Company: Heartland Family Service
Posted on: August 8, 2022
At Heartland Family Service, we are committed to building a
culture that is trauma informed and values and celebrates diversity
and inclusion. We believe this allows for better service delivery
and innovation, as it encourages our employees to bring various
experiences and uniqueness to the workplace. Trauma Informed Care
is an approach to engaging people with histories of trauma that
recognizes the presence of trauma symptoms and acknowledges the
role that trauma has played in their lives. Trauma Informed Care
also acknowledges the effects of working with trauma survivors on
our workforce and seeks to build collaborative and supportive
working environments and relationships. If you believe in our
mission of creating healthy families and communities, and like a
fast pace, collaborative and team-oriented environment, then
Heartland Family Service is the agency for you. SUMMARY DESCRIPTION
OF WORK The Board-Certified Behavioral Analyst (BCBA) will provide
intensive treatment for students living with Autism. The BCBA will
be responsible for developing and implementing Behavior
Intervention plans as well as assessments. They will provide
training, coaching, observation, and feedback to staff to ensure
maximum daily functioning at One Oak. Will facilitate individual
and group therapy sessions for the students. This position requires
a wide knowledge base, decision-making, problem solving and the
ability to resolve crisis and conflict situations. The ability to
develop positive relationships with students and staff is necessary
for this position. Work Schedule: Monday through Friday 7:30 a.m.
to 4:00 p.m. (August - May) 10-month contracted position
Compensation: $40,000 to $42,000 (based on experience) Essential
Duties and Responsibilities
- Ensure daily functioning of One Oak program, problem solving,
decision making, and ability resolve crisis and conflict
- Conduct functional behavioral assessments/analyses as
- Write and maintain positive behavior support plans
- Oversee assessments, plan development, and ongoing program data
analysis to ensure maximum student progress.
- Remain current on new research and developments in behavioral
- Prepare and administer social skills, circle time, gross motor,
and natural teaching support for students.
- Maintain certification by obtaining necessary continuing
education credits as specified by the BCBA board
- Assess clients needs for therapy and provide ongoing
- Conducts individual and group therapy sessions daily.
- Completes initial assessments, treatment plans, and wellness
plans for clients
- Updates clinical records routinely
- Develops positive relationships with students, staff, and
- Role model positive communication and replacement
- Provides consistent coaching for staff throughout the school
- Coordinates and conducts meetings where behavioral intervention
plans, MDT meetings, and other program issues can be reviewed and
- Conducts daily staff debriefings and ensures the integrity of
the program, as well as the safety of the students.
- Provide training, support, guidance and coaching in developing
intervention plans to assist staff in working with students with
significant behavior and/or emotional challenges to all Support
- Watches and reviews cameras of incidents when needed.
- Promote Trauma Informed Care and PBIS model at One Oak.
- Collaborates in program planning and development.
- Encourage and promote self-care for staff.
- Ensure Support Coaches are aware of educational and treatment
goals so they can help implement.
- Actively works on building trust and engagement of both staff
and students in the program.
- Organizes and oversees the busing duties, primary student
assignments, social skills curriculum, etc.
- Is dependable and punctual regarding scheduling and
- Displays a courteous and caring attitude at all times to the
clientele, volunteers, and visitors of the Agency.
- Cooperates and collaborates with program area staff,
volunteers, and other Agency staff.
- Abides by all specific program and Agency procedures, policies,
- Develops personal and program related skills through
participation in internal and external training opportunities
including printed material and audio and/or visual media.
- Creates, maintains and shares as appropriate a dynamic
- Essential functions of this job is to be performed on company
physical work site.
- Performs other program related duties as assigned. DENOTES
ESSENTIAL JOB FUNCTIONS Click to see benefits and company perks
PREFERRED MINIMUM QUALIFICATIONS
- Master s Degree in psychology, Education, Special Education, or
- Board certified Behavioral Analyst (BCBA) Certification
- LMHP Certified
- Experience developing, writing, implementing, and evaluating
individual behavioral plans
- Management experience essential
- Valid driver s license, acceptable driving record COMPETENCIES
Organization- The confidence of students should stem from the
structure of an orderly atmosphere provided by the teacher. In
addition to classroom organization, special education teachers
should have organized record-keeping skills. Intuitive. Some
children may find difficulty in properly expressing what they are
feeling, due to their communication skill level. They may act out
or withdraw because they are feeling confused, frustrated, or even
overwhelmed. A special education teacher needs to have intuitive
skills to sense underlying issues behind a child s behavior, along
with helping them as situations occur. Stress Tolerance-Performing
well when faced with pressure due to time frame, workload,
adversity, disappointment, or opposition. Maintaining a calm
atmosphere in the classroom. Adaptability. A teacher has to be able
to maintain order, keep to a schedule, and be flexible as all of
these situations may arise. Modeling adaptability is important
because children with special needs often need to learn how to
adapt to their surroundings based on their disability.
Professionalism- having clear boundaries with employees and clients
and displaying professional behavior. AMERICANS WITH DISABILITY
SPECIFICATIONS PHYSICAL DEMANDS (The physical demands described
here are representative of those that must be met by an employee to
successfully perform the essential functions of this job.
Reasonable accommodations may be made to enable individuals with
disabilities to perform the essential functions). While performing
the duties of this job, the employee is occasionally required to
stand; walk; sit; use hands to finger, handle, or feel objects,
tools or controls; reach with hands and arms; climb stairs;
balance; stoop, kneel, crouch or crawl; talk or hear; taste or
smell. The employee must occasionally lift and/or move up to 25
pounds. Specific vision abilities required by the job include close
vision, distance vision, color vision, peripheral vision, depth
perception, and the ability to adjust focus. WORK ENVIRONMENT (Work
environment characteristics described here are representative of
those that must be met by an employee to successfully perform the
essential functions of this job. Reasonable accommodations may be
made to enable individuals with disabilities to perform the
essential functions). While performing the duties of this job, the
employee is not exposed to weather conditions. The noise level in
the work environment is usually moderate.
Keywords: Heartland Family Service, Omaha , Behavioral Interventionist, Other , Omaha, Nebraska
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