Home-Based BCBA Specialist

About the Employer

Home-Based Behavioral Specialist (BCBA) Job Description

Position Summary

Provides home-based adaptive living and behavioral consultation services to help Accept Programs build capacity to serve students with Autism Spectrum Disorder and related disabilities in home and community settings. Work schedule includes providing and supervising home-based services during after-school hours (3:00 to 6:30 pm) and may include working from 10:30 am to 6:30 pm on a regular basis.

Qualifications Required

Master's degree (M.A., M.S., or M.Ed.) required. 3-5 years of experience working with children and/or young adults with Autism Spectrum Disorder and related disabilities, preferably in home-based and community settings. Valid driver's license.

Qualifications Desired

Board Certified Behavior Analyst/BCBA certification strongly preferred; individuals who are currently completing post-master's coursework or fieldwork/supervision hours to sit for the BCBA exam may be considered.

Essential Functions and Responsibilities

Provide supervision to direct home-based therapists and consultation to parents/caregivers regarding each student's adaptive daily living, behavioral, and social services for students aged 3-22 in the home and/or non-K-12 school setting. Report to and collaborate with the Home-Based Coordinator. Design skill acquisition programming and behavior reduction programming, along with parent-implemented interventions and strategies, incorporating data collection/progress monitoring towards measurable home-based objectives. Implement and train others to implement behavior change procedures (e.g., discrete trials, incidental teaching, differential reinforcement, shaping, chaining, task analyses, antecedent and consequence interventions, coping skills, etc.). Model techniques and strategies for the parents/caregivers and other family members in the home setting. Create data collection systems based on the principles of Applied Behavior Analysis. Effectively summarize data for home-based services being implemented; monitor progress and modify programs as needed. Recommend any needed changes in programming and document recommendations on each home visit. Maintain accurate clinical session notes for activities performed during on-site home-based and community-based sessions. Write home-based progress reports as per the schedule indicated in each student's Individualized Education Program (IEP)/determined by the student's IEP team. Participate in professional development opportunities throughout the year. Forward all/respond to email communications with the Home-Based Services Coordinator and parents in a timely fashion. Consult and follow up with home-based staff and parents/caregivers on behavioral and programming matters. Collaborate with students' team members (school personnel, other outside service providers) as needed. Conduct appropriate formal and informal assessments (Functional Behavior Assessments/FBAs, Adaptive Daily Living Skills Assessments, home observations) and interpret results, including writing reports and presenting findings at team meetings.

Consultation and Collaboration

Consult with parents/caregivers, family members, home-based therapists, and Home-Based Coordinator regarding the needs and services of students and families. Develop strategies to implement goals and address behavioral issues in the home setting and in community locations. Serve as a liaison between the school and home environments to ensure consistency and appropriate carry-over of programs. Serve on team to determine the appropriateness of Accept Home-Based Services. Consult with teams to develop goals and objectives regarding home-based and community-based behavioral needs. Conduct professional development workshops.

Nonessential Functions

Other duties as assigned
Occasional travel to all collaborative locations and transfer between Accept Programs based on programmatic needs

Success Factors/Job Competencies

Ability to work with children and young adults with a variety of disabilities, including Autism Spectrum Disorder, intellectual/developmental disabilities, and related disabilities.
Great attention to detail and accuracy.
Excellent interpersonal and communication skills.
Positive and proactive attitude.
Ability to maintain confidentiality and ethical conduct.
Commitment to company values and mission.
Strong team player.

Physical Demands and Work Environment

Physical demands: While performing the duties of this job, the employee is regularly required to move about and may be required to traverse occasionally throughout the school building. The employee must also often remain in a stationary position for considerable periods of time. The employee is occasionally required to reach with hands and arms and sit, stoop, kneel, crouch, or crawl, and perform physical restraint of a student at times of behavioral escalation. The employee is expected to lift at least 20 pounds (e.g., books, school supplies, etc.). The employee must frequently use hands to finger, handle, or feel; and use hand strength to grasp tools.

Work environment: The employee will be working in a variety of homes and community locations with an acceptable level of noise.

Work Environment and Physical Demands Summary

The above information on this description has been designed to indicate the general nature and level of work performed by an employee in this position/classification. It is not to be interpreted as a comprehensive inventory, or all duties, responsibilities, and qualifications of employees assigned to this job. The omission of specific statements of duties does not exclude them from the position if the work is similar, related, or is a logical assignment to the position. Management has the right to add to, revise, or delete information in this description. Reasonable accommodations will be made to enable qualified individuals with disabilities to perform the essential functions of this job.