Provide individualized behavior intervention and treatment services for children with autism and intellectual disabilities. Responsible for conducting assessments, developing behavior support plans, and training staff and families on implementation.
Requirements summary
Requires a Bachelor's degree in a human service field and Level 2 Behavior Therapist certification from the Department of Human Services. Must have 1,500 hours of supervised experience in behavior analysis and experience treating challenging behaviors.
FridayPURPOSE: 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 Behavior Therapist 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 Behavior Therapist 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 Behavior Therapist 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 reinforcement-based 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. 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. 6. Ensure due process of all plans prior to implementation including Behavior Support Committee Review, guardian approval and Human Rights Committee approval if required. 7. 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. 8. 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. 9. Effectively manage a caseload, including preparing and submitting all required documentation in a timely manner. 10. 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. 11. Maintaining a client service record to support services provided. Complete monthly billing (Awards) for each individual served. 12. Participate on Interdisciplinary Team (IDT) for each individual assigned. 13. Share research, effective instructional practices, and emerging trends that can be applied in both school and residential settings. 14. 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. 15. Participates in the clinical team’s on call rotation. Provides on-call assistance for emergent behavioral issues which occur after hours. 16. 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. 17. 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. 18. Schedules will include working set times in the school and home setting, which can include morning, evenings, and weekends. 19. Maintain American Heart Association certification in First Aid and CPR. 20. 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. 21. Other responsibilities as assigned by the Children’s Behavior Services Supervisor.
QualificationsMINIMUM
QUALIFICATIONS: Minimum qualifications include current certification for a Level 2 Behavior Therapist by the Department of Human Services. Bachelor’s degree in a human service field and 1,500 hours of coursework, training and/or supervised professional experience in the application of behavior analysis required, Master’s degree preferred. Experience in the assessment and treatment of challenging behavior and skill deficit relate to Autism Spectrum Disorder, severe behavior disorder and Intellectual Disabilities. Strong analytical skills are necessary. Ability to work independently and a team member. Experience working in a school or private therapeutic school day 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 behavior therapist roles stay in demand
In Illinois, children’s behavior therapist roles are commonly tied to schools, clinics, and community programs serving students with behavioral needs. Competition often centers on candidates who already meet certification and supervised-experience requirements, since employers typically want a bachelor’s degree in a human service field, Level 2 Behavior Therapist certification, and experience treating challenging behaviors. Before applying, compare the AI-summarized requirements and benefits on this platform with the original posting so you can confirm fit quickly and target roles where your supervised hours are clearly documented.
