The BCBA provides individualized behavior intervention and treatment services for clients in residential and school settings. Responsibilities include conducting assessments, developing behavior support plans, and training staff and families on effective implementation.
Requirements summary
A Master's degree and BCBA credential are required, along with experience treating autism spectrum disorder and intellectual disabilities. Preference is given to candidates with at least one year of experience in a therapeutic school setting.
PURPOSE: The purpose of the behavior therapist is to provide behavior intervention and treatment services to the clients of Little City Foundation that are individualized, behaviorally-based treatment models consistent with best practice and research on effectiveness that are directly related to an individual’s therapeutic goals. The BCBA conducts appropriate analysis, generates related behavior support plans, writes programming and goals for skill acquisition, maintains a focus on increasing skills towards independence, and ensures the effective implementation of treatment and programming for individuals on their caseload. As a primary function, the BCBA is responsible for the training direct support professionals, paraprofessionals, teachers, related services, program leadership and family (if applicable) to ensure effective implementation of skill acquisition and behavior support plans, as well as all relevant policies and procedures. The BCBA is responsible for adhering to professional and legal requirements and principles as well as demonstrating sound professional judgment at all times.
Essential
DUTIES
AND
RESPONSIBILITIES: The list of essential duties and responsibilities, as outlined herein, is intended to be representative of the task to be performed. The omission of an essential function does not preclude management from assigning duties not listed herein is such duties are a logical assignment to the position. 1. Fully assesses the individuals on the assigned caseload annually (PCP/IEP), conduct functional behavioral assessments, recommend function-indicated and reinforcementbased interventions for challenging behaviors/skill acquisition, and develop written behavior strategies based upon the individual needs. 2. Proactively identifies program youth behavioral trends and provides behavioral-based recommendations in adjusting interventions and implementation strategies as needed to address trends, including coordinating team members in strategy change discussions. 3. Monitors progress on at least a monthly basis and more frequently if needed to address issues with the individuals’ progress toward behavioral goals and objectives. If necessary, update written strategies to reflect progress or emerging needs. 4. Supervises the implementation of the behavior strategies including skill acquisition goals, behaviors to increase, and behavioral reduction by training of the direct support staff, paraprofessionals, teachers, related services, home leadership and family (if applicable) to ensure that they apply the interventions properly, understand the specific services and outcomes for the individual, and know the procedures for reporting progress. 5. Should individuals on your caseload receive BCBA minutes per their IEP, the BCBA will provide and document those services. If requested, BCBA will need to provide parents or districted a minute log and data on goals. Additionally, BCBAs will report progress on IEP behavior goals five times annually. 6. Supervise Registered Behavior Technicians (RBTs), and interns in behavior analysis programs. 7. Provides agency wide trainings on ABA and related behavioral concepts during each New Employee Orientation (NEO) and as requested. Monitor and provide support for staff in use of applied behavior analysis (ABA) strategies and procedures. 8. Ensure due process of all plans prior to implementation including Behavior Support Committee Review, guardian approval and Human Rights Committee approval if required. 9. Work hands-on in classroom environments/home setting utilizing CPI as necessary and modeling appropriate implementation of the behavior plan, behaviors to increase programming, and effective crisis management. 10. Demonstrate ability to work and communicate effectively as part of a clinical team along with special education teachers, paraprofessionals, related services, and administrative staff to identify goals, plan and implement research- and/or evidenced based practices in the delivery of assessment, instruction, and behavioral principles. 11. Effectively manage a caseload, including preparing and submitting all required documentation in a timely manner. 12. Advocate for each individual assigned during psychiatric evaluations and reviews by providing data towards the individual’s behavioral and/or adaptive skills goals and objectives. 13. Maintaining a client service record to support services provided. Complete monthly billing (Awards) for each individual served. 14. Participate on Interdisciplinary Team (IDT) for each individual assigned. 15. Share research, effective instructional practices, and emerging trends that can be applied in both school and residential settings. 16. Advocate for each individual assigned during psychiatric evaluations and reviews by providing data towards the individual’s behavioral and/or adaptive skills goals and objectives. 17. Participates in the clinical team’s on call rotation. Provides on-call assistance for emergent behavioral issues which occur after hours. 18. Participate in program and classroom meetings as appropriate, including but not limited to, clinical meetings, triad meetings, program meetings, home meetings, all staff meetings, monthly business meetings, IEP meetings, PCP meetings, and committee meetings. 19. Collaborate with families in the development of behavior support strategies. Communicate with families progresses or challenges in regards to services. Response to parent and guardian emails, and reasonable requests. 20. Schedules will include working set times in the school and home setting, which can include morning, evenings, and weekends. 21. Maintain American Heart Association certification in First Aid and CPR. 22. Successfully complete Little City Foundation required training, re-training, and any additional training as required by Little City Foundation policies and practices, or as assigned by his or her immediate supervisor. 23. Other responsibilities as assigned by the Children’s Behavior Services Supervisor. Little City offers competitive salaries and benefits for eligible employees such as medical, dental, and vision insurance, short-term and long-term disability, 401(k) and Roth 401(k) retirement plans with employer match, Flexible Spending Accounts ( FSA), life insurance, critical illness, hospital indemnity, paid holidays, paid time off (vacation, personal, and sick time), and an employee assistance program.QualificationsMINIMUM
Benefits
Medical Insurance
Dental Insurance
Vision Insurance
Short-term Disability
Long-term Disability
401(k)
Roth 401(k)
Employer Match
Flexible Spending Accounts
Life Insurance
Critical Illness
Hospital Indemnity
Paid Holidays
Paid Time Off
Employee Assistance Program
QUALIFICATIONS: Master’s Degree and Board Certified Behavior Analyst (BCBA) credential is required. Experience in the assessment and treatment of challenging behavior and skill deficits related to autism spectrum disorder, severe behavior disorder, and intellectual disabilities is required. Strong analytical skills are necessary. One (1) year experience working in a school or private therapeutic school is preferred.
Physical
Requirements &
WORK
ENVIRONMENT: While performing the duties of this job, the employee is subject to sitting for prolonged periods; frequently walks, stands, grasps, lifts, holds, or feels objects; occasionally stoops, kneels, crouches, or crawls. Extended use of computer and typing is required. The employee frequently is required to use manual and finger dexterity and eye-hand coordination when working and handling office equipment. The employee is subject to assist and support up to 25 pounds with varying amounts of assistance on a reoccurring basis. The employee is required to have corrected vision and hearing within normal range and the ability to operate office equipment. No occupational exposure to blood, body fluids, communicable diseases or other potentially infectious substances (Category I). Typical office environment. 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.
Disclaimer
The intent of this job description is to provide a representative level of the types of duties and responsibilities that will be required of positions given this title and shall not be construed as a declaration of the total of the specific duties and responsibilities of any particular position. Employees may be directed to perform job-related tasks other than those specifically presented in this description
Market context
Illinois BCBA roles remain in steady demand
In Illinois, Board Certified Behavior Analyst roles in children’s group homes are typically driven by ongoing need for autism spectrum disorder and intellectual disability services. These positions are competitive because employers often require a master’s degree, BCBA credential, and relevant treatment experience, with therapeutic school experience preferred. Review the AI-summarized requirements and benefits here to save time, then tailor your application to highlight direct ASD, IDD, and school-based experience.
