Behavioural Analyst (New position)

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1 Edmonton Catholic Schools is now accepting applications for the position of 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 a 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 Behavioural Analyst will provide school-based 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. The job provides mentorship and/ or training in functional analysis practices and evidencebased interventions. This position is a lead in working with children with severe behaviours and a diagnosis of Autism. This position also supervises Emotional Behaviour Specialists in ABA training. 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 on this job opportunity, please contact Barb Brochu, Manager, Inclusive Education at 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 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 an Out of Scope, Level 7, permanent, full-time position commencing as soon as possible with a salary range of $66, $83, (10 month); $79, $99, (12 month). Primary Duties and Responsibilities: Provide ongoing support to a cohort of school 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 practice 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: Master s degree in Applied Behaviour Analysis, or related discipline, plus three years of directly related experience; Board Certified Behaviour Analyst (BCBA) credentials are mandatory; Advanced 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, CPR/First Aid; Knowledge of FOIP Legislation; Microsoft programs including Excel, Outlook and databases; Advanced written and oral communication skills with the ability to communicate complex technical information to a variety of stakeholders; Very strong assessment and problem-solving skills are required to coach school teams, team members, and families; Flexibility is essential for this incumbent given the variety of children s abilities, needs and conditions; Strong research and data analysis skills to continuously monitor relevant research regarding evidence-based interventions. A complete job description is shown below.

2 JOB IDENTIFICATION: Incumbent: Vacant Current Classification Level: 7 Supervisor s Name: Location: St. Peter Centre Working Title: 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 is accountable for the clinical supervisor of the Assistant Behavioural Analyst, Behavioural Specialists and Therapeutic Assistants. The incumbent provides training and coaching to the members of the team and develops programs guided by evidence-based interventions. 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 make changes based on collected data. The job provides reports and program plans to schools and members of the Multi-disciplinary Team (MDT) to facilitate transitions throughout the Inclusive Education programs. The job contributes to the district s Inclusive Education multidisciplinary and school teams to provide support services to students in 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 Functional Analyses Collect, analyze, and interpret data Conduct baseline data collection of target skills Work in compliance with Board Certified Behaviour Analyst (BCBA) guidelines and ethical standards in practice and research 2. In collaboration with psychologists develop and implement behaviour management plans to be consistently applied in the student s varying environments. Partner with teachers, learning coaches, and educational assistants (EA) to model appropriate behavioural interventions informed by data and best practice with the child Monitor child s progress using appropriate means of data collection and communicate progress to educational team Implement specialized programs (i.e. behaviour intervention plans, Functional Communication Training, use of differential reinforcement) Modify education materials to the appropriate needs of the student for use at school or home 3. Provide in-depth information regarding function driven evidenced treatments Collect, graph and review data with multi-disciplinary team (MDT), school team and extended family team to monitor program effectiveness Formulate behavioural plans for the student in collaboration with educational team etc. 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 Collaborate with the Inclusive Education Team, school teams and extended families Support the MDT 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 credentials 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 code 42 children. A typical problem may be: A child (generally code Behavioural (42), Tourette s, Fetal Alcohol, Medical (44), or Autism (44A) is referred to the job by a Behavioural Specialist or Consultant. The incumbent will visit a school, do an initial observation to collect Functional Analysis data and or baseline levels of a variety or skills. The data collected serves 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 incumbent. The job trains EAs, Behavioural Specialists, or teachers in the implementation of the programs to guarantee best practice. These programs will be used to supplement IPP goals. The job collaborates with a Psychologist or provides information to external programs (e.g. Preschool Assessment Service, pediatrician) if further diagnosis or support is needed. Ability to triage is critical. The incumbent will need to manage the caseload in collaboration with the Assistant Behavioural Analyst depending on the needs of each student 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 job contributes to the district s Inclusive Education, multi-disciplinary and school teams to provide support services to children ages three to six years. The work involves the responsibility of monitoring Assistant Behavioural Analyst, Behavioural Specialist, and Therapeutic Assistant positions as well as Educational Assistants in their execution of the behavioural intervention programs while guaranteeing fidelity. Assistant Behavioural Analyst: supervised by the Behavioural Analyst in implementing unfamiliar situations; able to teach others to carry out interventions, in familiar situations, with clinical supervision Behavioural Specialist: managing broad-based strategies and support across many classrooms Therapeutic Assistant: support programs and plans on an as-needed basis by specialist and the incumbent, support data entry and resource creation/development Work in performed compliance with Behaviour Analyst Certification Board (BACB) ethical standards in practice and research (e.g. resources for assessing skills and developing programs such as the Assessment of Basic Language and Learning Skills, the VBMapp, etc.) 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, EAs, consultants, MDT specialists Parents/guardians and extended families Outside agencies and community support network Network of professionals To provide and exchange information To resolve problems and share expertise Interaction with staff to provide information, and consultation To identify, develop and implement behavior 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 resolve problems To provide and exchange information To identify support networks and available resources for students and families Contact is made with specific experts to gain knowledge, discuss cases, exchange information and opinions, and to keep abreast of area of expertise. To resolve problems and share best practices Daily 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 Master s degree in Applied Behaviour Analysis, or related discipline, plus three years of directly related experience Board Certified Behaviour Analyst (BCBA) credentials are mandatory Advanced knowledge of Applied Behaviour Analysis principles, delivery of intervention techniques to students with Autism Spectrum Disorder, or other developmental disabilities/behavioural challenges. Knowledge of research and data analysis techniques and principles Knowledge of crisis Intervention strategies and deescalation techniques, CPR/First Aid Knowledge of FOIP Legislation; MircroSoft programs including Excel, Outlook and databases General knowledge of a variety of therapeutic disciplines General knowledge of the district/department operations, business, goals and objectives and an understanding of elementary curriculum Advanced written and oral communication skills with the ability to communicate complex technical information to a variety of stakeholders Skills to work positively, collaboratively with students, teachers, parents and various teams Very strong assessment and problem-solving skills are required to coach school teams, MDT, and families Ability to work effectively as a member of a multidisciplinary team and to work independently Effective decision-making and leadership skills Flexibility is essential for this incumbent given the variety of children s abilities, needs and conditions Strong research and data analysis skills to continuously monitor relevant research regarding evidence-based interventions Continuously seeking out professional development opportunities to stay current in the field of Applied Behaviour Analysis 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. Created May

6 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

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