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Edmonton Catholic Schools is a large urban school division whose mission is to provide a Catholic education that inspires students to learn and that prepares them to live fully and to serve God in one another. The Division is comprised of over 50,000 students and 5,000 employees in 95 schools plus other sites.

KNOWLEDGE:

• Master’s Degree in Applied Behaviour Analysis or a related discipline, plus at least 3 years of directly related experience.
• Board Certified Behaviour Analyst (BCBA) credentials.
• Minimum of 2000 hours of formal training and supervision in ethics, assessment, intervention, progress monitoring, and coaching from a qualified BCBA.
• Advanced knowledge of Applied Behaviour Analysis principles and intervention techniques for children with severe/complex needs.
• Understanding of trauma-informed practices to identify historical antecedents impacting students.
• Knowledge of crisis intervention strategies and de-escalation techniques.
• General knowledge of therapeutic disciplines and the Alberta Education Curriculum.
• General knowledge of the Division’s operations and business and general understanding of the Division’s mission and vision in a faith-based environment
• Knowledge of records management principles, the Protection of Privacy Act (POPA), and the Access to Information Act (ATIA)
• Knowledge of workplace safety and awareness of Occupational Health and Safety regulations
• Knowledge and alignment with the Division’s administrative procedures

SKILLS:

• Proficiency in various data tracking techniques and data graphing and analysis.
• Strong assessment and problem-solving skills.
• Effective decision-making abilities.
• Proficiency in data analysis and research.
• Strong organizational and time management skills.
• Advanced written and oral communication skills.
• Ability to work collaboratively with children, teachers, parents, and multi-disciplinary team members.
• Flexibility to adapt to the varying needs and conditions of students.

1. Intervention (25%)

• Collaborate with Multi-Disciplinary Teams (MDTs) to develop individualized plans for consistent application in various school environments.
• Select evidence-based behavioural interventions tailored to the student’s needs.
• Design student-centered plans focusing on teaching lagging skills and reducing challenging behaviors.
• Coach and support staff in implementing specialized programs (e.g., BIPs, skill acquisition plans, CMP).
• Apply data-based decision-making to revise or adjust plans as needed.
• Monitor for challenging behaviors and risky situations that indicate the need for a Crisis Management Plan.
• Support the development of Crisis Management Plans for high-risk students.
• Provide immediate intervention for students displaying crisis behaviors.
• Document and monitor changes in student and staff behavior during crises.
• Train staff in Non-Violent Crisis Intervention (NVCI) and Violence Threat Risk Assessment (VTRA).

1. Compliance and Ethical Standards (20%)

• Adhere to the standards and regulations set by the Behaviour Analyst Certification Board (BACB) to maintain professional credentials and uphold industry best practices.
• Work in compliance with the BACB Ethics Code for BCBAs.
• Obtain ongoing informed consent from stakeholders, guardians, and caregivers.
• Ensure ongoing assent from students to participate in programming and interventions.
• Promote and implement Alberta educational mandates for fostering effective relationships, utilizing positive behaviour supports, and creating individualized, function-based approaches.

1. Assessment (20%)

• Select and design evidence-based assessments tailored to the individualized needs of the student, their team, and the school.
• Conduct Trauma-Informed Functional Behaviour Assessments (FBAs) to identify the function of behaviors and contextual variables.
• Provide written assessment summaries and debrief with teams to inform programming.
• Conduct Skills, Preference, and Ecological Assessments to identify student strengths, deficits, and environmental factors influencing behavior.
• Facilitate Risk vs. Benefit Assessments to determine the most beneficial and least risky interventions.

1. Collaboration and Consultation (15%)

• Respectfully collaborate with colleagues from various professions (OT, SLP, etc.) in the best interest of the student.
• Formulate comprehensive Behaviour Intervention Plans (BIPs) in collaboration with MDTs and educational teams.
• Share student progress with parents and staff involved in the student’s success.
• Provide consultation and guidance to classroom teams on behavior management techniques.
• Participate in staff and team meetings and case conferences.

1. Staff Training and Professional Development (10%)

• Provide training to teachers, MDT members, and other staff to build capacity in behavior intervention strategies.
• Support the professional development of staff on behavioral analytic principles, strategies, and techniques.
• Train staff on specific individualized programs using Behaviour Skills Training (BST) components: instructions, modeling, rehearsal, and feedback.
• Disseminate behavior analysis information to make the science accessible to others.

1. Data Collection and Reporting (10%)

• Conduct baseline data collection of target skills to benchmark program effectiveness.
• Develop and maintain data collection systems matched to the environment and unique goals.
• Graph ongoing data to analyze and interpret responses to interventions.
• Use data-driven approaches to evaluate intervention effectiveness and make necessary adjustments.
• Review data with educational teams and families to communicate student progress.