Board Certified Behavior Analyst - Case Manager | Melrose Park at Hope

Melrose Park, Illinois, United States -

Full Time

Start Date

Immediate

Expiry Date

04 Aug, 26

Salary

85000.0

Posted On

06 May, 26

Experience

2 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Behavioral Assessments, Functional Analysis, ABA Principles, Data Tracking, Staff Training, Behavior Support Plans, Positive Interventions, Response Reduction Interventions, Microsoft Office Suite, Interpersonal Communication, Crisis Intervention Strategies, Discrete Trial Training

Industry

Primary and Secondary Education

Description

BCBA Case Manager - Melrose Park, IL Salary = up to $85,000 annually (based on experience) Reports to - Director of Residential Operations JOB SUMMARY: The Behavior Analyst Case Manager is responsible for behavioral assessments, functional analyses, behavior program design and development (based upon ABA principles), data tracking and analyses, and ongoing monitoring of programs for individual youths. Development and implementation of staff training procedures on a regular basis is expected, as is participation in multidisciplinary team meetings. The goal is to be able to assist the youth, and assist the staff who work directly with the youth, in using appropriate behavioral and clinical techniques so that youth may achieve targeted objectives and grow towards reaching their highest potential. ESSENTIAL FUNCTIONS: 1. Functional Analysis: Carried out at one of three levels, Level I (“Informal,” where motivation for exhibiting maladaptive behaviors is identified by analysis of information obtained from caregivers through interviews and questionnaires); Level II (“Descriptive,” based upon actual observations of the individual at various times of day and repeated observations across time); and Level III (“Analogue,” based upon actual presentation of antecedent stimuli and response consequences). To be completed informally on all incoming youth and others as necessary, whenever a specific intervention program is appropriate and a diagnostic data base is necessary. 2. Design of Data Collection Systems: Design and implement data collection forms and procedures, to best quantify behavior data across various environments and settings. Examples of such include (not all inclusive) partial interval time sampling, momentary time sampling, cumulative frequencies, and duration recordings. 3. Data Analysis: Plot and systematically analyze program and baseline data in terms of levels, trends, variability, and functional relationships. 4. Design of Behavior Support Plans (BSPs): Design behavior support plans, based upon functional analysis and data analysis results. BSPs may be formal (required for any youth with a Level II intervention, including use of psychotropic medications) or informal, which may take the form of general behavior support strategies or a detailed set of procedures outlining a positive intervention. a. Positive Interventions for Teaching Adaptive Behaviors: Components include task analysis, identification of reinforcers, appropriate task prompts, schedule(s) of reinforcement, procedures for generalization of learned skills, and design of an appropriate data collection system. b. Design of Response Reduction Interventions: Components include identification of intervention procedures that are the least intrusive techniques that will reduce the display of the targeted behavior. Must be based upon adequate functional analysis, an appropriate data collection system, concurrent implementation of positive interventions to develop replacement behaviors, and demonstration of necessary skills by staff who receive training. 5. Staff Training: a. Implementation of Interventions and/or to Collect Data: Training includes specific and detailed information and demonstration on how to conduct planned interventions and how to collect appropriate data, with appropriate return demonstration by staff. b. Orientation Training: Development and regulate implementation of training for new staff on basic ABA concepts, Autism, and related topics. MARGINAL FUNCTIONS 1. Assumes duty as a mandated reporter. 2. Completes other duties as assigned that are within the general scope and or related/supplemental to the above listed duties. WORKING CONDITIONS Must be able to materially perform the task normally associated with the position. Indoor, office work. KNOWLEDGE, SKILLS AND ABILITIES 1. Strong computer skills and background; knowledge in Microsoft Office Suite. 2. Strong attention to detail and organization. 3. Excellent interpersonal communication skills and intermittently interact with youth with disabilities. TRAINING, ACADEMIC AND EXPERIENTIAL REQUIREMENTS 1. Master’s degree in applied behavior analysis or Master’s degree in related discipline (e.g., clinical psychology), with behavior analysis emphasis. 2. Board Certified Behavior Analyst (BCBA) with training certification. PREFERRED QUALIFICATIONS 1. Two plus years working with individuals who have developmental disabilities, cognitive impairment, and autism 2. Two plus years experience in functional assessments/analyses, behavior program development/monitoring, and competency-based staff training procedures in program implementation, discrete trial training, functional communication training, prompting, prompt fading, differential reinforcement, and crisis intervention strategies. BENEFITS: * Health Insurance * Dental Insurance * Vision Insurance * Flexible Spending Account (Health and Dependent) * Health Savings Account * Life Insurance * 401(k) Retirement Plan * Paid Time Off * Floating Holidays * Employee & Dependent Tuition Reimbursement Hope is an Equal Opportunity Employer. #INDHP

Responsibilities

The BCBA Case Manager is responsible for conducting behavioral assessments, designing ABA-based behavior support plans, and analyzing data for individual youths. They also develop and implement staff training procedures to ensure clinical techniques are applied effectively.