School Based BCBA/LBA

***NEW AND EXCITING NEWS! Hawthorne Foundation Inc. has implemented a generous SIGN-ON BONUS of $1500 for new full-time employees!***

• $750– on completion of 3 months of employment
• $750 -on completion of 6 months of employment

Vision: To foster independence, integration, individualization, and productivity while enhancing the quality of the lives for the people we serve. Our goal is to enable each and every individual to reach his/her maximum potential in the least restrictive environment by selecting and promoting educational practices that are grounded in research and science, in particular applied behavior analysis; and, to assist each individual with identifying and realizing his/her own goals.

Qualifications:

• Master’s Degree  
• Board Certified Behavior Analyst Certification 
• NYS License Behavior Analyst a plus
• An ability and willingness to train and supervise teachers, teaching assistants and 1:1 aides in appropriate presentation of ABA instruction, and documentation, analysis and intervention with student behavior.   Ability to model appropriate classroom ABA instructional and behavioral practices.
• Sensitivity to the communication, academic, and social needs of students with autism/developmental disabilities at all levels of independence.
• Must be trained in Handle With Care Behavior Management System (preschool) or CPI (School Age) within three months of assuming position.

Responsibilities:

• Works directly in assigned classrooms to model and train staff on classroom-based ABA instructional practices, including presenting instruction, data collection, graphing and analyzing data in accordance with IEP goals and NYS Learning Standards
• Provides feedback to classroom staff based on observations of implementation of ABA programming and BIPs, ensures that ABA programs are followed, and data is recorded appropriately
• Collaborates with special education teachers to collect and analyze data to develop/update FBAs and BIPs.  Ensures plans are being followed and that update deadlines are adhered to
• Assists with development of and provides ongoing ABA training for teachers, TAs and 1:1s including leading New Hire Orientation trainings as necessary
• Assists in the development of ABA professional development modules for classroom staff
• Assists special education teachers in conducting individualized assessments of student academic and behavioral functioning on an ongoing basis to ensure the effectiveness of ABA programming and behavior plan interventions.
• In conjunction with the Program Principal and special education teacher, develops curricula and behavior procedures to be followed in the classrooms. 
• Provides support to special education teachers as needed to prepare data/reports for annual and program review CPSE/CSE meeting; attends meetings when necessary 
• Participates in/presents Parent Education training as appropriate
  • Meets with Program Principal and classroom staff regularly to review classroom observations of ABA programming and progress with BIP implementation 
  • Provides Program Principal with information needed to complete annual performance evaluations for special education teachers for work related to ABA
  • Provides supervision to individuals pursuing the RBT credential or working under an active RBT credential, as assigned.
  • Provides supervision to individuals pursuing BCBA credential, as assigned.

• Additional Responsibilities:
  • Participates in professional staff meetings, behavior analysis trainings and workshops, and Agency-wide committee meetings
  • Assists teachers with communication with families/agencies/districts regarding students’ ABA programs when necessary.
  • Participates in pre-placement screenings and evaluations of prospective students.
  • Assists staff with crisis response/behavior de-escalation when necessary
  • Ensures compliance with all Agency and New York State Education Department regulations.
  • Protects the health, safety and welfare of all students at all times, including following all Agency and NYSED incident reporting requirements. 
  • When necessary to ensure student safety, acts as a substitute teacher in the event the regular special education teacher is not present.
  • Assumes other responsibilities as assigned.