Job Description:
This position is responsible for using the science of Applied Behavior Analysis (ABA) to support students with disabilities. The behavior analyst will conduct functional behavior assessments, preference assessments, skills assessments, and other empirically validated assessments. The behavior analyst will develop behavior support programming targeted at both problem behavior reduction and skills acquisition. The behavior analyst will model program implementation, train staff to implement recommended programming with fluency, and monitor treatment fidelity. The behavior analyst will design data collection systems, graph, and analyze program data. The behavior analyst will utilize crisis prevention and crisis intervention skills and provide coaching to staff.

• Develop materials, provide resources, and provide professional learning to administrators, educators, paraeducators, and parents/guardians in Applied Behavior Analysis (ABA) and/or other evidence-based methodologies related to addressing students’ safety, learning, and behavioral needs.
• Plan and oversee the development and implementation of programs, policies, and best practices related to instruction using Applied Behavior Analysis (ABA) principles for students with autism and other disabilities.
• Conduct functional behavioral assessments/analyses for individual students.
• Conduct verbal behavior assessments (VB-MAPP/ABLLS-R) and other assessments as necessary for developing student programming.
• Develop individualized academic and behavior plans (e.g., goals, objectives, and interventions) and monitor student progress toward goals.
• Create and assist District staff with developing and implementing behavior plans, ABA programs, and other appropriate programs for students with Autism or other disabilities that present behavior/learning challenges.
• Provide professional learning and conduct functional analysis assessments of behavior for students with complex and/or severe behaviors in accordance with both Federal and State laws and regulations.
• Supervise BCBA candidates within the Springfield Public Schools District, as appropriate.
• Provide training and supervision to Registered Behavior Technicians (RBTs)
• Assist with oversight of the behavioral services (including ensuring compliance with requirements for session notes, supervision, treatment, RBT requirements, etc.)
• Lead and/or participate in various meetings (e.g., professional development, staff meetings, eligibility decisions, IEPs, etc.) to convey and/or gather information required to implement and maintain programs and services.
• Performs other related duties as required/assigned. 

Qualifiations & Requirements

• Master’s Degree in education, psychology, applied behavior analysis, or related field of study, required
• One year of job-related experience required
• Current Board-Certified Behavior Analyst (BCBA) license (as per requirements stated in Missouri State Plan for Special Education, Part B 2023) required
• Missouri Behavior Analyst licensure (LBA) in good standing, required
• Must pass a Criminal Background Clearance, the results of which must be satisfactory to the District, required
• Additional certification as a special education teacher or school psychologist in the state of Missouri, preferred

Working Conditions and Physical Requirements

• Work environment is primarily inside, where the noise and temperature levels are moderate.
• The work is medium work that requires exerting up to 50 pounds of force occasionally, and/or up to 30 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects.
• Must possess the physical ability to work primarily with fingers, perceive the nature of sounds, make rational decisions through sound logic and deductive processes, express or exchange ideas by the spoken word, substantial movements (motions) with the hands, wrists, and/or fingers, and discern letters or numbers at a given distance.
• Additionally, the following physical abilities are required: grasping, handling, hearing, kneeling, manual dexterity, mental acuity, reaching, repetitive motion, speaking, standing, stooping, talking, visual acuity, and walking.