The Staff Research Scientist will work collaboratively with the Principal Investigator (PI), Director of CASSI Community Programs, and other REACH research staff to carry out the specified Early Achievements intervention and perform research tasks aligned with designated studies. The incumbent will train and supervise research staff and trainees; provide coaching and consultation to teachers; deliver professional trainings and workshops; evaluate program outcomes through assessment and progress monitoring; conduct research assessments; prepare summaries of research assessments for families; code research data, investigate, identify, develop, implement, and monitor systems to ensure that the assigned research projects/studies comply with Institutional Review Board (IRB) standards and scientific procedures; and stay within appropriate timelines. This position will additionally work in coordination with the Senior Research Coordinator to serve as the main points of contact for study-related representatives outside and within the Institute, and will assist in the preparation of progress reports for the PI, grant reports, and grant submissions.

1.  Carry out the specified Early Achievements intervention and other evidencebased practices in classroom and other settings.
2. Coach and train teachers in the implementation of the Early Achievements intervention, and conduct fidelity of implementation ratings and video tape
reviews with classroom staff.
3. Conduct professional development trainings and workshops for early childhood educators.
4. Assess preschool and school-age children with and without developmental delays/disabilities using standardized and non-standardized assessment
instruments. Inform parents of their child’s assessment results and make appropriate referrals and recommendations as necessary. Prepare written summary of assessments in a timely manner.
5. Secure and maintain relationships with collaborating sites in which the study will be conducted and assist with recruitment.
6. Develop, execute, and continuously monitor systems and research protocols for specific assigned research projects and studies to ensure that Institutional
Review Board (IRB)/scientific requirements are met, confidentiality is maintained, the consent processes are followed, and data accuracy is maintained.
7. Perform recruitment activities, including preparation of social media posts, flyers, newsletter announcements; and communicating and networking with
potential recruitment sources.
8. Maintain communication with potential and established collaborators; troubleshoot any implementation barriers and identify facilitators for success.
9. Assist in developing coding schemas and code data, and conduct inter-rater reliability trials.
10. Prepare and submit materials for IRB applications and renewals, ensuring adherence to deadlines and policies.
11. Prepare progress reports for the PI and initial drafts for funding agency reports and grants.
12. Supervise research staff and trainees assigned to work on specific research projects/studies. Assist with the recruitment, orientation, and administrative
requirements of new research staff.
13. Develop and conduct training for research staff related to specified study protocols and for general lab and research procedures (e.g., scoring, consenting,
archiving data, telephone screening).
14. Monitor staff performance and ensure progress on projects. Investigate and identify problems and develop solutions related to IRB, study, protocol, and
data issues.
15. Conduct literature reviews, gather preliminary data, compose various sections in the preparation of grants and manuscripts, and present topics related to the research and/or autism/developmental disabilities.

QUALIFICATIONS:
• Professional certification or clinical licensure related to degree-specific field of learning is preferred.
• Must have access to reliable transportation as needed to fulfill job duties.

EDUCATION:
• Master’s degree in Special Education, Speech-Language Pathology, Psychology, or a related specified field of learning is required.
• Doctoral degree preferred.

EXPERIENCE:
• Minimum 3 years of experience in early childhood teaching, coaching, and/or mentoring of teachers required.
• Minimum of 3 years of professional research experience required, to include administering standardized assessments to young children (3 years through
early school age) including children with and without developmental delays/disabilities.