Easterseals Academy is a therapeutic school that provides schooling for children with an autism spectrum disorder, emotional disability, developmental delay, or intellectual disability. School districts refer students to Easterseals Academy where the schools provide an alternative school placement for these students to help them to achieve independence. Easterseals Academy has three campuses, located in Chicago, Machesney Park, and Tinley Park.

For more information about our organization, please visit us online at www.eastersealschicago.org.

The Behavior Analyst acts as the primary case manager for all student behavior treatment plans. The Behavior Analyst completes written assessments and the implementation of behavioral interventions; completes and submits required reports; provides consultative support to teachers, clinicians, and implementers in the area of behavior management strategies.

This position is located at the Easterseals Academy - Machesney Park Campus at 8301 Mitchell Road, Machesney Park, IL 61115.

MAJOR FUNCTIONS/ACCOUNTABILITIES:

• Adhere to all mandated reporter and OIG guidelines at all times.
• Complete functional behavioral assessment for student IEP’s at least one week prior to scheduled EDC or AR meetings and throughout the school year as needed.
• Completes one of three levels of functional assessments in order to determine function of behaviors prior to writing behavior intervention plans for students on caseload. (Level 1: informal assessment utilizing questionnaires and interviews of classroom and clinical staff; Level 2: descriptive assessment utilizing observation of student across varies times of day and across time; Level 3 analogue/experimental assessment presenting antecedent stimuli and consequences)
• Develop and update behavior intervention plans quarterly, for EDC or AR meetings, and 30-day reviews and throughout the school year as needed in collaboration with educational and clinical teams.
• Review, edit, and approve functional behavioral assessments and behavior intervention plans written by behavior consultants.
• Conduct and document monthly check-in meetings with classrooms and identified implementers of all behavior intervention plans on caseload throughout the school year.
• Monitor all behavior intervention plans for students on caseload on an ongoing basis throughout the school year.
• Develop emergency behavior treatment plans for students on caseload as needed.
• Implement and track school-wide reinforcement/positive behavior support system linking classroom behaviors to a reward system for all students throughout the school year.
• Participate in IEP/EDC/30-day review meetings for students on caseload throughout the school year.
• Participate in all scheduled clinical meetings throughout the school year.
• Interact with administration and classroom staff regarding clinical recommendations written.
• Participate in all scheduled classroom team meetings for students on caseload throughout the school year.
• Participate in at least 2 outside trainings per school year directly related to serving students with disabilities, particularly those diagnosed with autism, behavior management techniques, evidenced-based practices (ABA, Positive Behavior Support, etc.), etc.
• Participate in all scheduled in-house trainings throughout the school year.
• Participate in all scheduled medical case review meetings for students on caseload throughout the school year.
• Orientate new teachers and clinicians on behavior program.
• Provide on-going in-servicing/training to staff members on behavioral management strategies and interventions.
• Establish and maintain consistent communication with the parents/guardians of students on caseload throughout the school year.
• Provide support, resources, and recommendations for all classrooms on caseload as needed throughout the school year.
• Provide 2 in-services (one to address data collection strategies) individually or in conjunction with another clinical area, for entire staff.
• Provide 2 inter-department trainings regarding evidenced-based practices (ABA, Positive Behavior Support, etc.).
• Quarterly check-in meetings with agency behavior consultants regarding students on their caseloads.
• Participate in agency-wide behavior review committee meetings as needed.
• Supervise Masters-level behavior analysis interns.
• All other duties as assigned.

Education/Certification:

• Master’s Degree in Behavior Analysis.
• Board Certified Behavior Analyst (BCBA) or Eligible.

Experience Required:

• Minimum of 2 years’ experience working with individuals with disabilities and co-occurring challenging behaviors.
• Experience in development and implementation of positive behavior support plans based upon principles of behavior analysis.
• Knowledge of Illinois State Board of Education guidelines for behavioral intervention.
• Knowledge of the Diagnostic and Statistical Manual of Mental Disorders (DSM).

Skills/Abilities:

• Ability to perform all functions necessary to obtain certification in agency required crisis prevention and intervention training and CPR.
• Ability to multi-task in a high stress environment.
• Ability to interact with diverse personalities.
• Ability to perform all functions necessary to obtain full certification in Professional Crisis Management (Practitioner 2)

ADA: Easter Seals will make reasonable accommodations in compliance with the Americans with Disability Act of 1990. Unless exempted by the Americans with Disabilities Act, all persons hired for this position are required to possess the ability to perform the physical tasks necessary to treat clients, i.e., bending, floor-sitting, etc., as well as to have the ability to lift up to 50 pounds frequently.