Assist with the day-to-day supervision of assigned classrooms.  Provide on-site and off-site training in the principles of Applied Behavior Analysis (ABA) and Autism Spectrum Disorders.  Train staff in the principles of ABA.   Trained in SCIP

Primary duties and responsibilities include but not limted to:

1. Provide ABA training and supervision of direct instruction to assigned teachers and teacher assistants.
2. Develop ABA goals and curriculum for assigned students.
3. Review established goals and objectives monthly to determine if modifications are necessary
4. Supervise the planning and implementation of activities designed to reach the goals and objectives of the Individual Education Plan using the Principles of Applied Behavior Analysis
5. Analyze data and interpret trends for students’ educational goals.
6. Maintain communication with any home based educators to ensure consistent delivery of educational goals and Behavior Intervention Plans.                   
7. Host/facilitate Interdisciplinary Team Meetings, including home based staff.
8. Attend CPSE and CSE Meetings as needed.
9. Host parent training groups and supervise individual training.
10. Remain current with State and Federal Regulations regarding the delivery of services.
11. Coordinate and collaborate with Board Certified Behavior Analyst at alternate site.
12. Conduct Functional Behavioral Assessments.
13. Develop, implement, and train staff on Behavior Intervention Programs.
14. Create a Behavior Profile for assigned students and annually update as needed.

STANDARD 2: School Environment

1. Responsible for health and safety of all students during the school day.
2. Establish appropriate and effective communication with parents of students.
3. Direct supervision of BCBA candidates.

STANDARD 3: Professional Behaviors 

1. Cooperate and conduct self in manner appropriate to school education setting.
2. Adhere to program specific policies and procedures.                                                         
3. Participate in program-wide activities and act in an appropriate manner.          
4. Participate in activities and seek support to enhance knowledge in areas pertinent to students in the school.

STANDARD 4:  Professional Development

1. Attend and participate in required in-services and staff development in an appropriate

         manner.

1. Attend and participate in supervisory sessions as requested.
2. Be proficient in reviewing standardized testing for the purpose of assessing student ability level.
3. Collaborate with each student’s clinical service providers to ensure a comprehensive program

    for each student.

STANDARD 5: Adhere to general policies of the organization/regulators including:

1. Code of Ethical Conduct
2. Emergency/disaster preparedness protocols.
3. Fire/safety prevention protocols.
4. In-service education program requirements.
5. Policies and procedures (attendance, punctuality, appearance, professional attire).
6. Job related self-development education activities.
7. Infection control practices and procedures
8. Annual physical examination and Mantoux testing.  

STANDARD 6: Performs other related duties as required.

1. Demonstrate understanding of the needs of children and visitors for each specific age group.
2. Address safety and psychological needs of the special age groups, as appropriate, in the performance of work activities.
3. Address the needs of special groups, hearing impaired, physically challenged and various issues relating to the program and facility.
4. Maintain child and family confidentiality.
5. Is consistently courteous and considerate, in person and on the telephone, in interactions with children and others such as family, visitors, vendors, and other employees.
6. Exhibit the “At Your Service” attitude, i.e., smiles, uses positive eye contact, friendly, open and approachable.
7. Respond quickly to children and/or parent/guardian’s request, refers to appropriate member of the care team, if necessary.
8. Maintain BCBA certification.

        Cultural Competencies:

• Demonstrate the ability to communicate and effectively interact with people across

  cultures, ranges of disability, genders, ethnicity and races.

• Demonstrate the ability to recognize and manage personal behaviors to create an

            Inclusive, equitable and welcoming environment.

            Demonstrate the ability to successfully deliver culturally responsive services to students and families

• M.A. or M.S. in either Psychology (TC 322) or Special Education (TC 323)
• Certification as a Board Certified Behavior Analyst (BCBA)
• Must be a New York State licensed Board Certified Behavior Analyst (BCBA)
• TC 322 – M.A. or M.S. in Psychology
• TC 323 – M.A. or M.S. in Special Education

• Physical aspects may include but are not limited to lifting and transferring of

  a student