Maria Duque

• Assist in developing interventions, functional behavior assessments and behavior plans for the purpose of providing a safe and effective educational environment for students with challenging behaviors.
• Collect and summarize behavioral data.
• Facilitate team meetings with the identified student’s teachers and parents for the purpose of completing a Functional Behavioral Assessment.
• Work with individual teachers, groups of teachers and/or the entire staff on issues such as: crisis intervention, learning and collaboration issues, and factors that can affect implementation of IEP interventions.
• Conduct conflict resolution and peer mediation sessions.
• Participate in proactive team efforts to achieve IEPgoals.
• Worked with students to implement social and emotional learning skills, promoting self-regulation and positive interpersonal relationships.

• Provide district-wide behavioral consultation across specialized programs (therapeutic and ABA programs) and general education settings using a consultative service delivery model.
• Manage a caseload of approximately 33–42 students involving teacher and staff consultations, conducting observations, functional behavior assessments, ongoing data review, and behavior plan implementation training.
• Develop function-based behavior objectives aligned with IEP goals and educational programming.
• Collaborate with multidisciplinary teams including speech-language pathologists, occupational therapists, physical therapists, special education teachers, general education teachers, allied arts staff, and administrators.
• Train Registered Behavior Technicians (RBTs) and paraprofessionals on behavior plan implementation, data collection procedures, and treatment fidelity.
• Create and refine data collection systems and data sheets to ensure meaningful, efficient, and actionable behavioral data.
• Monitor treatment integrity and implementation fidelity through ongoing observation, data review, and staff coaching.
• Analyze behavioral data to evaluate intervention effectiveness and guide ongoing adjustments to behavior support plans.
• Present assessment findings and treatment outcomes at IEP meetings.
• Provide district-wide professional development related to de-escalation, antecedent strategies, and consequence strategies.
• Lead the development and implementation of district-wide behavior systems and standardized templates to improve consistency and efficiency across programs.
• Work closely with the Assistant Superintendent of Student Services to develop district-wide systems, automate data collection processes, and support program-based improvements.
• Serve as a QBS Safety-Care Trainer, delivering Safety-Care Core Curriculum trainings to school staff to support safe crisis prevention and response practices.

• Provide school and home-based implementation of ABA therapy.
• Development operationally-defined goals and plans as identified in the Individualized Family Service Plan (IFSP), Individualized Education Plan (IEP), and Individualized Program Plan (IPP) under the supervision of a Board Certified Behavior Analyst.
• Safety-Care Certified
• Conduct functional behavior assessments and criterion referenced assessments (VB-MAPP, ABLLS-R, AFLLS, Socially Savvy, Vineland, & PDDBI).
• Create interventions under the supervision of a Board Certified Behavior Analyst.
• Record, graph, and track data according to standards of the BACB.
• Observe and monitor client behavior and response to treatment.
• Facilitate communication with bilingual families and students.

• Develop interventions, functional behavior assessments, and behavior plans to ensure a safe and effective home environment for clients exhibiting challenging behaviors.
• Create training materials for staff and caregivers.
• Lead meetings addressing effective instruction, social skills training, ethical considerations, social validity, and treatment integrity.
• Provide Behavioral Skills Training (BST) to caregivers and staff, guiding them through the behavior intervention plan process and equipping them with evidence-based skills to support positive behavior development in the client.
• Offer consultation services and maintain continuous communication with stakeholders, including other supports (e.g., school districts, speech-language therapists, lawyers, occupational therapists).
• Manage time effectively to meet job demands, demonstrating proficiency in behavior management, instructional techniques, communication (both oral and written), organizational skills, and interpersonal relations.
• Work independently with diverse clients, requiring minimal supervision.
• Establish and maintain ongoing data collection systems to evaluate program efficacy and guide programming decisions.

• Provide in-home-based ABA therapy.
• Create behavior analytic programs under the supervision of a Board Certified Behavior Analyst (BCBA).
• Implement behavior analytic programs ensuring treatment fidelity.
• Conduct parent training, initial assessments, and criterion-referenced assessments.
• Record, graph, and track data according to standards of the BACB.
• Observe and monitor client behavior, evaluate and modify programs according to the response to treatment.
• Create discharge reports.

• Create a tracking scale based on research-backed outcomes to change behavior patterns; focusing on decreasing problem behaviors and increasing socially significant behaviors under the supervision of a Board Certified Behavior Analyst.
• Use of positive reinforcement techniques to increase measures of independence.
• Maintain daily progress notes on every client; submit billing, insurance, and incident reports accordingly.
• Display sensitivity to the cultural and linguistic needs of the clients served.