SUMMARY: The primary purpose of the Board Certified Behavioral Analyst (BCBA) is to plan, develop, and
monitor a variety of behavioral support service delivery options to meet the needs of students diagnosed with
Autism Spectrum Disorders (ASD) and/or other behavioral and social/communication challenges. This includes
conducting behavioral assessments, analyzing data and interpreting results, and designing interventions. The
BCBA consults with teachers and instructional and behavioral supports team members regarding pro-active,
educational, programming, and behavioral supports; develops and implements comprehensive treatment plans;
collaborates with team members, related service providers, families, and other agencies as appropriate. The BCBA
also provides ongoing training and support to school personnel.
ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned.
➢ Use appropriate assessment instruments and data to develop and implement teaching programs that reflect
behavioral and other outcomes and objectives identified in the Individual Education Program (IEP).
➢ Provide training and consultation to teachers and paraprofessionals through observations, meetings, coaching, and other methods.
➢ Participate in IEP Team meetings, classroom observations and provide feedback on behavioral assessments
and intervention methods/strategies.
➢ Develops and implements appropriate written functional behavior assessments and behavioral intervention
strategies for use in familiar/unfamiliar situations and for a range of cases.
➢ Conduct structured periodic service reviews to monitor the effectiveness of behavioral strategies/plans and their implementation; modify and document plan changes as needed.
➢ Coordinate with IEP team members and related service personnel to ensure all aspects of the behavioral support plan is addressed thoroughly.
➢ Provide staff development, training, and modeling for team members in strategies and methodologies for working with children on the Autism Spectrum and or students who have behavioral, adaptive, and or social/communications challenges.
➢ Provide consultation regarding crisis interventions and critical incident supports.
➢ Serve as a liaison between school and other agencies.
➢ Submit data for third-party billing as required.
➢ Participate in professional growth activities such as conferences, classes, team meetings and program visitations.
➢ Perform all other duties as assigned.
SUPERVISORY RESPONSIBILITIES: This job has no supervisory responsibilities.
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform
each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill,
and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to
perform the essential functions.
Knowledge of early childhood and autism assessment tools, procedures, and thorough knowledge of childhood
development. Experience developing positive behavior support plans and programs; experience teaching social
interaction and play skills.
Ability to work effectively as a team member and possess exemplary communication skills
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform
each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill,
and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to
perform the essential functions.
EDUCATION and/or EXPERIENCE:
Master’s Degree, three years successful teaching experience. A minimum of three years of recent experience
working with individuals who have Autism Spectrum Disorders
CERTIFICATES, LICENSES, AND REGISTRATIONS:
Valid Ohio Department of Education Credential (or be willing to obtain)
Master’s Degree or Higher
Certification by the Board Certified Behavior Analyst Board
Certified Ohio Behavior Analyst
Must meet Supervision requirements (or be willing to obtain)
LANGUAGE SKILLS:
Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability
to effectively present information and respond to questions from various groups including staff, parents, and the
general public.
MATHEMATICAL SKILLS:
Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume. Ability to apply concepts of basic algebra and geometry.
REASONING ABILITY:
Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and
concrete variables.
OTHER SKILLS and ABILITIES: Ability to apply knowledge of current research in education and best
practices. Ability to establish and maintain effective working relationships with students, staff, and the community. Ability to communicate clearly and concisely both in oral and written form. Ability to perform duties with awareness of all district requirements and Board of Education policies.PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by
an employee to successfully perform the essential functions of this job. Reasonable accommodations may be
made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to stand, walk, sit, talk, and hear.
The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl. The
employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job
include close vision, distance vision, and depth perception.
WORK ENVIRONMENT: The work environment characteristics described here are representative of those an
employee encounters while performing the essential functions of this job. Reasonable accommodations may be
made to enable individuals with disabilities to perform essential functions.
The noise level in this environment is quiet to loud depending upon the activity in the particular part of the day and location.