General Job Descriptions

BEHAVIOR INSTRUCTOR
Behavior instructors work with individuals with autism spectrum disorders or other special needs providing one-to-one behavior treatment in the client’s home, school, community, and/or clinic settings. They utilize the principles of applied behavior analysis (ABA), such as reinforcement and prompting, to teach the clients adaptive behaviors in developmental areas, such as language, socialization, play, self-help, and motor skills. In addition, behavior instructors implement behavior modification techniques, such as differential reinforcement of alternative behaviors (DRA), in order to reduce problem behaviors that the clients exhibit. Additionally, behavior instructors may provide training to the client’s parents/caregivers in how to effectively implement the behavior intervention plan. Behavior instructors take detailed data regarding every skill and behavior targeted while working with the client and/or parent/caregiver. Furthermore, behavior instructors contact their manager/supervisor with questions regarding the client’s treatment program and they attend team meetings in order to report progress. Behavior instructors perform other job duties as assigned.

This position is also sometimes referred to as ABA Tutor, ABA Technician, ABA Therapists, Behavior Therapist, Registered Behavior Technician (RBT) or Behavior Technician

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SENIOR BEHAVIOR INSTRUCTOR
The senior behavior instructor provides one-to-one behavior intervention to clients with autism and other special needs, as well as provides on-site management of each client’s case in the home, community and/or school settings. With regard to providing behavior therapy, the senior behavior instructor must fulfill all of the responsibilities listed under the behavior instructor position. In addition, as the on-site manager, the senior behavior instructor maintains the consistency of each client’s program. For example, they review the data collected by the behavior instructors and contact the behavior instructors if any discrepancies are found.

Senior behavior instructors answer any questions that the behavior instructors have. Furthermore, the senior behavior instructor answers parent and teacher questions regarding therapy technique and behavior interventions, which are already in place.

Senior behavior instructors train behavior instructors, parents, and school personnel in discrete trial therapy and behavior modification techniques.

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BEHAVIOR SUPERVISOR
Behavior supervisors design and oversee applied behavior analysis (ABA) treatment programs for clients with autism spectrum disorder or other special needs and train behavior instructors and parents to implement these treatments. Behavior supervisors work with other professionals (e.g., teachers, occupational behavior instructors, physical behavior instructors, speech behavior instructors, school psychologists, resource specialists, and medical professionals) to develop a behavior intervention plan that is individualized to target each client’s specific strengths and weaknesses. In addition, behavior supervisors conduct team meetings in which they answer the questions of the behavior instructors and parents regarding the client’s treatment plan. Also, behavior supervisors overlap with (e.g., observe, supervise, evaluate, provide feedback to) behavior instructors in all settings (e.g., school, home, community, and/or clinic) to ensure consistency across behavior instructors and to observe the client’s progress.

Behavior supervisors assess the client’s treatment needs and write detailed goals and objectives for each client’s program so that progress can be tracked and measured. Behavior supervisors write progress reports to justify the need for services for each client’s behavior. Furthermore, behavior supervisors attend IEP, IFSP, and transition meetings with the family to present the client’s present level of performance and proposed goals. Finally, behavior supervisors are available for consultation with parents and school personnel in person, on the phone, or through video. Behavior supervisors meet with behavior instructors assigned to them to provide career counseling and answer questions. They conduct annual performance evaluations of behavior instructors. Behavior supervisors recruit, interview, and train behavior instructors. In addition, they mediate issues between behavior instructors and client’s parents, as well as participate in decisions regarding discipline and/or termination of behavior instructors when necessary. The behavior supervisor performs other job duties as assigned.

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CASE MANAGER
Case Managers conduct the following duties with the guidance of behavior supervisors or clinical directors, who are Board Certified Behavior Analysts (BCBAs):
Case managers design and oversee applied behavior analysis (ABA) treatment programs for clients with autism spectrum disorder or other special needs and train behavior instructors and parents to implement these treatments. Case managers work with other professionals (e.g., teachers, occupational behavior instructors, physical behavior instructors, speech behavior instructors, school psychologists, resource specialists, and medical professionals) to develop a behavior intervention plan that is individualized to target each client’s specific strengths and weaknesses. In addition, case managers conduct team meetings in which they answer the questions of the behavior instructors and parents regarding the client’s treatment plan. Also, case managers overlap with (e.g., observe, supervise, evaluate, provide feedback to) behavior instructors in all settings (e.g., school, home, and community) to ensure consistency across behavior instructors and to observe the client’s progress.

Case managers assess the client’s treatment needs and write detailed goals and objectives for each client’s program so that progress can be tracked and measured. Case managers write progress reports to justify the need for services for each client’s behavior. Furthermore, case managers attend IEP, IFSP, and transition meetings with the family to present the client’s present level of performance and proposed goals. Finally, case managers are available for consultation with parents and school personnel in person, on the phone, or through video. Case managers meet with behavior instructors assigned to them to provide career counseling and answer questions. They conduct annual performance evaluations of behavior instructors. Case managers recruit, interview, and train behavior instructors. In addition, they mediate issues between behavior instructors and client’s parents, as well as participate in decisions regarding discipline and/or termination of behavior instructors when necessary. The case manager performs other job duties as assigned.

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ASSISTANT CLINICAL DIRECTOR
An assistant clinical director manages case managers and/or behavior supervisors who are assigned a case load of clients with autism and other special needs. The assistant clinical director must be able to competently perform all duties of other clinical positions, such as behavior supervisor, case manager, senior behavior instructor, behavior instructor, as well as some administrative positions, such as administrative assistant, and to perform these positions as needed to ensure successful service delivery for the assigned client case loads. The following are the “core responsibilities” related to managing the case loads of the assigned case managers/supervisors:

  • Conduct all face-to-face supervision for clients in your region who have funding for BCBA supervision, as needed; schedule sessions to occur with case manager whenever possible
  • Provide both in-office and in-field overlaps with all BCBA and BCaBA mentees working under your supervision in order to provide them with consistent supervision so that they may complete their mentorship in a timely manner
  • Train behavior supervisors/case managers
  • Meet with supervisors/managers weekly to review their caseload and logs
  • Write initial and progress reports for clients and/or edit reports submitted by case managers
  • Perform intake assessments of new clients in designated region
  • Monitor clients in your designated region
  • Monitor clinical trainings for clinical staff in your region
  • Conduct clinical trainings, such as senior behavior instructor training, as needed

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CLINICAL DIRECTOR
A clinical director manages a Behavior Frontiers’ region in which ABA services are provided to clients with autism and other special needs. The clinical director must be able to competently perform all duties of other clinical positions, such as behavior supervisor, case manager, senior behavior instructor, behavior instructor, as well as some administrative positions, such as administrative assistant, and to perform these positions as needed to ensure successful service delivery within the assigned region. The clinical director is responsible for monitoring the growth of the region and hiring and training appropriate clinical and administrative staff members to fulfill all the necessary roles of the region in order for the clinical director to participate in the following “core” duties:

  • Conduct all face-to-face supervision for clients in your region who have funding for BCBA supervision, as needed; schedule sessions to occur with case manager whenever possible
  • Provide both in-office and in-field overlaps with all BCBA and BCaBA mentees working under your supervision in order to provide them with consistent supervision so that they may complete their mentorship in a timely manner
  • Train behavior supervisors/case managers
  • Meet with supervisors/managers weekly to review their caseload and logs
  • Write initial and progress reports for clients and/or edit reports submitted by case managers
  • Manage client/staff issues by following company and/or funding source policies, as well as making appropriate decisions using professional judgment
  • Perform all responsibilities related to intakes of new clients in designated region
  • Monitor liaison/evaluation meetings for region and perform liaison and evaluation meetings of supervisors/managers and other clinical staff members annually
  • Monitor clients in your designated region
  • Monitor hiring of new behavior instructors
  • Monitor clinical trainings for clinical staff in your region
  • Conduct clinical trainings, such as senior behavior instructor training, as needed
  • Monitor quality improvement initiatives and employee incentive programs for your region
  • Monitor social events for your region
  • Monitor and attend local and national professional conferences and parent support group meetings to present research and to give presentations
  • Meet with funding source directors (e.g., school district and regional center directors) at least annually to foster amiable working relationships and to make presentations regarding Behavior Frontiers services
  • Optional: Engage in research and development projects to ensure that Behavior Frontiers is always expanding and incorporating cutting edge information into our service delivery (e.g., create new data sheets, curriculum, trainings, services offerings, etc.)

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