Assistant Behavioural Analyst (New position)

Transcription

1 Edmonton Catholic Schools is now accepting applications for the position of Assistant Behavioural Analyst (New position) Edmonton Catholic Schools is a large urban school district 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 District is comprised of over 40,000 students and 3,500 employees in 89 schools and other sites. Edmonton Catholic Schools requires an Assistant Behavioural Analyst to work in partnership with an Inclusive Support Team including a Family School Liaison Worker and Educational Consultant in a cohort of schools. The Assistant Behavioural Analyst works in collaboration with the Behavioural Analyst to provide schoolbased intervention support and services to children (grades 2-12) in inclusive settings; particularly for students with severe behavioral and/ or emotional challenges that impact their ability to learn. The job provides professional support to students, teachers, learning coaches, administrators, educational assistants, social workers, other professionals and parents by providing strategies to work with severe behaviours in school-aged children. The focus of the work is to decrease challenging behaviours and build skills through implementation of strategies and to coach staff on teaching strategies, behaviour management strategies and skill building. The job oversees behavioural programming, tracks progress of program effectiveness, and makes changes based on collected data. In consultation with Behavioural Analysts, the job provides mentorship and/ or training in functional analysis practices and evidence-based interventions. In consultation with psychologists, the job develops and implements functional behaviour assessments and behaviour intervention plans and strategies. The job contributes to the District s support services to schoolaged children. For further information please contact Barb Brochu, Manager, Inclusive Education at barbara.brochu@ecsd.net To apply, please a letter of interest and resume by 4:00 p.m., Monday, November 16, 2015 to: Corinne King Manager, Staffing Human Resource Services resumesearlylearning@ecsd.net Prior to employment, successful candidates will be required to submit Police Information Check and Intervention Record Check documents. We thank all candidates for their interest. Only applicants considered for the position will be contacted. This is a an Out of Scope, Level 6, permanent, full-time position commencing as soon as possible with a salary range of $61, $77, (10 month); $73, $92, (12 month). Primary Duties and Responsibilities: Provide ongoing support to a cohort of schools communities; Conduct functional analysis to determine the needs of the child; Develop and implement behaviour management plans to be consistently applied in the child s varying environments; Provide written documentation of evaluation, assessment, recommendation and current progress; Partner with teachers, learning coaches and educational assistants to model appropriate behavioural interventions informed by data and best practices with the child; Provide in-depth information regarding function driven evidenced treatments; Provide training to staff, families, and other stakeholders focusing on functional analysis practices and evidence-based interventions; Contribute as a multi-disciplinary team member of the District s Inclusive Programming Support Team; Contribute to the school s overall capacity and ability to support students in an inclusive setting. Qualifications: Degree, or Masters in Applied Behaviour Analysis or equivalent, plus three years of directly related experience; Board Certified Assistant Behaviour Analyst credentials (or equivalent) is mandatory; Knowledge of delivery of intervention techniques to children with developmental disabilities/behavioural challenges; Knowledge of Applied Behaviour Analysis principles, delivery of intervention techniques to children with Autism Spectrum Disorder, or other developmental disabilities/behavioural challenges; Knowledge of crisis Intervention strategies and de-escalation techniques, First Aid and CPR; Strong communications skills and the ability to work positively, collaboratively with children, teachers, parents and early learning team; Good research and data analysis skills to continuously monitor relevant research regarding evidencebased interventions; Strong consultation skills to facilitate collaboration with other professionals. A complete job description is shown below.

2 JOB IDENTIFICATION: Incumbent: Vacant Current Classification Level: 6 Supervisor s Name: Location: Genesis Centre St. Bede Working Title: Assistant Behavioural Analyst Requested Classification Level: Supervisor s Working Title: Manager Department: Learning Services Innovation Program: Inclusive Education PRIMARY FOCUS/OVERALL ACCOUNTABILITY: Provide a brief summary of the job, covering the main responsibilities, the framework within which the job has to operate and the main contribution to the organization. The job works in collaboration with the Behavioural Analyst to provide a range of services to students in Grades 2 through 12. The job supports the Inclusive Education team through training, coaching and mentoring members to enhance skills. The incumbent develops programs guided by evidence-based interventions within the principles of Applied Behaviour Analysis to decrease challenging behaviours and build skills. The job works with teachers to implement teaching strategies behaviour management strategies and skill building programs. The job contributes to the district s Inclusive Education multi-disciplinary team and educational teams to provide support services to students Grades 2 through 12. JOB RESPONSIBILITIES AND ACTIVITIES: Normally a job has four to eight core responsibilities, each of which shows what the job is accountable for, within what framework, and what the added value is. For each responsibility, approximately four major activities should be described. List the core responsibilities in ascending order of importance. 1. Utilize assessment skills to determine the needs of the student Conduct behaviour assessments Collect, analyze, and interpret data Baseline data collection of target skills Work in compliance with Board Certified Behavioural Analyst (BCBA) guidelines and ethical standards in practice and research 2. Develop and implement behaviour management plans to be consistently applied in the varying environments Partner with teachers, learning coaches, consultants and educational assistants to model appropriate behavioural interventions informed by data and best practice with the child Monitor student s progress using appropriate means of data collection and communicating the progress to classroom team Implement specialized programs (i.e. behaviour intervention plans, Functional Communication Training, use of differential reinforcement) Track progress of program effectiveness, and make changes based on collected data. Modify education materials to meet the appropriate needs of the child for use at school or home 3. Provide in-depth information regarding function driven evidenced treatments Collect, graph and review data with multi-discipline team, school team and family team to monitor program effectiveness Provide reports and program plans to schools and the MDT to facilitate transitions throughout the Early Learning programs. Formulate behavioural plans for the student in collaboration with classroom team Provide links to relevant information (research articles, website links, external service provider information and community supports) Provide training to staff, families, and other stakeholders focusing on behavioural interventions 4. Contribute as a multi-disciplinary team member Support the team in maintaining open communication with the family Created May

3 JOB RESPONSIBILITIES AND ACTIVITIES: Normally a job has four to eight core responsibilities, each of which shows what the job is accountable for, within what framework, and what the added value is. For each responsibility, approximately four major activities should be described. List the core responsibilities in ascending order of importance. Participate in staff and team meetings and case conferences Provide input into department strategies, goals and objectives 5. Maintain technical knowledge and certification through a range of professional development activities PROBLEM SOLVING: Describe difficult or challenging situations the position is typically expected to solve; the degree of originality of the solutions; assistance available; and any problems or decisions that must be referred to a supervisor for resolution or approval Problem solving will include situations that involve our severe behavioural (42) children. A typical problem may be: A coded child is referred, a visit to the respective school is arranged to conduct an initial observation, data is collected and or baseline levels of a variety or skills. The data collected will serve as a foundation for the creation and implementation of a Behaviour Plan and Skills Building Programs using evidence-based practice. The steps to the plan as well as the skill building plans will be modeled and supervised by the Behavioural Analyst. The job will train early learning staff, or teachers in the implementation of the programs to guarantee best practice. These programs will be used to supplement IPP goals. The job will collaborate with a Psychologist, or provide information to external stakeholders (e.g. Preschool Assessment Service, pediatrician) if further diagnosis or support is needed. Ability to triage is critical. The job will need to manage the caseload in collaboration with the Behaviour Analyst depending on the needs of each child and the team. ORGANIZATIONAL DATA: Identify any measurable areas upon which the job has either direct or indirect impact. Measures that may be included are: number of staff supervised, annual operating budget, number and size of projects, clients served or any other significant values. Include examples that indicate the size of the job. Attach a complete Organization Chart that includes supervisor, peers, direct reports and staff. The work involves collaborating with Behavioural Specialists, and directing Therapeutic and Educational Assistants in executing intervention programs while guaranteeing fidelity. Work is performed in compliance with the Behavioural Analyst Certification Board ethical standards, practices and research. The job is supervised by the Behavioural Analyst in implementing unfamiliar situations; able to teach others to carry out interventions in familiar situations. Behavioural Specialists: managing broad-based strategies and support across many classrooms Therapeutic Assistant: support programs and plans basis by Behavioural Specialists and Behavioural Analyst support data entry and resource creation/development Teachers: implementing incidental teaching, shaping, chaining, task analysis, discrete trial teaching strategies, behaviour management strategies (e.g. non-contingent reinforcement, differential reinforcement, extinction), and skill building (e.g. resources for assessing skills; developing programs such as the Assessment of Basic Language and Learning Skills, the VBMapp). Created May

4 Assistant Superintendent Learning Services-Innovation Manager, Inclusive Education Social Worker Inclusive Programming Consultants Behavioural Analyst Behavioural Specialist Assistant Behavioural Analyst REPORTING RELATIONSHIPS: Identify the jobs and the number of incumbents within each job that report directly to you. Provide a brief summary of each subordinate job s purpose. Job Title Job Responsibilities Created May

5 CONTACTS: Identify internal and/or external contacts such as co-workers, clients, stakeholders and partners. Indicate the nature and purpose of contact (i.e. to deliver information, present data, negotiate contracts, etc.) and frequency (daily, weekly, monthly etc.). Contact Nature and Purpose Frequency Inclusive Education staff Principal, teachers, consultants, MDT specialists and educational teams Parents/guardians and extended families Outside agencies and community support network Network of professional contacts To guide, supervise, train, progress reports, modification of behavioural programs To provide information, and consultation To identify, develop and implement behaviour plans/skill building programs To coach, train and educate staff To provide knowledge, reports, and feedback, follow-up on behavioural plans and skill building results. To provide and exchange information To identify support networks and available resources for students and families To provide and exchange information To resolve problems To share best practices Daily/Weekly Daily/Weekly Weekly/Monthly As needed As needed Job Qualifications: Include a list of the most important knowledge factors, including knowledge about practical procedures, specialized techniques etc. Outline specific training that is needed to do the work and any occupational certification/registration required for the job. Include a list of competencies (skills and abilities) critical in performing the job. Knowledge and Experience Competencies Degree, or Masters in Applied Behaviour Analysis or equivalent, plus three years of directly related experience Board Certified Assistant Behaviour Analyst credentials (or equivalent) is mandatory Knowledge of delivery of intervention techniques to children with developmental disabilities/behavioural challenges. Knowledge of Applied Behaviour Analysis principles, delivery of intervention techniques to children with Autism Spectrum Disorder, or other developmental disabilities/behavioural challenges. Knowledge of crisis Intervention strategies and deescalation techniques, First Aid and CPR General knowledge of working dynamics in a multidisciplinary setting, and of the various disciplines Knowledge of research and data analysis techniques and principles Knowledge of FOIP Legislation; MircroSoft programs including Excel, Outlook and databases General knowledge of the district/department operations, business, goals and objectives and an understanding of elementary curriculum Strong communications skills and the ability to work positively, collaboratively with children, teachers, parents and early learning team Good research and data analysis skills to continuously monitor relevant research regarding evidence-based interventions Strong assessment and problem-solving skills Effective decision making and leadership qualities Ability to work effectively as a member of a multidisciplinary team and to work independently Strong consultation skills to facilitate collaboration with other professionals. Flexibility is essential for this incumbent given the variety of children s abilities, needs and conditions Continuously seeking out professional development opportunities to stay current in the field of Applied Behaviour Analysis Created May

6 Signatures The signatures below indicate that the incumbent, supervisor and principal/director have read, discussed, and agreed that the information accurately reflects the work assigned. Incumbent Supervisor Manager Name Signature Date Name Signature Date Name Signature Date This information is being collected under the authority of Board Governance Policy EL# 5 relating to Freedom of Information and Protection of Privacy (FOIP) Act and will be used to allocate positions within a classification plan and to manage the Edmonton Catholic School District s human resources program. If you have any questions about the collection of this information, contact the Assistant Superintendent, Human Resource Services at Created May