Behavior Analyst

Job Summary

The Behavior Analyst assists in the development and implementation of behavioral interventions and programs for Anchorage School District students of all ages and grades who require intensive behavior support. When itinerant, this position reports to and is evaluated by a director in Mental Health and Student Supports. When site-based, this position reports to and is evaluated by the building administrator. The position has a retirement association with the Public Employees' Retirement System (PERS).

Job Requirements
The following are required:

• A master's degree in education or a behavioral health field.
• A minimum of three years of experience working with children/adolescents with developmental disabilities, intellectual disabilities, mental health issues, and/or intensive behavioral needs.
• Board certification as a Board Certified Behavior Analyst (BCBA) and licensed as a behavior analyst in the State of Alaska.
• Must successfully complete Nonviolent Crisis Intervention (NCI) training within 30 days of hire.
• Must obtain and maintain current CPR/first aid certification.
• Must possess a current Alaska driver's license.

The following are preferred:

• Minimum of three years of successful school-based experience.
• Evidence of:Exceptional communication skillsExceptional interpersonal skillsExperience with conflict resolution skills
• Demonstrated ability to:Create graphs from data collectedAnalyze and make decisions from visual analysisConduct functional behavior assessments (FBAs)Develop behavior intervention plans (BIPs)Create a training plan based on Behavioral Skills Training (BST)Instruct and model a training plan based on behavioral skills training (BST)

Essential Job Functions

• When itinerant, works under the direction of a director in Mental Health and Student Supports. When site-based, works under the direction of the building administrator.
• Collaborates with teachers, counselors, and school psychologists.
• Collaborates with special education administration, Elementary School Division, Middle School Division, High School Division, and building administrators.
• Collaborates with the Special Education Department on behavioral programming for special programs.
• Participates in school-level data review meetings, transition meetings, FBA and BIP meetings, and other meetings determined by student need.
• Provides on-site instruction, hands on modeling, and coaching for staff who work with students who require additional intensive behavioral supports.
• Collaborates with teachers, counselors, and school psychologists on methods of instruction for skill acquisition, replacement behavior, and social emotional skills.
• Conducts FBAs in collaboration with school psychologists.
• Develops BIPs in collaboration with teachers, counselors, paraprofessionals, and school psychologists.
• Develops professional development trainings on behavior management, progress monitoring, data collection techniques, skill acquisition, replacement behavior, and social emotional skills.
• Collaborates with special education administration in the design and delivery of developed professional development trainings.
• Articulates understanding of evidence-based practices (EBPs).
• Develops and models the implementation of classroom wide or student specific data systems in alignment with Positive Behavior Interventions and Supports (PBIS).
• Participates in school level PBIS leadership meetings.
• Supports district level PBIS leadership team in trainings and classroom snapshots.
• Collaborates with teachers and psychologists regarding data review of BIP.
• Follows request for assistance process.
• Follows behavioral coaching process.
• Develops individual student behavioral training plan based on BST.
• Develops procedural integrity checklist (i.e., BIP implementation checklists).
• Conducts staff implementation checks during behavioral coaching process.
• Develops social validity surveys to ensure staff are accepting of the interventions written in the BIPs.
• Delegates data collection, individual student BST, and modeling of BIPs to behavior technicians.
• Ensures behavior technicians meet ongoing requirements as required by the BACB.
• Tracks the supervision hours required by the BACB for behavior technicians.

Physical /Mental Demands
The physical demands of this job require frequent standing, walking, sitting, speaking and hearing. Specific visual abilities are also required. The employee is regularly required to reach with his/her hands and arms and occasionally lift items weighing less than 40 lbs. Additionally, the employee must be able to understand vague and implicit instructions, be able to readily recall facts and details, handle conflict and make effective decisions under pressure. The employee must have the ability to effectively manage the stress of working with students, parents, and other employees representing diverse cultures, personalities, and work styles in a dynamic work environment.

The Anchorage School District is committed to providing reasonable accommodations, according to applicable state and federal laws, to all individuals with a qualified physical or mental disability.

Work Environment
Work is performed in a professional environment with a wide variety of individuals having differing functions, personalities and abilities, including working with diverse groups of people in a variety of different settings.

While performing the duties of this job the employee may be regularly exposed to a video display. The employee may be exposed to outdoor weather conditions. The noise level in the work environment is usually moderate.