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Board Certified Behavior Analyst

Company: Hope
Location: Springfield
Posted on: September 15, 2020

Job Description:

JOB SUMMARY : The Behavior Analyst is responsible for behavioral assessments, functional analyses, behavior program design and development (based upon ABA principles), data tracking and analyses, and ongoing monitoring of programs for individual youths. Development and implementation of staff training procedures on a regular basis is expected, as is participation in multidisciplinary team meetings. The goal is to be able to assist the youth and assist the staff who work directly with the youth, in using appropriate behavioral and clinical techniques so that youth may achieve targeted objectives and grow towards reaching their highest potential.

ESSENTIAL FUNCTIONS:

  • Functional Analysis: Carried out at one of three levels, Level I ("Informal," where motivation for exhibiting maladaptive behaviors is identified by analysis of information obtained from caregivers through interviews and questionnaires); Level II ("Descriptive," based upon actual observations of the individual at various times of day and repeated observations across time); and Level III ("Analogue," based upon actual presentation of antecedent stimuli and response consequences). To be completed informally on all incoming youth and others as necessary, whenever a specific intervention program is appropriate, and a diagnostic data base is necessary.
  • Design of Data Collection Systems: Design and implement data collection forms and procedures, to best quantify behavior data across various environments and settings. Examples of such include (not all inclusive) partial interval time sampling, momentary time sampling, cumulative frequencies, and duration recordings.
  • Data Analysis: Plot and systematically analyze program and baseline data in terms of levels, trends, variability, and functional relationships.
  • Design of Behavior Support Plans (BSPs): Design behavior support plans, based upon functional analysis and data analysis results. BSPs may be formal (required for any youth with a Level II intervention, including use of psychotropic medications) or informal, which may take the form of general behavior support strategies or a detailed set of procedures outlining a positive intervention.
  • Positive Interventions for Teaching Adaptive Behaviors: Components include task analysis, identification of reinforcers, appropriate task prompts, schedule(s) of reinforcement, procedures for generalization of learned skills, and design of an appropriate data collection system.
  • Design of Response Reduction Interventions: Components include identification of intervention procedures that are the least intrusive techniques that will reduce the display of the targeted behavior. Must be based upon adequate functional analysis, an appropriate data collection system, concurrent implementation of positive interventions to develop replacement behaviors, and demonstration of necessary skills by staff who receive training.
  • Staff Training:
  • Implementation of Interventions and/or to Collect Data: Training includes specific and detailed information and demonstration on how to conduct planned interventions and how to collect appropriate data, with appropriate return demonstration by staff.
  • Orientation Training: Development and regulate implementation of training for new staff on basic ABA concepts, Autism, and related topics.

    MARGINAL FUNCTIONS:
  • Work closely with Educational Staff at The Hope Institute, and in community schools as needed, to ensure training in and implementation of necessary behavior support strategies in the classroom. This may involve youth observations, staff training, and consultation.
  • Attend and participate in multidisciplinary team meetings, including IEPs, admission screenings and staffings, Plex and the Behavior Intervention Committee. Review client progress, share assessment results, and/or make recommendations regarding intervention/treatment techniques.
  • Program planning and development: provide ongoing input into long-range plans for Behavioral Health Services and the role of this department at The Hope Institute
  • Ongoing professional development: participate in continuing education and professional development by attending workshops and conferences, maintaining active memberships in professional organizations, publishing research, and/or making presentations to other professionals.
  • Establish personal goals for professional growth; participate actively in problem-solving; provide solution-oriented and proactive recommendations; maintain effective and respectful interactions; communicate clearly and effectively; practice in accord with APA ethical standards.
  • Maintains compliance with all applicable DCFS and DHS regulations and licensure requirements.
    WORKING CONDITIONS:
    Work is performed primarily in an indoor office or classroom environment, free from extreme weather conditions. Work may include walking tours, close physical interactions and the requirement to drive. Work may include a moderate amount of noise (business office with computers, phone and printers). Work may require working flexible hours if trainings are required outside of normal business hours.

    KNOWLEDGE, SKILLS AND ABILITIES:
  • Ability to exercise sound judgement in making critical decisions.
  • Ability to work under pressure and meet close deadlines.
  • Ability to analyze and prepare documents, reports, and correspondence.
  • Ability to prepare concise reports.
  • Skill in using computer applications including spreadsheet, database and word processing software.
  • Skill in using analytical software tools, data analysis methods, and other computer applications.
  • Skill in collecting and analyzing complex data.
  • Skill in managing one's own time. TRAINING, ACADEMIC AND EXPERIENTIAL REQURIEMENTS:
  • Master's degree in applied behavior analysis or Master's degree in related discipline (e.g., clinical psychology), with behavior analysis emphasis.
  • Experience and or specialized knowledge in one or more of the following: Developmental Disabilities; Autism Spectrum Disorders; Cognitive Impairment. Knowledge of psychopharmacology and/or Mental Health issues also helpful.
  • Successful background clearance, physical and drug/alcohol screening
    PREFERRED QUALIFICATIONS:

  • Two plus years working with individuals who have developmental disabilities, cognitive impairment, and autism
  • Two plus years' experience in functional assessments/analyses, behavior program development/monitoring, and competency-based staff training procedures in program implementation, discrete trial training, functional communication training, prompting, prompt fading, differential reinforcement, and crisis intervention strategies.
  • Board Certified Behavior Analyst (BCBA) eligibility

Keywords: Hope, Springfield , Board Certified Behavior Analyst, Professions , Springfield, Illinois

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