Board Certified Behavior Analyst

Minimum Requirements 

• Master’s degree from an accredited college or university in education, applied behavioral sciences, psychology or other related fields.
• Two years of full-time, paid professional experience working with students with Autism and/or Emotional Disturbance developing Functional Behavioral Assessments, behavior plans and providing training on behavioral interventions, classroom management and intervention techniques such as positive behavior intervention, Applied Behavior Analysis (Discrete Trial Training), Picture Exchange Communication System, positive behavior intervention, social skills training, and communication training.

Certificate/License

• Possession of a valid certificate as a Board Certified Behavior Analyst (BCBA) and meet the current Behavior Analyst Certification Board Standards for Supervision Requirements to supervise Exam Candidates and must be maintained during tenure of appointment.

Knowledge, Skills and Abilities 

• Demonstrated knowledge of:
  • the principles of Applied Behavior analysis and appropriate interventions and techniques for students diagnosed with Autism Spectrum Disorder (ASD) and Emotional Disturbance.
  • current research regarding methodologies, interventions and treatment for ASD.
  • the best practices for writing Functional Behavioral Assessments and Positive Behavior Support Plans.
  • adult educational training principles, methods and techniques.

• Demonstrated ability to:
  • coordinate and review the work of others.
  • work in collaboration with other staff.
  • effectively problem solve and mediate among parties.
  • conduct discrete Trial/Intensive Teaching (DT/IT), Natural Environment Training (NET)/Pivotal Response Training (PRT), Error Correction Procedures, Errorless Teaching Procedures, Chaining, Shaping, data collection and graphing.
  • analyze data and make recommendations on findings.
  • use a personal computer and software applications such as Microsoft Office and Excel.
  • create, maintain and use data for planning and decision-making.
  • assist schools in the development and implementation of action plans.
  • communicate effectively, both orally and in writing.
  • establish and maintain effective working relationships.

Disclaimer

The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified. 

Nondiscrimination

The School District of Philadelphia provides to all persons equal access to all categories of employment in this district, regardless of race, color, age, creed, religion, sex, sexual orientation, ancestry, national origin or handicap/disability, gender identity, or genetic information. Please refer to Board Policy 104 for further information regarding the District's commitment to Nondiscrimination in Employment Practices.