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Board Certified Behavioral Analyst (BCBA)
Board Certified Behavioral Analyst (BCBA)

Kids for the Future Therapy Group, Inc.

Board Certified Behavioral analyst (BCBA)

Job Description

Job Summary:

At KFF, our goal is to provide solutions that support the children with Autism Spectrum Disorder (ASD) and families we serve in daily routines and social interactions in all areas of life using Applied Behavior Analysis.

Core Competencies:

  1. Effective communication
  2. Effective classroom curriculum & assessment
  3. Effective leadership

Essential Job Functions:

  1. Conduct skills acquisition, social skills & functional assessments initial and on-going; including but not limited to the ABLS, Vineland, SSIS or other Social Skills assessment, Language Assessment, Transition/Vocational Assessment, and Autism specific skills assessments;
  2. Draft conceptually well-written, presentable, grammatically correct initial, quarterly, and semi-annually treatment plans and progress reports. Reports should reflect progress, challenges, relevant psychosocial and educational information, future goals and strategies;
  3. Develop and implement behavior reduction assessments and intervention plans (FBAs & FAAs);
  4. Ensure recommendations for focused and comprehensive services follow BACB guidelines and utilize only evidence-based practices;
  5. Consult & provide training for staff, parents, teachers, and community members on relevant topics;
  6. Adhere to ethical standards in HIPAA and BACB Guidelines for Responsible Conduct;
  7. Collaborate with all team members of the child’s private service and educational environment;
  8. Provide training, coaching and supervision for staff, in all policies and procedures, performance and behavior management;
  9. Develop and implement assigned social skills group programs;
  10. Designs and oversees individualized programs for children diagnosed with autism spectrum disorders, ages 2-18, in natural settings;
  11. Schedules regular home visits with care givers to review program effectiveness, make observations, collect data, chart progress and provide parent coaching;
  12. Coordinates visits to overlap with members of the direct care team to observe sessions and provide coaching and clinical support in all settings where treatment is provided;
  13. Reviews data and reports submitted by team, and updates individualized programs to ensure that they reflect each child’s development and progress towards identified goals;
  14. Partners with the Psychologist and / or Medical Director in conducting initial assessment and producing assessment report;
  15. Produces progress reports and treatment plans to meet the requirements and submission timelines of regulatory agencies and funding sources;
  16. Plans and leads regular treatment updates with RBT’s in office for each client;
  17. Plans and leads quarterly treatment meetings with family;
  18. Plans and leads Social Skills Groups;
  19. Plan and leads formal group parent training sessions;
  20. Has a working knowledge of the organization’s policies, procedures, guidelines, and requirements as set forth by regulatory agencies, including ABA, EIDT, CARF, Arkansas Child Care Licensing, the Division of Provider Services and Quality Assurance, Office of Inspector General, Empower Healthcare Solutions, Summit Community Care, Arkansas Total Care, and the Arkansas Health Department. Ensures the clinic’s and the staff’s compliance with above.
  21. Provide professional development to staff through “lunch and learn” sessions and hands-on learning sessions in the classrooms when needed.
  22. Develop research-based programming for the ABA (autism) classroom(s).
  23. Expand the ABA classroom design to the other clinics when needed and/or requested.
  24. Provide technical assistance and consultation to staff in the ABA classroom(s) and/or other classrooms that may have special needs in the area of behavior management (It is important to note that this type of model is a long term approach and is not intended for crisis situations). Some of the elements of technical assistance and consultation may include:
    1. Observe in the classroom in order to identify needs, strengths, and weaknesses.
    2. Interview the teacher and staff.
    3. Provide 3-5 written recommendations to the classroom staff and supervising teacher.
    4. Provide training on the previous recommendations through a “lunch and learn” and/or hands-on training in the classroom setting, followed by a review/model/practice consultation if applicable.
    5. Provide a follow-Up Visit/Consultation to the clinic, classroom, and/or with designated staff when appropriate.
  25. Guide and assist staff with conducting a Functional Behavior Assessment on children when other measures have not shown to be successful and/or as needed or requested by clinic director or CEO.
  26. Assist staff with facilitating the transitional plans for high risk and/or autism students.
  27. May perform other related and non-related duties, as assigned.

Job Qualifications:

  1. Education to include Master’s degree from an accredited college or university in one of the following disciplines is required: applied behavior analysis, early childhood education/development, early childhood special education, special education, pediatric therapy, psychology or related field.
  2. Must be a Board Certified Behavior Analyst (BCBA) or upcoming BCBA exam scheduled
  1. Experience/background to include 2 years experience working with special needs preschool age children, 2 years experience in managing early childhood staff in early intervention program.
  1. Demonstrates ability to lead, interact, and teach through direct contact with children and staff.
  1. Demonstrate the ability to build an early intervention behavioral curriculum model within the day treatment framework integrating components of the multidisciplinary team represented in the EIDT clinic setting.

 

Supervisory Responsibility: BCaBA, RBT, ECDTs in classrooms

Supervisor: CEO

Job Status: Full time; Part Time; Contract positions available.  This is a safety sensitive position