Board Certified Behavior Analyst (BCBA)
Apply NowCompany: Gadsden Independent School District, NM
Location: San Miguel, NM 88058
Description:
Salary: $88,796.00 - $93,432.00 Annually
Location : San Miguel, New Mexico
Job Type: Full-Time
Job Number: 202301149
Department: SPECIAL EDUCATION DEPARTMENT
Opening Date: 03/06/2025
FLSA: Exempt
**Due to the high volume of reference surveys being sent out and some issues we've encountered with the process, we have updated our application requirements. The application will now require three professional reference letters, all dated within the last 12 months.
If you are a current district employee, please ensure that one of the reference letters is from your current supervisor.
Thank you for your understanding.
Debido al alto volumen de referencia encuestas que se estn enviando y algunos problemas que hemos encontrado en el proceso, hemos actualizado nuestros requisitos. La solicitud ahora requerir tres cartas de referencia profesional, todas las cartas deben de tener una fecha en los ultimos 12 meses.
Si usted es un empleado actual del distrito, por favor asegrese de que una de las cartas de referencia provenga de su supervisor actual.
Gracias por su comprensin.
Job Description
Support campus staff in identifying and working through problem behaviors. Provide ongoing professional development in the area of behavior to all staff. Provide techniques and modeling of behavior intervention support to staff.
Essential Duties and Responsibilities
Complies with the Code of Ethics of the Education Profession; upholds and enforces rules, administrative Complies with the Code of Ethics of the Education Profession; upholds and enforces rules, administrative directives, regulations, GISD school board policies, as well as local, state, and federal regulations.
All functions are performed in accordance with established policies, procedures, safety and computer security regulations.
Work collaboratively with campus and district staff to promote positive student behavior by providing professional development that targets research, strategies and modeling of instructional practices to support staff in their implementation of positive behavior support.
Demonstrate expertise in the area of data collection and behavior analysis.
Assists case managers and/or school psychologists and social workers in writing of comprehensive functional assessments and behavior intervention plans and instructional methodologies for staff.
Demonstrate behavior management ideas and/or techniques.
Provide training in the use of data collection, positive behavior supports, intervention techniques and instructional methodologies for staff.
Assist staff working with children with autism on teaching skill deficits, maintaining acquired skills, teaching self-help skills and develop social skills.
Develop materials and provide resources for and provide professional development to administrators, educators, paraprofessionals and parents/guardians.
Attend IEP, eligibility, or other meetings as necessary and provide related behavioral information as needed.
Work with students who exhibit maladaptive/unexpected behaviors and provide support and professional learning for staff who work with such students.
Travel to school sites as required for observations, functional behavioral assessments, behavior intervention plans, or programmatic recommendations for individual students.
Engage parents in the process of creating behavior programs for students in order to empower parents by providing them with skills and techniques to support the positive behavior development of their child.
Conducts functional behavior assessments and educational assessments, accurately identifying the function of challenging behavior and socially valid, pivotal behaviors to target.
Develops treatment plans that recommend individualized, evidence-based behavioral strategies in a format accessible to staff, family members, other professionals.
Develops strong collaborative relationships and trains families, caregivers, and school staff to implement effective techniques across all environments, promoting progress and generalization.
Provides ongoing training of school staff, ensuring treatment integrity and supporting the professional growth of staff.
Monitors progress and evaluate treatment effectiveness regularly, maintaining high rates of progress.
Identifies behavior goals and intervention techniques utilizing non-aversive behavior change methods.
Selects intervention and strategies according to the needs and desires and abilities of the individual, and prepares written behavior interventions and strategies, and support plans.
Completes reports and other paperwork within the established timeframes.
Participate in building-level meetings as appropriate.
Attends training, conferences, workshops, etc., as appropriate to enhance job knowledge and skills.
Performs other duties as needed, required, or assigned.
SUPERVISORY RESPONSIBILITIES
The purposes of supervision are to improve and maintain the behavior-analytic, professional, and ethical repertoires and facilitate the delivery of high-quality behavior-analytic services.
Effective behavior-analytic supervision includes:
Development of performance expectations for Applied Behavior Analysts (ABA).
Observation, behavioral skills training, and delivery of performance feedback
Modeling technical, professional, and ethical behavior
Guiding behavioral case conceptualization, problem-solving, and decision-making repertoires
Review of written materials (e.g., behavior programs, datasheets, reports)
Oversight and evaluation of the effects of behavioral service delivery
Qualifications
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
EDUCATION and/or EXPERIENCE
CERTIFICATES, LICENSES, REGISTRATIONS
Supplemental Information
TECHNOLOGY SKILLS
LANGUAGE SKILLS
Ability to read, analyze and interpret general education periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from administrators and staff.
MATHEMATICAL SKILLS
Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plan and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
REASONING ABILITY
Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
PHYSICAL/MENTAL DEMANDS 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.While performing the duties of this job, the employee is required to use hands to finger, handle, or feel and talk or hear. The employee is frequently required to sit. The employee is occasionally required to stand, walk, reach with hands and arms, climb or balance. The employee must occasionally lift and/or move up to 25 lbs. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus. The information required for this job will be documented in a computer. Computer-assisted presentations will also be made as a regular part of the job.
Maintains emotional control under stress.
WORK ENVIRONMENT The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.The noise level in the work environment is usually moderate. Working with researching information, entering data, or information into a computer requires quietness in the workplace. Working with teachers and principals in classrooms and schools requires tolerance to noise.
We offer a complete benefits package through ALFAC, Allstate and NMPSIA to full-time employees including health care, dental, vision, long-term and short-term disability, life insurance, retirement, deferred compensation plans, flexible spending accounts, holidays, and general leave.
To learn more details, visit our benefits page.
Location : San Miguel, New Mexico
Job Type: Full-Time
Job Number: 202301149
Department: SPECIAL EDUCATION DEPARTMENT
Opening Date: 03/06/2025
FLSA: Exempt
**Due to the high volume of reference surveys being sent out and some issues we've encountered with the process, we have updated our application requirements. The application will now require three professional reference letters, all dated within the last 12 months.
If you are a current district employee, please ensure that one of the reference letters is from your current supervisor.
Thank you for your understanding.
Debido al alto volumen de referencia encuestas que se estn enviando y algunos problemas que hemos encontrado en el proceso, hemos actualizado nuestros requisitos. La solicitud ahora requerir tres cartas de referencia profesional, todas las cartas deben de tener una fecha en los ultimos 12 meses.
Si usted es un empleado actual del distrito, por favor asegrese de que una de las cartas de referencia provenga de su supervisor actual.
Gracias por su comprensin.
Job Description
Support campus staff in identifying and working through problem behaviors. Provide ongoing professional development in the area of behavior to all staff. Provide techniques and modeling of behavior intervention support to staff.
Essential Duties and Responsibilities
Complies with the Code of Ethics of the Education Profession; upholds and enforces rules, administrative Complies with the Code of Ethics of the Education Profession; upholds and enforces rules, administrative directives, regulations, GISD school board policies, as well as local, state, and federal regulations.
All functions are performed in accordance with established policies, procedures, safety and computer security regulations.
Work collaboratively with campus and district staff to promote positive student behavior by providing professional development that targets research, strategies and modeling of instructional practices to support staff in their implementation of positive behavior support.
Demonstrate expertise in the area of data collection and behavior analysis.
Assists case managers and/or school psychologists and social workers in writing of comprehensive functional assessments and behavior intervention plans and instructional methodologies for staff.
Demonstrate behavior management ideas and/or techniques.
Provide training in the use of data collection, positive behavior supports, intervention techniques and instructional methodologies for staff.
Assist staff working with children with autism on teaching skill deficits, maintaining acquired skills, teaching self-help skills and develop social skills.
Develop materials and provide resources for and provide professional development to administrators, educators, paraprofessionals and parents/guardians.
Attend IEP, eligibility, or other meetings as necessary and provide related behavioral information as needed.
Work with students who exhibit maladaptive/unexpected behaviors and provide support and professional learning for staff who work with such students.
Travel to school sites as required for observations, functional behavioral assessments, behavior intervention plans, or programmatic recommendations for individual students.
Engage parents in the process of creating behavior programs for students in order to empower parents by providing them with skills and techniques to support the positive behavior development of their child.
Conducts functional behavior assessments and educational assessments, accurately identifying the function of challenging behavior and socially valid, pivotal behaviors to target.
Develops treatment plans that recommend individualized, evidence-based behavioral strategies in a format accessible to staff, family members, other professionals.
Develops strong collaborative relationships and trains families, caregivers, and school staff to implement effective techniques across all environments, promoting progress and generalization.
Provides ongoing training of school staff, ensuring treatment integrity and supporting the professional growth of staff.
Monitors progress and evaluate treatment effectiveness regularly, maintaining high rates of progress.
Identifies behavior goals and intervention techniques utilizing non-aversive behavior change methods.
Selects intervention and strategies according to the needs and desires and abilities of the individual, and prepares written behavior interventions and strategies, and support plans.
Completes reports and other paperwork within the established timeframes.
Participate in building-level meetings as appropriate.
Attends training, conferences, workshops, etc., as appropriate to enhance job knowledge and skills.
Performs other duties as needed, required, or assigned.
SUPERVISORY RESPONSIBILITIES
The purposes of supervision are to improve and maintain the behavior-analytic, professional, and ethical repertoires and facilitate the delivery of high-quality behavior-analytic services.
Effective behavior-analytic supervision includes:
Development of performance expectations for Applied Behavior Analysts (ABA).
Observation, behavioral skills training, and delivery of performance feedback
Modeling technical, professional, and ethical behavior
Guiding behavioral case conceptualization, problem-solving, and decision-making repertoires
Review of written materials (e.g., behavior programs, datasheets, reports)
Oversight and evaluation of the effects of behavioral service delivery
Qualifications
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
- Proven track record of success in instructional coaching, mentoring, or professional development facilitation.
- Strong understanding of data-driven decision-making processes and the ability to analyze student performance data to inform instructional practices.
- Excellent communication and interpersonal skills, with the ability to collaborate effectively with diverse stakeholders.
- Flexibility and adaptability to meet the evolving needs of schools and educators within the district.
- Commitment to ongoing professional growth and development.
- Passion for supporting the academic success and holistic development of all students.
- Strong communication and presentation skills.
EDUCATION and/or EXPERIENCE
- Master's Degree in applied behavior analysis, special education, psychology or related discipline.
- Current Board Certified Behavior Analyst (BCBA, as certified by the Behavior Analyst Certification Board (BCBA)
- Minimum 4-5 years' experience as a Board-Certified Behavior Analyst. Expert knowledge of intervention planning for developing behavior change strategies that focus on reducing problem behaviors and increasing appropriate behaviors.
CERTIFICATES, LICENSES, REGISTRATIONS
- Current Board Certified Behavior Analyst (BCBA, as certified by the Behavior Analyst Certification Board (BCBA).
Supplemental Information
TECHNOLOGY SKILLS
- Ability to use multiple virtual instructional platforms.
- Proficient in Google Suites
- Proficient in Microsoft Office Suites
- Ability to use multiple student data platforms.
LANGUAGE SKILLS
Ability to read, analyze and interpret general education periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from administrators and staff.
MATHEMATICAL SKILLS
Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plan and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
REASONING ABILITY
Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
PHYSICAL/MENTAL DEMANDS 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.While performing the duties of this job, the employee is required to use hands to finger, handle, or feel and talk or hear. The employee is frequently required to sit. The employee is occasionally required to stand, walk, reach with hands and arms, climb or balance. The employee must occasionally lift and/or move up to 25 lbs. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus. The information required for this job will be documented in a computer. Computer-assisted presentations will also be made as a regular part of the job.
Maintains emotional control under stress.
WORK ENVIRONMENT The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.The noise level in the work environment is usually moderate. Working with researching information, entering data, or information into a computer requires quietness in the workplace. Working with teachers and principals in classrooms and schools requires tolerance to noise.
We offer a complete benefits package through ALFAC, Allstate and NMPSIA to full-time employees including health care, dental, vision, long-term and short-term disability, life insurance, retirement, deferred compensation plans, flexible spending accounts, holidays, and general leave.
To learn more details, visit our benefits page.