:

Special Education and Student Services Program Director for Applied Behavior Analysis (ABA)

Terms:

BASAS Grade 10B

Reports to

Education and Student Services Supervisor for Applied Behavior Analysis

Description:

The Special Education and Student Services Program Director for ABA is responsible for developing and monitoring structured and individualized interventions utilizing the principles of Applied Behavior Analysis and systematic data-based programs (discrete trial incidental task analyses) for the purposes of behavior reduction and skill acquisition. The Special Education and Student Services Program Director for ABA is responsible for overseeing the applied behavior analytic programming throughout the district for students K0-12. The Special Education and Student Services Program Director for ABA oversees the work of the ABA Specialists and provides support direct supervision and evaluation of job performance. The Special Education and Student Services Program Director for ABA will work as a member of a collaborative team to ensure delivery of high quality intervention across educational environments.

Responsibilities:

• Completing evaluations for students in order to determine eligibility for Applied behavior analytic services
• Attending Annual Reviews and Evaluation meetings in order to determine appropriate ongoing services for students
• Planning and conducting district-wide professional development including Safety Care Behavior Management Series and 10 hours of Professional Development trainings for ABA Specialists each year.
• Hiring onboarding supervising and evaluating ABA Specialists across the schools in which you oversee.
• Reviewing Annual Reviews and Progress Reports throughout the year.
• Analyzing data and assisting classroom staff in modifying the curriculum for each student on a weekly basis.
• Developing management guidelines specific to each student (e.g. schedule of instruction effective strategies programs and reinforcers; successful activities; how to build and maintain rapport with students etc) and modifying these guidelines as necessary.
• Collaborating as a team member to ensure delivery of high quality intervention across environments and building positive relationships with school leaders and clinical staff within each building.
• Disseminating family resources including community supports and insurance based ABA information.
• Attending training opportunities as assigned by the Special Education and Student Services Supervisor.
• Participating in ABA Strand Site Visit WalkThroughs and facilitating ABA strand growth developed from the feedback.
• Promptly and appropriately responding to behavioral crises staffing management and any other classroom issues that may arise.
• Maintaining privacy of all student specific information (i.e. as required by HIPAA).
• Performing other duties and assignments as requested by the Special Education and Student Services Supervisor Assistant Director and/or Executive Director of Special Education and Student Services
• During ESY performing administrative duties including performing summer evaluations maintaining/updating student files and departmental resources and supporting ESY programs as needed.

Qualifications:

• Masters degree in Applied Behavior Analysis Special Education Education Psychology or a related field.
• Board Certified Behavior Analyst (BCBA) certification.
• Licensed Applied Behavior Analyst through the state of Massachusetts.
• At least two (2) years experience developing and supervising ABA intervention programs.
• At least two (2) years experience supervising direct service providers.
• Demonstrated knowledge and experience in completing standardized assessments Functional Behavior Assessments data collection and report writing.
• Experience in the development of Behavior Support Plans and Individualized Curriculum Plans (DTT task analysis incidental teaching strategies etc.).
• Experience and/or knowledge in Special Education Law and the IEP process.
• Effective written and oral communication skills with students families teachers and administrators.
• Demonstrated growth toward cultural competence.