The Behavior Analyst works in coordination with classroom, Mental Health/Clinical, and Related Services staff to provide Behavioral Services to students.  Under the supervision of the Manager of Behavioral Services, Dean of Students, Director of Psychological and Behavioral Services, or Educational Director, the Behavior Analyst will serve as case manager for the behavioral programming of individual students. 

A primary responsibility is the development and implementation of Behavioral Intervention Plans (BIP).  The Behavior Analyst will facilitate and document the development of the BIP as well as conduct and document Functional Behavioral Assessments (FBA) and provide staff training.  This staff member will also monitor the efficacy of the BIP through data collection and graphing. 

Additional responsibilities include the development and implementation of crisis management procedures and the provision of behavioral support in the classroom.  As assigned, the Behavior Analyst may also provide support and guidance to Therapeutic Behavioral Aide (TBA) staff as well as other Behavioral Services personnel.  Fieldwork supervision may be provided to individuals seeking BCBA supervision as indicated. 

At the Lifeskills and Education for Students with Autism and Pervasive Behavioral Challenges (LEAP) Program, our mission is to ensure each of our students gains the independence and skills necessary to fully participate in school, community, workplace, and home life.

Our specialized autism program is a nonpublic special education day program approved by the Maryland State Department of Education.

We offer a range of educational and therapeutic services for students with complex academic, communication, social, and behavioral needs. Our program emphasizes the development of lifelong skills through an active approach to learning, including participation in community and work-based learning opportunities that allow them to apply skills outside of the classroom.

1. Conduct Functional Behavioral Assessments (FBA). This includes the collection of data through interview, logs, and direct observation. Act as Behavior Resource Case Manager to coordinate team input on FBA. Write FBA reports and present at teams, including IEP meetings.
2. Develop Behavior Intervention Plans (BIP) for students on caseload. Update BIPs as needed to ensure compliance with all regulations and school procedures.
3. Initiate and monitor data collection systems related to student behavior. Summarize, graph, and analyze data. Share data with classroom teams.
4. Train classroom staff in the implementation of BIPs and data collection systems. Monitor fidelity of implementation.
5. Provide ongoing monitoring of progress on behavioral goals. Produce quarterly progress reports, annual summaries, aide justifications/fade plans, FBA reports and BIPs. Attend and present at Individualized Education Plan meetings.
6. Coordinate and implement responses to behavioral crises as part of school-wide crisis management procedures.
7. Facilitate and implement the school-wide positive behavioral interventions and supports system.
8. As required by school procedures, complete all necessary documentation of contacts with parents, transportation providers, and other agencies.
9. Conduct in-service trainings as needed. When certified, conduct Professional Crisis Management (PCM) trainings.
10. Where appropriate, provide consultation to local school system transportation staff regarding behavior management on the bus.
11. Under the supervision of the Manager, Behavioral Services, or Director of Psychological and Behavioral Services, provide direct support and guidance to Therapeutic Behavior Aide (TBA) staff.
12. As assigned by Manager of Behavioral Services or Director of Psychological and Behavioral Services, provide independent fieldwork supervision for individuals seeking Board Certified Behavior Analyst (BCBA) certification.

• Must possess and maintain certification as a Board Certified Behavior Analyst.
• Must possess and maintain licensure in Maryland as a Licensed Behavior Analyst.
• Must achieve, possess, and maintain certification in Professional Crisis Management (PCM) at the “Practitioner 2 level” within the timeline established by the department. The department will provide a limited amount of certification opportunities. Individuals may obtain and provide documented evidence of required certification from an external provider.
• Must possess and maintain cardiopulmonary resuscitation (CPR) certification from the American Heart Association or American Red Cross.

Master’s degree in Psychology, Behavior Analysis, Education, or related field required.

• Minimum two years of previous experience with children with developmental disabilities is required.
• Experience with individuals with autism and/or behavioral challenges is preferred.