About

Positions available at Peabody, MA, Chelmsford, MA and Londonderry, NH locations

Professional Behavior

• Demonstrates good work attendance and arrives at appointments on time
• Has a good working relationship with supervisors, families, and school personnel
• Maintains child and parent confidentiality
• Maintains professional boundaries with families and other professionals
• Dresses appropriately for the given work setting
• Completes session notes appropriately for each client
• Completes timesheets/billing accurately and within the appropriate time frame
• Returns phone calls and/or emails within 48 hours
• Demonstrates interest in professional development
• Reads recent articles in the field or a related field to expand current knowledge base
• Demonstrates critical thinking skills and work efficiently to develop the company as a whole

Discrete Trial Instruction

• Demonstrates the ability to implement teaching based on the S-R-C paradigm.
• Sets up teaching environment prior to teaching
• Presents clear and consistent SD’s
• Allows sufficient time for the student to respond
• Ensures that baseline measures are taken for each skill
• Utilizes shaping, chaining and prompting techniques when teaching
• Accurately follows lesson plans
• Accurately delivers consequences (Reinforcement and correction procedures)
• Follows maintenance and generalization procedures for each lesson plan
• Records data quickly and accurately
• Determines changes in targets and prompt levels based on reviewing graphs
• Cleans up work environment and keeps materials and program book organized
• Pace of instruction is appropriate per student
• Promotes individual choice and functional communication with students
• Ensures all programs are being run frequently
• Ability to assess students using an appropriate tool such as the ABLLS
• Writes objective yearly benchmarks for individual students
• Develop and write lesson plans for program books along with appropriate data collection procedures for on-going progress monitoring
• Independently makes changes to lesson plans in the best interest of the student

Incidental Teaching and Activity-based Instruction

• Utilizes all naturally occurring opportunities to embed instruction
• Imbeds targeted skills into student-preferred activities
• Able to expand verbal and non-verbal communication attempts
• Acknowledges communication attempts
• Promotes generalization of skills through activity-based instruction
• Designs the environment to promote incidental teaching opportunities
• Promotes age-appropriate activities
• Encourages interactions with students by engaging in fun, social activities

Behavior Support Plans

• Can identify major components of a behavior support plan
• Can identify possible functions of interfering behaviors
• Consistently implements preventative strategies based on the behavior support plan
• Teaches alternative behaviors (adaptive behaviors)
• Consistently implements consequence measures based on behavior support plan
• Maintains a neutral tone of voice and body language
• Utilizes the least restrictive prompt required to consistently follow through
• Manages the safety of everyone in the environment
• Requests assistance when needed
• Accurately records data and graphs accordingly.

Open REC

• Ensure a safe environment for all clients accessing the REC
• Follow all daily procedures for documenting, handling payments, cleaning requirements and open/closing procedures
• Facilitate play and social interactions with children accessing the center
• Offer support and guidance for parents including ideas for play activities
• Foster positive relationships and interactions among families accessing the REC
• Support families managing children during instances of behaviors

In addition to these duties, other duties consistent with your position may be assigned to you from time to time by the Executive Director.

Positions available at Peabody, MA, Chelmsford, MA and Londonderry, NH locations

Staff-Centered Responsibilities

a. Train and supervise staff helping facilitate all of the groups including on-going direct observations and feedback, written feedback and employee evaluations. Training will also include the development and creation of on-going staff workshops and monthly staff meetings.

b. Ensure all disciplinary procedures are maintained and followed according to company policies.

Student-Centered Responsibilities

Oversees the implementation of center-based programming for students utilizing the principles of Applied Behavior Analysis at The Recreational Education Center:

a. Develop and maintain intake procedures including appropriate documentation, observations of incoming students, parent interviews and appropriate placement within groups. This will include appropriately grouping students based on age and skills sets, contacting families, school districts and area agencies when vacancies open up.

b. Determines goals and objectives for students through the completion of skill assessments (e.g., internal assessments, VB-MAPP, FBA) and through gaining information from families and school staff.

c. Develops behavior support plans that are based upon functional assessment of behavior and include operational definitions of behavior, data collection strategies, preventative/antecedent strategies, reinforcement procedures, adaptive alternatives, and immediate consequences for interfering behaviors.

d. Participates in clinical team meetings (consultation meetings) to ensure communication between staff and Team members.

e. Review progress summaries and reports written by clinical staff for accuracy and integrity

f. Provides coverage when requested (and feasible) for staff sick days, vacation, etc

g. Ensures ongoing communication between REC staff, behavior therapists, families and schools systems.

h. Provides supervision to ensure the well-being and safety of students. Must be able to physically assist students during fire drills or actual fire emergency. Physically assists student in daily personal hygiene and self-care tasks to prevent unhealthy living conditions. Assists in ensuring that students receive emergency medical attention subject to agency policies and procedures regarding the provision of emergency medical care.

Plans for discharge of students from the program:

a. Develops a plan of transition (e.g., fading of program hours, staff training) in coordination with child’s family, school staff and Executive Director. Supervises the consistent implementation of plan.

b. In preparation for termination of services, prepares discharge/transition summary report detailing skills and needs of individual students as well as outlining progress. Follow specified protocol for summary report and completes in a timely manner.

c. Monitors behavior therapist’s discharge of child’s records including program books.

Maintains accurate records and assists Executive Director in administrative tasks.

a. Provides requested written reports and materials to agencies/parents in a timely manner.

b. Completes documentation forms for on-going supervision and clinical oversight

Maintains good communication with families, school personnel, staff, and Director:

a. Returns telephone calls and emails from colleagues, staff, families and school personnel within 48 hours.

b. Informs supervisor immediately of any important concerns pertaining to families’ or schools’ services.

c. Maintains professional relationship with families including respecting the values and culture of individual families, following program guidelines and demonstrating good work behaviors (e.g., arriving to work on time, dressing appropriately, etc.).

d. Keeps informed of social and medical information of each student in his/her care (e.g., present status of home situation, illnesses, allergies, medication, etc.) via voice and written communications with other staff, parents, school personnel, etc

Preserves the rights of each student and his/her family:

a. Maintains confidentiality of all students/families that you are currently or have worked with in the past.

b. Interacts with colleagues, students and families in a way that ensures their dignity and demonstrates respect for their values and culture in both home and community settings.

c. Employs restrictive procedures only when specified in treatment plan.

d. Follows ethical standards of BACB.

Professional Development Responsibilities

Engages in ongoing training and development of skills in the field of Applied Behavior Analysis, Autism Spectrum Disorders, Behavioral Disorders, Brain Injury and special education.

a. Attends in-service training sessions as well as scheduled staff meetings.

b. Completes readings and workshops offered to ensure continued knowledge and expertise in the areas of autism, special education, brain injury, behavior disorders, behavior analysis, and parent training.

c. Assists Executive Director with special projects in areas of program development, research and dissemination, public relations, and fund raising.

d. Attends workshops and reviews literature in autism, early childhood education, parent training, language development, behavior disorders, brain injury, applied behavior analysis and family systems to ensure continued knowledge and expertise in these areas.

e. Develops and conducts hands on staff trainings for groups and 1-1 teaching.

f. Develops materials and presents at workshops.

g. Attendance at court proceedings and mediations when necessary.

In addition to these duties, other duties consistent with your position may be assigned to you from time to time by the Executive Director.