Job Description:

REPORTS TO
Director of Pupil Services or his/her designee.
PRIMARY FUNCTION
• Provide consultation to staff.
• Data collection.
• Conduct functional behavior assessments and develops behavior intervention plans.
• Supervision of behavior support staff, Registered Behavior Technicians/Behavior Technicians (RBT/BT)
and Behavior Support Assistants (BSA).
• Training.
• Teaming.
QUALIFICATION PROFILE
CERTIFICATION / LICENSE
• Current Certification as a Board Certified Behavior Analyst required.
• Connecticut Certification in Special Education, School Psychology or School Social Work preferred.
• Connecticut Motor Vehicle Operator’s License or ability to provide own transportation.
EDUCATION
Master’s Degree in Special Education, Psychology or Social Work required.
EXPERIENCE
• Experience as a BCBA in a local or regional educational agency preferred.
• Experience as a BCBA in a private or independent company preferred.
SKILLS, KNOWLEDGE & ABILITIES
• Principles of positive behavior supports.
• Possesses strong knowledge and experience in applied behavior analysis.
• Provide services consistent with the dimensions of Applied Behavior Analysis (ABA).
• Comply with Behavior Analyst Certification Board Code of Professional and Ethical Conduct.
• Provide services to students with a variety of needs, including improvements in social skill acquisition (e.g.,
communication, adaptive behavior), and problem behavior (e.g., aggression, self-injurious behavior)
• Implement behavior change procedures to teach socially significant behaviors so student may generalize and
maintain the skills
• Collect, analyze and utilize data to provide consultation to staff
• May assist with student crisis intervention
ESSENTIAL PERFORMANCE RESPONSIBILITIES
Data Collection:
• Design and use effective data collection tools
• Collect various types of data (partial and whole interval, event recording, momentary time sampling, peer
comparisons)
• Organize, analyze, and interpret observed data
• Create various visual representations of data using charts and graphs
Assessments/Plans:
• Conduct behavioral assessments including functional analysis and functional behavior assessments
• Conduct ecological assessments to evaluate and analyze the environment across disciplines including peer
interactions, academic domains, social/emotional domains, and abilities to adhere and complete classroom
expectations
• Work with teams to analyze student programming through instructional analysis to increase skill acquisition,
generalization and maintenance for IEP goals and objectives
• Evaluate the accuracy and reliability of measurement procedures
• Writing and revising behavior-analytic treatment plans
• Make recommendations regarding behaviors that must be established, maintained, increased, or decreased
• Identify potential interventions based on assessment results and the best available scientific evidence
• Arrange instructional procedures to promote generative learning (i.e., derived relations)
• Complete timely and thorough reports
• Develop SMART goals and objectives based on evaluation and assessment results
• Assist with writing goals and objectives within the behavioral, academic, and social domain for student IEP’s
Supervision:
• Supervise the work of Board Certified Assistant Behavior Analysts
• Supervise the work of Registered Behavior Technicians/Behavior Technicians
• Supervise others who provide behavior support (i.e., Behavior Support Assistants)
Training:
• Provide behavior analytic training to a variety of people including teachers, paraprofessionals, students, SLPs, OTs, PTs, etc.
• Implement and train others to use and understand behavior analysis, the scientific study of principles of learning and behavior
• Overseeing and monitoring the implementation of behavior interventions, skill acquisition plans, and maintenance plans
• Provide parent training to generalize skills in other settings
• Identify the contingencies governing the behavior of those responsible for carrying out behavior-change procedures and design interventions accordingly
• Design and use competency-based training for persons who are responsible for carrying out behavioral assessment and behavior-change procedures
• Train other professionals on social skills instruction and the development and implementation of a social skills curriculum including progress monitoring utilizing research-based methodologies and approved District curricula
• Conduct workshops, training, in-serve presentations, etc. in classroom management techniques and other
topics for the purpose of developing skills and establishing effective relationships with student’s challenging behavior
• Implement and coach school personnel on research-based methods of classroom management and behavioral strategies
• Ability to communicate behavioral principles at a level commensurate with each person’s level of understanding
Teaming:
• Collaborate with school personnel, agencies, and families in coordinating individualized services for students
• Attend and contribute to PPT meetings
• Work with building and special education administrators to provide updates and summaries of student progress
• Troubleshoot situations with building administrators and special education administrators
• Deploy RBTs for student needs (i.e. data collection, teacher training, peer training, skills training, graphing, data summaries, and assist with assessments).
ADDITIONAL DUTIES
Performs other duties as assigned by supervisor.
EQUIPMENT
Uses a computer, printer and job-related equipment.
TRAVEL REQUIREMENTS
Frequent travel between schools within the school district.

TERMS OF EMPLOYMENT
SALARY & BENEFITS
If Certified: Salary and benefits as set forth in the Local 871 collective bargaining agreement.
If Non-Certified: Salary $84,896 and benefits to follow the Local 818 contact. Receives GWI (no step).
WORK SCHEDULE
10-month position.
UNION AFFILIATION
If Certified: Local 871, New Britain Federation of Teachers.
If Non-Certified: Not applicable.
FUNDING SOURCE
IDEA Grant