Lead Board Certified Behavior Analyst (BCBA)

Job Summary

Utilizing a family-centered approach, provides empirically-based intervention activities to clients with developmental disabilities, ages 14 months and older, in the client home and/or other natural settings, to facilitate inclusion into the least restrictive environment.

Essential Job Expectations

Minimum Education

• Master’s Degree in psychology or related field
• Active BCBA certification

Minimum Experience

• One year of BCBA experience

Special Qualifications (Skills, Abilities, Licenses and Training)

• Knowledgeable of methodologies found to benefit children with autism spectrum disorders, including Applied Behavioral Analysis (“ABA”), Early Start Denver Model (“ESDM”), Treatment and Education of Autistic and related Communication-Handicapped Children (“TEACCH”), Picture Exchange Communication System (“PECS”), and Pivotal Response Training (“PRT”).
• Mandatory completion of level 2A and 2B relias modules
• Proficient in the field of early intervention, and knowledgeable of other community resources and agencies that serve children.
• Sensitive to working with an ethnically, linguistically, culturally, and economically diverse population.
• Able to work in multiple program service areas.
• Able to communicate effectively verbally and in writing; American Sign Language or bilingual ability preferred.
• Able to consistently demonstrate good judgment and decision-making skills.
• Able to exercise confidentiality and discretion pertaining to the work environment.
• Able to appropriately interpret and implement policies, procedures, and regulations.
• Knowledgeable and skilled in computer/word processing software.
• Able to obtain criminal record clearance through the Department of Justice.
• Able to obtain a CPR certificate.
• Able to travel to multiple work sites; reliable transportation needed (proof of valid driver license, current auto insurance identification card, and acceptable driving record per NIAC standards is required).
• Not currently under a performance development plan

Physical Requirements (Approximate Percent per 7.5-hour Workday)

• Frequent bending, reaching, squatting, kneeling, twisting in order to observe, assess, and interact with infants/toddlers (50%).
• Frequent speaking and listening (50%) to clients, staff, and other professionals in meetings and on the phone.
• Occasional walking to, bending to enter, sitting, and using upper and lower limbs to drive car to and from home visits and meetings (20%).
• Occasional sitting and maintaining close visual attention to write reports and work at the computer (15%).
• Occasional lifting, carrying, and loading/unloading toys and materials used in home visits (10%).