Board Certified Behavior Analyst

Wheeler Clinic
Oct 18, 2016
Oct 19, 2016
Employer Type
Direct Employer
Employment Type
Full Time
Master's Degree


The Board Certified Behavior Analyst (BCBA) provides behavior analysis services and behavior management plans for special education students enrolled in educational programs. In addition, the BCBA provides consultation, support, training, and professional learning to school staff and parents/guardians in appropriate behavior intervention techniques. The BCBA conducts assessments and develops plans that conform to IDEA, Connecticut laws and regulations and other applicable statutes and regulations.


Experience completing Functional Behavior Assessments, writing behavior plans for students with behavior difficulties including students with autism and other disabilities is required. ABA or similar research-based training experience and training required, as well as 2 years minimum experience working as a behavior or autism specialist or related field. Must have a master's degree in Applied Behavior Analysis or in a related field, possess a Board Certified Behavior Analyst Certification (BCBA).


10 month position, 20 hours per week.


Wheeler provides equitable access to innovative care that improves health, recovery and growth at all stages of life.

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Develops materials, provides resources for, and provides professional learning/training to administrators, school staff, clinicians, and parents/guardians in Applied Behavior Analysis (ABA) and/or other evidence-based methodologies related to addressing the needs of students with behavior difficulties.

Plans and oversees the development and implementation of programs, policies, and best practices related to instruction using the principles of Applied Behavior Analysis (ABA) for students with Autism and other disabilities.

Provides direct and indirect functional behavioral assessments for individual students with complex and/or severe behaviors in accordance with both Federal and State laws and regulations.

Creates and assists school staff with the development and implementation of behavior intervention plans, ABA programs and other appropriate programs for students with Autism and/or other disabilities that present behavior/learning challenges.

Accurately diagnoses and works with students who exhibit complex and/or severe behaviors and provides support, training and professional learning for their classroom and clinical staff.

Creates data collection systems, collects data and prepares a variety of reports for the purpose of documenting case history, assessments, response to intervention, and treatment.

Instructs, motivates and assists students to improve functional activities and skills to improve learning.

Observes classroom staff in their application of behavior plans and provides feedback, training and consultation.

Documents treatment, intervention and consultation according to school policies and procedures.

Assists in the development of the client's (student's) Individual Educational Plan (IEP) and provides discipline related mandated services in compliance with the IEP.

Demonstrates knowledge of child development, psychopathology, trauma-informed and relationally based treatment, and evidence based treatment modalities and translates this into effective work with students.

Demonstrates knowledge of psychotropic medications, psychopathology and primary modalities of psychotherapy including individual, group, and family. Correctly triages clinical emergencies including, but not limited to, harm to self and others. Utilizes evidence based treatment as appropriate.

Provides classroom based consultation as part of a interdisciplinary team to address child specific and milieu based treatment, support implementation of a trauma informed relational practices and positive behavioral support, and to address staff concerns.

Supports the provision of school based psychiatric care by making timely referrals, providing relevant clinical information to psychiatric staff about student's functioning in home, school, and community settings and serves as a liaison between families, teachers, and school psychiatric services.

Communicates in a positive, effective manner with all internal and external educational, clinical and administrative service providers, parents and guardians, and seeks consultation from others when appropriate.

Identifies potential risk factors and taking measures to reduce those risks in the milieu through reinforcement of positive and safe behaviors, trauma-informed and relationally-based therapeutic interventions, and reporting of suspected child abuse/neglect, according to agency policies and procedures.

Trains and participates in emergency safety interventions authorized and approved by the agency, when a student presents with an imminent safety concern.

Documents all client related information in a timely manner and in compliance with Medicaid, licensing, and other standards.

Utilizes internal and external levels of care and criteria for referral to various points in the continuum of care. Make timely referrals for specialized evaluations, programs, and services in accordance with levels of care requirements.

Travels between schools and/or performs necessary home visits for the purpose of providing direct treatment, consultation and collaboration for students and families.

Continues to develop knowledge and understanding about the history, traditions, values, family systems, and artistic expression of groups served as well as uses appropriate methodological approaches, skills, and techniques that reflect an understanding of culture.

**_All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, or protected veteran status. Affirmative-Action Equal Opportunity E_**

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