Behavioral Interventionist (Board Certified Behavioral Analyst)

At Heartland Family Service, we are committed to building a culture that is trauma informed and values and celebrates diversity and inclusion. We believe this allows for better service delivery and innovation, as it encourages our employees to bring various experiences and uniqueness to the workplace.

Trauma Informed Care is an approach to engaging people with histories of trauma that recognizes the presence of trauma symptoms and acknowledges the role that trauma has played in their lives.  Trauma Informed Care also acknowledges the effects of working with trauma survivors on our workforce and seeks to build collaborative and supportive working environments and relationships.

If you believe in our mission of creating healthy families and communities, and like a fast pace, collaborative and team-oriented environment, then Heartland Family Service is the agency for you.

SUMMARY DESCRIPTION OF WORK

The Board-Certified Behavioral Analyst (BCBA) will provide intensive treatment for students living with Autism. The BCBA will be responsible for developing and implementing Behavior Intervention plans as well as assessments. They will provide training, coaching, observation, and feedback to staff to ensure maximum daily functioning at One Oak. Will facilitate individual and group therapy sessions for the students. This position requires a wide knowledge base, decision-making, problem solving and the ability to resolve crisis and conflict situations. The ability to develop positive relationships with students and staff is necessary for this position.

Work Schedule: Monday through Friday 7:30 a.m. to 4:00 p.m. (August - May) 10-month contracted position

Compensation: $40,000 to $42,000 (based on experience) 

Essential Duties and Responsibilities

• Ensure daily functioning of One Oak program, problem solving, decision making, and ability resolve crisis and conflict situations.
• Conduct functional behavioral assessments/analyses as assigned
• Write and maintain positive behavior support plans
• Oversee assessments, plan development, and ongoing program data analysis to ensure maximum student progress.
• Remain current on new research and developments in behavioral analysis
• Prepare and administer social skills, circle time, gross motor, and natural teaching support for students.
• Maintain certification by obtaining necessary continuing education credits as specified by the BCBA board
• Assess clients’ needs for therapy and provide ongoing treatment.
• *Conducts individual and group therapy sessions daily.
• Completes initial assessments, treatment plans, and wellness plans for clients
• Updates clinical records routinely
• *Develops positive relationships with students, staff, and families
• *Role model positive communication and replacement behaviors
• *Provides consistent coaching for staff throughout the school day.
• *Coordinates and conducts meetings where behavioral intervention plans, MDT meetings, and other program issues can be reviewed and discussed.
• Conducts daily staff debriefings and ensures the integrity of the program, as well as the safety of the students.
• *Provide training, support, guidance and coaching in developing intervention plans to assist staff in working with students with significant behavior and/or emotional challenges to all Support Coaches daily.
• *Watches and reviews cameras of incidents when needed.
• Promote Trauma Informed Care and PBIS model at One Oak.
• *Collaborates in program planning and development.
• Encourage and promote self-care for staff.
• Ensure Support Coaches are aware of educational and treatment goals so they can help implement.
• Actively works on building trust and engagement of both staff and students in the program.
• *Organizes and oversees the busing duties, primary student assignments, social skills curriculum, etc.
• Is dependable and punctual regarding scheduling and attendance.
• Displays a courteous and caring attitude at all times to the clientele, volunteers, and visitors of the Agency.
• Cooperates and collaborates with program area staff, volunteers, and other Agency staff.
• Abides by all specific program and Agency procedures, policies, and requirements.
• Develops personal and program related skills through participation in internal and external training opportunities including printed material and audio and/or visual media.
• *Creates, maintains and shares as appropriate a dynamic self-care plan.
• Essential functions of this job is to be performed on company physical work site.
• Performs other program related duties as assigned.

                                                                          *DENOTES ESSENTIAL JOB FUNCTIONS

Click to see benefits and company perks

PREFERRED MINIMUM QUALIFICATIONS

• Master’s Degree in psychology, Education, Special Education, or related field
• Board certified Behavioral Analyst (BCBA) Certification
• LMHP Certified
• Experience developing, writing, implementing, and evaluating individual behavioral plans
• Management experience essential
• Valid driver’s license, acceptable driving record

COMPETENCIES

Organization- The confidence of students should stem from the structure of an orderly atmosphere provided by the teacher. In addition to classroom organization, special education teachers should have organized record-keeping skills.

Intuitive. Some children may find difficulty in properly expressing what they are feeling, due to their communication skill level. They may act out or withdraw because they are feeling confused, frustrated, or even overwhelmed. A special education teacher needs to have intuitive skills to sense underlying issues behind a child’s behavior, along with helping them as situations occur.

Stress Tolerance-Performing well when faced with pressure due to time frame, workload, adversity, disappointment, or opposition. Maintaining a calm atmosphere in the classroom.

Adaptability. A teacher has to be able to maintain order, keep to a schedule, and be flexible as all of these situations may arise. Modeling adaptability is important because children with special needs often need to learn how to adapt to their surroundings based on their disability.

Professionalism- having clear boundaries with employees and clients and displaying professional behavior.

AMERICANS WITH DISABILITY SPECIFICATIONS

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 occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk or hear; taste or smell. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

WORK ENVIRONMENT

(Work environment characteristics 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 not exposed to weather conditions.

The noise level in the work environment is usually moderate.