- Master’s degree, or better, in education or in a related field.
- Graduate level certification in behavior analysis preferred.
- At least three years of successful teaching or clinical experience.
- Experience working with students with Autism Spectrum Disorder, Emotional Impairments, and other disabilities.
- Thorough understanding and knowledge of behavioral interventions implemented through a Multi-Tiered Systems of Support.
- Experience in data analysis and writing/implementing behavior treatment plans.
- Experience developing Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs) required.
- Experience or training in behavioral management and support.
- Extensive knowledge of current trends, supports and interventions recommended to support students affected by trauma, Autism Spectrum Disorder, Emotional Impairments and other disabilities that impact behavior.
- Extensive knowledge of positive behavior support and prevention strategies.
- Possession of solid organizational and planning skills.
- Ability to work as a member of a team.
- Strong verbal and written communication skills.
- Able to work as a member of a team and contribute to the agency vision and goals.
- Able to demonstrate confidentiality in all matters. Positive leadership skills.
- Must complete and pass required criminal history check.
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 duties.
Essential duties shall include, but are not limited to:
- Supervise thework of Board-Certified Assistant Behavior Analysts® (BCaBAs®), Registered Behavior Technicians® (RBTs®), and other professionals who implement behavior-analytic interventions.
- Oversight of Board-Certified Assistant Behavior Technicians/Assistants professional learning and implementation as it relates to intervention work in classrooms.
- Review and appraise the effects of interventions that impact the goals of the behavior-change plan, and their possible impact on the behavior-change plan.
- Ensure accountability and meet legal and organizational requirements by creating and maintaining detailed documents that is consistent with best practice and facilitates provision of services.
- Create data management systems with accompanying visual analysis displays to track and display student targets/progress, graphically displaying data using behavior-analytic conventions, in a manner that allows for decision and recommendations for behavior-change plan development.
- Participate in the MTSS-Child Study/Student Intervention process as a tier 3 intervention to support educational teams to be more successful with student behavioral outcomes.
- Observe students, collect data, document and analyze results.
- Conduct and use current assessments prior to making recommendations or developing behavior-change programs including a functional behavioral assessment or other types of assessments as determined by student’s needs, environmental parameters, and other contextual variables. Develop and implement written behavioral support plans and participate in/facilitate follow-up child study/student intervention meetings.
- Effectively collaborate and maintain positive relationships with teachers, classroom staff, family members and other stakeholders.
- Instruct staff in the utilization of positive behavior supports.
- Coach and model specific interventions and related procedures for staff (paraprofessionals, teachers, administrators and other service providers).
- In partnership with the ASD and PBIS consultants, develop and lead professional development for both general education and special education staff that includes behavior analytic interventions and procedures.
- Collaborate with other agency staff.
- Establish and maintain agency contacts.
- Act as a resource, if needed, to employees, students and the general public visiting the NC RESA.
- Possess knowledge of NC RESA’s organization, mission, and philosophy.
- Perform other duties deemed appropriate by the Director of Intervention & Prevention Services.