SCHOOL BEHAVIOR THERAPIST

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    "jobTitle": "SCHOOL BEHAVIOR THERAPIST",
    "location": "Main Campus - Little City Center for Education - Palatine, IL 60067",
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    "description": "<p><span style=\"font-size:16px;\"><span style=\"background-color:#e67e22;\">H</span><strong><span style=\"background-color:#e67e22;\">OW TO APPLY:</span></strong></span></p>\n<p><span style=\"font-size:16px;\"><strong><span style=\"background-color:#e67e22;\"> Complete this Online Application,please visit our website for this &amp; other positions &gt;&gt;&gt; www.littlecity.org/careers/ &amp; and enter the position title in the search engine.  Please include your Cover Letter and Resume.</span></strong></span></p>\n<p><strong><span style=\"font-size:16px;\"><span style=\"background-color:#e67e22;\">Salary : $ 43,609- $ 54,000/ Year Depending on years of Experience</span></span></strong></p>\n<p> </p>\n<p><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><strong>PURPOSE:</strong></span></span></p>\n<p style=\"text-align:justify;\"><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\">The purpose of the Behavior Therapist is to provide behavior intervention and treatment services to the students at ChildBridge Center of Education that are individualized, behaviorally based treatment models consistent with best practice and research on effectiveness that are directly related to an individual’s therapeutic goals. The Behavior Therapist conducts appropriate analysis, generates related behavior support plans, and ensures the effective implementation of treatment and programming for individuals on their caseload. As a primary function, the Behavior Therapist is responsible for the training of staff, to ensure effective implementation of the behavior support plan, as well as all relevant policies and procedures. The Behavior Therapist is responsible for adhering to professional and legal requirements and principles as well as always demonstrating sound professional judgment. </span></span></p>\n<p style=\"text-align:justify;\"> </p>\n<p style=\"text-align:justify;\"><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\">The Behavior Therapist works under the clinical supervision of the school BCBA, and overall supervision of the Clinical Coordinator. </span></span></p>\n<p style=\"text-align:justify;\"> </p>\n<p style=\"text-align:justify;\"><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><strong><span style=\"color:#333333;\">ESSENTIAL DUTIES AND RESPONSIBILITIES:</span></strong></span></span></p>\n<p style=\"text-align:justify;\"><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">The list of essential duties and responsibilities, as outlined herein, is intended to be representative </span></span></span><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">of the tasks to be performed. The omission of an essential function does not preclude management </span></span></span><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">from assigning duties not listed herein if such duties are a logical assignment to the position.</span></span></span></p>\n<p style=\"text-align:justify;\"> </p>\n<p style=\"text-align:justify;\"><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">1. Fully assesses the individuals on the assigned caseload annually (IEP), conduct functional </span></span></span><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">behavioral assessments, recommend function-indicated and reinforcement-based. </span></span></span><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">interventions for challenging behaviors/skill acquisition, and develop written behavior </span></span></span><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">strategies based upon the individual needs. </span></span></span></p>\n<p style=\"text-align:justify;\"><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">2. Supervises the implementation of the behavior strategies in the school including skill </span></span></span><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">acquisition goals, behaviors to increase, and behavioral reduction by training </span></span></span><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">paraprofessionals, teachers, related services, group home management and family (if </span></span></span><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">applicable) to ensure that they apply the interventions properly, understand the specific </span></span></span><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">services and outcomes for the individual and know the procedures for reporting progress.</span></span></span></p>\n<p style=\"text-align:justify;\"><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">3. Collaborates with group home Behavior Therapists, Home Managers, and Case Managers </span></span></span><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">in ensuring consistency on             skill-acquisition and behavior plans.</span></span></span></p>\n<p style=\"text-align:justify;\"><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">4. Provide direct instruction, training, and support to students and staff at regular intervals </span></span></span></p>\n<p style=\"text-align:justify;\"><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">during the school day. </span></span></span></p>\n<p style=\"text-align:justify;\"><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">5. Provide coaching and professional development to staff on skill-acquisition and behavior </span></span></span><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">interventions and supports              through the principles of applied behavior analysis (ABA). </span></span></span></p>\n<p style=\"text-align:justify;\"><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">6. Work hands-on in classroom environments and throughout school utilizing CPI and </span></span></span><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">Ukeru as necessary and modeling           appropriate implantation of the behavior plan and </span></span></span><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">effective crisis management.</span></span></span></p>\n<p style=\"text-align:justify;\"><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">7. Proactively identifies program youth behavioral trends and provides behavioral based </span></span></span><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">recommendations in adjusting               interventions and implementation strategies as needed to </span></span></span><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">address trends, including coordinating team members in                 strategy change discussions.</span></span></span></p>\n<p style=\"text-align:justify;\"><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">8. Monitors progress on at least a monthly basis and more frequently if needed to address </span></span></span><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">issues with the individuals’                 progress toward skill-acquisition and behavioral goals and </span></span></span><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">objectives. </span></span></span></p>\n<p style=\"text-align:justify;\"><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">9. Demonstrate ability to work effectively as part of a clinical team along with special </span></span></span><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">education teachers,                                   paraprofessionals,   related services, and administrative staff.</span></span></span></p>\n<p style=\"text-align:justify;\"><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">10. Effectively manage a caseload, including preparing and submitting all required </span></span></span><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">documentation in a timely manner. </span></span></span></p>\n<p style=\"text-align:justify;\"><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">11. Provide behavior consultation minutes per their IEP (if required) and document services. If requested, behavior therapist will need to provide parents or districted a minute log and data on goals. Additionally, behavior therapist will report progress on IEP behavior goals five times annually.</span></span></span></p>\n<p style=\"text-align:justify;\"><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">12. Provides agency wide trainings on ABA and related behavioral concepts during each </span></span></span><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">New Employee Orientation                  (NEO)  and as requested. Monitor and provide support for </span></span></span><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">staff in use of applied behavior analysis (ABA) strategies                and procedures.</span></span></span></p>\n<p style=\"text-align:justify;\"><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">13. Write behavior intervention plans in collaboration with the IEP team. Conduct functional </span></span></span><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">behavior assessments of and          recommend function-indicated and reinforcement-based </span></span></span><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">interventions for challenging behavior emitted by children with        autism spectrum disorder </span></span></span><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">and other related diagnoses and identifications as part of the re-evaluation process or                      </span></span></span><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">whenever clinically indicated.</span></span></span></p>\n<p style=\"text-align:justify;\"><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">14. Monitor the efficacy of behavior intervention plans through procedural fidelity. </span></span></span></p>\n<p style=\"text-align:justify;\"><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">15. Effectively communicate and collaborative with educational teams, school </span></span></span><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">administrators, students, and parents to                identify goals, plan and implement research and/or evidenced-based practices in the delivery of assessment, instruction,        and behavioral principles.</span></span></span></p>\n<p style=\"text-align:justify;\"><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">16. Share research, effective instructional practices, and emerging trends that can be applied </span></span></span><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">in classroom settings</span></span></span></p>\n<p style=\"text-align:justify;\"><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">17. Collaborate with families in the development of behavior support strategies. </span></span></span></p>\n<p style=\"text-align:justify;\"><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">18. Participate in program and classroom meetings as appropriate, including but not limited </span></span></span><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">to, clinical meetings, monthly          business meetings, IEP meetings, and committee meetings. </span></span></span></p>\n<p style=\"text-align:justify;\"><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">19. Maintain American Heart Association certification in First Aid and CPR. </span></span></span></p>\n<p style=\"text-align:justify;\"><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">20. Successfully complete Little City required training, re-training, and any </span></span></span><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">additional training as required by Little City policies and practices, or as </span></span></span><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">assigned by his or her immediate supervisor. </span></span></span></p>\n<p style=\"text-align:justify;\"><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">21. Other responsibilities as assigned by the Principal, Assistant Principal, or Clinical </span></span></span><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><span style=\"color:#333333;\">Coordinator</span></span></span></p>\n<p style=\"text-align:justify;\"> </p>\n<p style=\"text-align:justify;\"><span style=\"font-size:16px;\"><strong><span style=\"background-color:#f1c40f;\">Little City offers competitive salaries and benefits for eligible employees such as medical, dental, and vision insurance, short-term and long-term disability, 401(k) and Roth 401(k) retirement plans with employer match, Flexible Spending Accounts ( FSA), life insurance, critical illness, hospital indemnity, paid holidays, paid time off (vacation, personal, and sick time), and an employee assistance program.</span></strong></span></p>",
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    "googleJobJson": "{\"@context\":\"https://schema.org/\",\"@type\":\"JobPosting\",\"title\":\"SCHOOL BEHAVIOR THERAPIST\",\"identifier\":\"J0AB26322569\",\"url\":\"https://www.paycomonline.net/v4/ats/web.php/portal/B05E03098E0CD12D60A9998E9A1B9380/jobs/322569\",\"image\":\"https://www.paycomonline.net/v4/ats/web.php/application/style/logo?clientkey=B05E03098E0CD12D60A9998E9A1B9380\",\"baseSalary\":{\"@type\":\"MonetaryAmount\",\"currency\":\"USD\",\"value\":{\"@type\":\"QuantitativeValue\",\"minValue\":43609,\"maxValue\":54000,\"unitText\":\"\"}},\"datePosted\":\"2026-05-22\",\"description\":\"Job DetailsJob Location: Main Campus - Little City Center for Education - Palatine, IL 60067Position Type: Full TimeEducation Level: Level 2 Behavior TherapistSalary Range: $43,609.00 - $54,000.00 SalaryJob Shift: 8:00 AM - 4:00 PM  Monday - FridayHOW TO APPLY:\\n Complete this Online Application,please visit our website for this &amp; other positions &gt;&gt;&gt; www.littlecity.org/careers/ &amp; and enter the position title in the search engine.  Please include your Cover Letter and Resume.\\nSalary : $ 43,609- $ 54,000/ Year Depending on years of Experience\\n \\nPURPOSE:\\nThe purpose of the Behavior Therapist is to provide behavior intervention and treatment services to the students at ChildBridge Center of Education that are individualized, behaviorally based treatment models consistent with best practice and research on effectiveness that are directly related to an individual’s therapeutic goals. The Behavior Therapist conducts appropriate analysis, generates related behavior support plans, and ensures the effective implementation of treatment and programming for individuals on their caseload. As a primary function, the Behavior Therapist is responsible for the training of staff, to ensure effective implementation of the behavior support plan, as well as all relevant policies and procedures. The Behavior Therapist is responsible for adhering to professional and legal requirements and principles as well as always demonstrating sound professional judgment. \\n \\nThe Behavior Therapist works under the clinical supervision of the school BCBA, and overall supervision of the Clinical Coordinator. \\n \\nESSENTIAL DUTIES AND RESPONSIBILITIES:\\nThe list of essential duties and responsibilities, as outlined herein, is intended to be representative of the tasks to be performed. The omission of an essential function does not preclude management from assigning duties not listed herein if such duties are a logical assignment to the position.\\n \\n1. Fully assesses the individuals on the assigned caseload annually (IEP), conduct functional behavioral assessments, recommend function-indicated and reinforcement-based. interventions for challenging behaviors/skill acquisition, and develop written behavior strategies based upon the individual needs. \\n2. Supervises the implementation of the behavior strategies in the school including skill acquisition goals, behaviors to increase, and behavioral reduction by training paraprofessionals, teachers, related services, group home management and family (if applicable) to ensure that they apply the interventions properly, understand the specific services and outcomes for the individual and know the procedures for reporting progress.\\n3. Collaborates with group home Behavior Therapists, Home Managers, and Case Managers in ensuring consistency on             skill-acquisition and behavior plans.\\n4. Provide direct instruction, training, and support to students and staff at regular intervals \\nduring the school day. \\n5. Provide coaching and professional development to staff on skill-acquisition and behavior interventions and supports              through the principles of applied behavior analysis (ABA). \\n6. Work hands-on in classroom environments and throughout school utilizing CPI and Ukeru as necessary and modeling           appropriate implantation of the behavior plan and effective crisis management.\\n7. Proactively identifies program youth behavioral trends and provides behavioral based recommendations in adjusting               interventions and implementation strategies as needed to address trends, including coordinating team members in                 strategy change discussions.\\n8. Monitors progress on at least a monthly basis and more frequently if needed to address issues with the individuals’                 progress toward skill-acquisition and behavioral goals and objectives. \\n9. Demonstrate ability to work effectively as part of a clinical team along with special education teachers,                                   paraprofessionals,   related services, and administrative staff.\\n10. Effectively manage a caseload, including preparing and submitting all required documentation in a timely manner. \\n11. Provide behavior consultation minutes per their IEP (if required) and document services. If requested, behavior therapist will need to provide parents or districted a minute log and data on goals. Additionally, behavior therapist will report progress on IEP behavior goals five times annually.\\n12. Provides agency wide trainings on ABA and related behavioral concepts during each New Employee Orientation                  (NEO)  and as requested. Monitor and provide support for staff in use of applied behavior analysis (ABA) strategies                and procedures.\\n13. Write behavior intervention plans in collaboration with the IEP team. Conduct functional behavior assessments of and          recommend function-indicated and reinforcement-based interventions for challenging behavior emitted by children with        autism spectrum disorder and other related diagnoses and identifications as part of the re-evaluation process or                      whenever clinically indicated.\\n14. Monitor the efficacy of behavior intervention plans through procedural fidelity. \\n15. Effectively communicate and collaborative with educational teams, school administrators, students, and parents to                identify goals, plan and implement research and/or evidenced-based practices in the delivery of assessment, instruction,        and behavioral principles.\\n16. Share research, effective instructional practices, and emerging trends that can be applied in classroom settings\\n17. Collaborate with families in the development of behavior support strategies. \\n18. Participate in program and classroom meetings as appropriate, including but not limited to, clinical meetings, monthly          business meetings, IEP meetings, and committee meetings. \\n19. Maintain American Heart Association certification in First Aid and CPR. \\n20. Successfully complete Little City required training, re-training, and any additional training as required by Little City policies and practices, or as assigned by his or her immediate supervisor. \\n21. Other responsibilities as assigned by the Principal, Assistant Principal, or Clinical Coordinator\\n \\nLittle City offers competitive salaries and benefits for eligible employees such as medical, dental, and vision insurance, short-term and long-term disability, 401(k) and Roth 401(k) retirement plans with employer match, Flexible Spending Accounts ( FSA), life insurance, critical illness, hospital indemnity, paid holidays, paid time off (vacation, personal, and sick time), and an employee assistance program.QualificationsMINIMUM QUALIFICATIONS:\\nMinimum qualifications include current certification for a Level 2 Behavior Therapist by the Department of Human Services. Bachelor’s degree in a human service field and 1,500 hours of coursework, training and/or supervised professional experience in the application of behavior analysis required, Master’s degree preferred. Experience in the assessment and treatment of challenging behavior and skill deficit relate to Autism Spectrum Disorder, severe behavior disorder and Intellectual Disabilities. Strong analytical skills are necessary. Ability to work independently and a team member. Experience working in a school or private therapeutic school day school is preferred. \\nPHYSICAL REQUIREMENTS &amp; WORK ENVIRONMENT: \\nWhile performing the duties of this job, the employee is subject to sitting, walking, and standing for prolonged periods; frequently grasps, lifts, holds, or feels objects; occasionally stoops, kneels, crouches, or crawls. The employee frequently is required to use manual and finger dexterity and eye-hand coordination when working with persons served and handling office, medical, or household equipment. The employee is subject to assist and lift up to 50 pounds with varying amounts of assistance on a reoccurring basis. The employee is required to have corrected vision and hearing within normal range and the ability to operate a motor vehicle. Must have the ability to perform CPR and CPI. Occupational exposure to blood, body fluids, infectious substances, including communicable diseases when performing personal care (Category III). Occasional exposure to cleaning agents and disinfectants. Residential work environment with a noise level of normal to loud. 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.\\nDisclaimer: The intent of this job description is to provide a representative level of the types of duties and responsibilities that will be required of positions given this title and shall not be construed as a declaration of the total of the specific duties and responsibilities of any particular position. Employees may be directed to perform job-related tasks other than those specifically presented in this description. \\n \",\"responsibilities\":\"HOW TO APPLY:\\n Complete this Online Application,please visit our website for this &amp; other positions &gt;&gt;&gt; www.littlecity.org/careers/ &amp; and enter the position title in the search engine.  Please include your Cover Letter and Resume.\\nSalary : $ 43,609- $ 54,000/ Year Depending on years of Experience\\n \\nPURPOSE:\\nThe purpose of the Behavior Therapist is to provide behavior intervention and treatment services to the students at ChildBridge Center of Education that are individualized, behaviorally based treatment models consistent with best practice and research on effectiveness that are directly related to an individual’s therapeutic goals. The Behavior Therapist conducts appropriate analysis, generates related behavior support plans, and ensures the effective implementation of treatment and programming for individuals on their caseload. As a primary function, the Behavior Therapist is responsible for the training of staff, to ensure effective implementation of the behavior support plan, as well as all relevant policies and procedures. The Behavior Therapist is responsible for adhering to professional and legal requirements and principles as well as always demonstrating sound professional judgment. \\n \\nThe Behavior Therapist works under the clinical supervision of the school BCBA, and overall supervision of the Clinical Coordinator. \\n \\nESSENTIAL DUTIES AND RESPONSIBILITIES:\\nThe list of essential duties and responsibilities, as outlined herein, is intended to be representative of the tasks to be performed. The omission of an essential function does not preclude management from assigning duties not listed herein if such duties are a logical assignment to the position.\\n \\n1. Fully assesses the individuals on the assigned caseload annually (IEP), conduct functional behavioral assessments, recommend function-indicated and reinforcement-based. interventions for challenging behaviors/skill acquisition, and develop written behavior strategies based upon the individual needs. \\n2. Supervises the implementation of the behavior strategies in the school including skill acquisition goals, behaviors to increase, and behavioral reduction by training paraprofessionals, teachers, related services, group home management and family (if applicable) to ensure that they apply the interventions properly, understand the specific services and outcomes for the individual and know the procedures for reporting progress.\\n3. Collaborates with group home Behavior Therapists, Home Managers, and Case Managers in ensuring consistency on             skill-acquisition and behavior plans.\\n4. Provide direct instruction, training, and support to students and staff at regular intervals \\nduring the school day. \\n5. Provide coaching and professional development to staff on skill-acquisition and behavior interventions and supports              through the principles of applied behavior analysis (ABA). \\n6. Work hands-on in classroom environments and throughout school utilizing CPI and Ukeru as necessary and modeling           appropriate implantation of the behavior plan and effective crisis management.\\n7. Proactively identifies program youth behavioral trends and provides behavioral based recommendations in adjusting               interventions and implementation strategies as needed to address trends, including coordinating team members in                 strategy change discussions.\\n8. Monitors progress on at least a monthly basis and more frequently if needed to address issues with the individuals’                 progress toward skill-acquisition and behavioral goals and objectives. \\n9. Demonstrate ability to work effectively as part of a clinical team along with special education teachers,                                   paraprofessionals,   related services, and administrative staff.\\n10. Effectively manage a caseload, including preparing and submitting all required documentation in a timely manner. \\n11. Provide behavior consultation minutes per their IEP (if required) and document services. If requested, behavior therapist will need to provide parents or districted a minute log and data on goals. Additionally, behavior therapist will report progress on IEP behavior goals five times annually.\\n12. Provides agency wide trainings on ABA and related behavioral concepts during each New Employee Orientation                  (NEO)  and as requested. Monitor and provide support for staff in use of applied behavior analysis (ABA) strategies                and procedures.\\n13. Write behavior intervention plans in collaboration with the IEP team. Conduct functional behavior assessments of and          recommend function-indicated and reinforcement-based interventions for challenging behavior emitted by children with        autism spectrum disorder and other related diagnoses and identifications as part of the re-evaluation process or                      whenever clinically indicated.\\n14. Monitor the efficacy of behavior intervention plans through procedural fidelity. \\n15. Effectively communicate and collaborative with educational teams, school administrators, students, and parents to                identify goals, plan and implement research and/or evidenced-based practices in the delivery of assessment, instruction,        and behavioral principles.\\n16. Share research, effective instructional practices, and emerging trends that can be applied in classroom settings\\n17. Collaborate with families in the development of behavior support strategies. \\n18. Participate in program and classroom meetings as appropriate, including but not limited to, clinical meetings, monthly          business meetings, IEP meetings, and committee meetings. \\n19. Maintain American Heart Association certification in First Aid and CPR. \\n20. Successfully complete Little City required training, re-training, and any additional training as required by Little City policies and practices, or as assigned by his or her immediate supervisor. \\n21. Other responsibilities as assigned by the Principal, Assistant Principal, or Clinical Coordinator\\n \\nLittle City offers competitive salaries and benefits for eligible employees such as medical, dental, and vision insurance, short-term and long-term disability, 401(k) and Roth 401(k) retirement plans with employer match, Flexible Spending Accounts ( FSA), life insurance, critical illness, hospital indemnity, paid holidays, paid time off (vacation, personal, and sick time), and an employee assistance program.\",\"employmentType\":\"FULL_TIME\",\"hiringOrganization\":{\"@type\":\"Organization\",\"name\":\"LITTLE CITY FOUNDATION\",\"logo\":\"https://www.paycomonline.net/v4/ats/web.php/application/style/logo?clientkey=B05E03098E0CD12D60A9998E9A1B9380\"},\"jobLocation\":{\"@type\":\"Place\",\"address\":{\"streetAddress\":\"1760 West Algonquin Road\",\"addressLocality\":\"Palatine\",\"addressRegion\":\"IL\",\"postalCode\":60067,\"addressCountry\":\"USA\"}},\"qualifications\":\"MINIMUM QUALIFICATIONS:\\nMinimum qualifications include current certification for a Level 2 Behavior Therapist by the Department of Human Services. Bachelor’s degree in a human service field and 1,500 hours of coursework, training and/or supervised professional experience in the application of behavior analysis required, Master’s degree preferred. Experience in the assessment and treatment of challenging behavior and skill deficit relate to Autism Spectrum Disorder, severe behavior disorder and Intellectual Disabilities. Strong analytical skills are necessary. Ability to work independently and a team member. Experience working in a school or private therapeutic school day school is preferred. \\nPHYSICAL REQUIREMENTS &amp; WORK ENVIRONMENT: \\nWhile performing the duties of this job, the employee is subject to sitting, walking, and standing for prolonged periods; frequently grasps, lifts, holds, or feels objects; occasionally stoops, kneels, crouches, or crawls. The employee frequently is required to use manual and finger dexterity and eye-hand coordination when working with persons served and handling office, medical, or household equipment. The employee is subject to assist and lift up to 50 pounds with varying amounts of assistance on a reoccurring basis. The employee is required to have corrected vision and hearing within normal range and the ability to operate a motor vehicle. Must have the ability to perform CPR and CPI. Occupational exposure to blood, body fluids, infectious substances, including communicable diseases when performing personal care (Category III). Occasional exposure to cleaning agents and disinfectants. Residential work environment with a noise level of normal to loud. 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.\\nDisclaimer: The intent of this job description is to provide a representative level of the types of duties and responsibilities that will be required of positions given this title and shall not be construed as a declaration of the total of the specific duties and responsibilities of any particular position. Employees may be directed to perform job-related tasks other than those specifically presented in this description. \\n \",\"experienceRequirements\":\"MINIMUM QUALIFICATIONS:\\nMinimum qualifications include current certification for a Level 2 Behavior Therapist by the Department of Human Services. Bachelor’s degree in a human service field and 1,500 hours of coursework, training and/or supervised professional experience in the application of behavior analysis required, Master’s degree preferred. Experience in the assessment and treatment of challenging behavior and skill deficit relate to Autism Spectrum Disorder, severe behavior disorder and Intellectual Disabilities. Strong analytical skills are necessary. Ability to work independently and a team member. Experience working in a school or private therapeutic school day school is preferred. \\nPHYSICAL REQUIREMENTS &amp; WORK ENVIRONMENT: \\nWhile performing the duties of this job, the employee is subject to sitting, walking, and standing for prolonged periods; frequently grasps, lifts, holds, or feels objects; occasionally stoops, kneels, crouches, or crawls. The employee frequently is required to use manual and finger dexterity and eye-hand coordination when working with persons served and handling office, medical, or household equipment. The employee is subject to assist and lift up to 50 pounds with varying amounts of assistance on a reoccurring basis. The employee is required to have corrected vision and hearing within normal range and the ability to operate a motor vehicle. Must have the ability to perform CPR and CPI. Occupational exposure to blood, body fluids, infectious substances, including communicable diseases when performing personal care (Category III). Occasional exposure to cleaning agents and disinfectants. Residential work environment with a noise level of normal to loud. 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.\\nDisclaimer: The intent of this job description is to provide a representative level of the types of duties and responsibilities that will be required of positions given this title and shall not be construed as a declaration of the total of the specific duties and responsibilities of any particular position. Employees may be directed to perform job-related tasks other than those specifically presented in this description. \\n \",\"validThrough\":\"-0001-11-30\",\"workHours\":\"8:00 AM - 4:00 PM  Monday - Friday\",\"educationRequirements\":\"Level 2 Behavior Therapist\"}",
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    "qualifications": "<p><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\"><strong>MINIMUM QUALIFICATIONS:</strong></span></span></p>\n<p style=\"text-align:justify;\"><span style=\"font-size:12pt;\"><span style=\"font-family:'Times New Roman', serif;\">Minimum qualifications include current certification for a Level 2 Behavior Therapist by the Department of Human Services. Bachelor’s degree in a human service field and 1,500 hours of coursework, training and/or supervised professional experience in the application of behavior analysis required, Master’s degree preferred. Experience in the assessment and treatment of challenging behavior and skill deficit relate to Autism Spectrum Disorder, severe behavior disorder and Intellectual Disabilities. Strong analytical skills are necessary. Ability to work independently and a team member. Experience working in a school or private therapeutic school day school is preferred. </span></span></p>\n<p><strong>PHYSICAL REQUIREMENTS &amp; WORK ENVIRONMENT:</strong> <br />\nWhile performing the duties of this job, the employee is subject to sitting, walking, and standing for prolonged periods; frequently grasps, lifts, holds, or feels objects; occasionally stoops, kneels, crouches, or crawls. The employee frequently is required to use manual and finger dexterity and eye-hand coordination when working with persons served and handling office, medical, or household equipment. The employee is subject to assist and lift up to 50 pounds with varying amounts of assistance on a reoccurring basis. The employee is required to have corrected vision and hearing within normal range and the ability to operate a motor vehicle. Must have the ability to perform CPR and CPI. Occupational exposure to blood, body fluids, infectious substances, including communicable diseases when performing personal care (Category III). Occasional exposure to cleaning agents and disinfectants. Residential work environment with a noise level of normal to loud. 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.</p>\n<p><em><strong>Disclaimer: The intent of this job description is to provide a representative level of the types of duties and responsibilities that will be required of positions given this title and shall not be construed as a declaration of the total of the specific duties and responsibilities of any particular position. Employees may be directed to perform job-related tasks other than those specifically presented in this description. </strong></em><br />\n </p>",
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    "jobTitle": "SCHOOL BEHAVIOR THERAPIST",
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    "locations": "Main Campus - Little City Center for Education - Palatine, IL 60067",
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