Donta Hallmon

Essential Performance Responsibilities

Support staff in identifying and working through problem behaviors. Provide ongoing professional development in the area of behavior to all staff. Provide techniques and modeling of behavior intervention support to staff.

• Work collaboratively with building and district staff to promote student behavior by providing professional development that targets research, strategies, and modeling of instructional practices to support staff in their implementation of positive support PBIS.
• Demonstrate expertise in the area of data collection and behavior analysis
• Demonstrate behavior management ideas and/or techniques and instructional methodologies for staff.
• Assist staff working with children with autism on teaching skill deficits, maintaining acquired skills, teaching self-help skills and develop social skills.
• Develop materials and provide resources for and provide professional development to administrators, educators, paraprofessionals, and parents/guardians.
• Attend IEP, eligibility, or other meetings as necessary and provide related behavioral information.
• Telehealth
• Conducts functional behavior assessments and educational assessments, accurately identifying the function of challenging behavior and socially valid, pivotal behaviors to target.
• Develops treatment plans that recommend individualized, evidence-based behavioral strategies in a format accessible to staff, family members, and other professionals.
• Monitors progress and evaluate treatment effectiveness regularly, maintaining high rates of progress.
• Identifies behavior goals and intervention techniques utilizing non-aversive behavior change methods.
• Selects intervention and strategies according to the needs and desires and abilities of the individual, and prepares written behavior interventions and strategies, and support plans.
• Completes reports and other paperwork within the established time frames. Participate in building-level meetings as appropriate
• Assist in other areas as needed.

Supervisory Responsibilities

The purpose of supervision are to improve and maintain the behavior analytic, professional, and ethical repertoires of the faculty and facilitate the delivery of high quality behavior-analytic services. Effective behavior-analytic supervision includes.

*Development of performance expectations

*Observation, behavioral skills training, and delivery of performance feedback.

* Modeling technical, professional and ethical behavior

*Guiding behavioral case conceptualization, problem-solving, and decision-making repertoires

*Review of written materials (e.g., behavior programs, datasheets, reports)

*Oversight and evaluation of the effects of behavioral service delivery

KNOWLEDGE, SKILLS, AND ABILITIES:

Use of Assessments: VB-MAPP, ABYLLS, FAST, QABF, Vineland.

Able to utilize Google Suite, including but not limited to, Google Docs, Google Sheets, etc.

• Essential Performance Responsibilities
• Support staff in identifying and working through problem behaviors. Provide ongoing professional development in the area of behavior to all staff. Provide techniques and modeling of behavior intervention support of staff.
• Other Performance Responsibilities:
• Work collaboratively with building and district staff to promote positive client behavior by providing professional development that targets research, strategies and modeling of instructional practices to support staff in their implementation of positive support and PBIS.
• *Demonstrate expertise in the are of data collection and behavior analysis.
• *Assist staff working with children with autism on teaching skill deficits, maintaining acquired skills, teaching self-help skills and development of social skills.
• *Develop materials and provide resources fo and provide professional development to administrators, educators, paraprofessionals and parents,
• *Attend IEP, eligibility, or other meetings as necessary and provide related behavioral information.
• *Work with students who exhibit maladaptive/unexpected behaviors and provide support and professional learning for staff who work with such client. *Develops strong collaborative relationships and train families, caregivers, and school staff to implement effective techniques across all environments, promoting progress and generalization.
• *Monitors progress and evaluates treatment effectiveness regularly, maintaining high rates of progression.
• *Identifies behavior goals and intervention techniques utilizing non-aversive behavior change methods.
• *Selects intervention and strategies according to the needs and desires and abilities of the individual.
• Supervisory Responsibilities
• The purpose of supervision are to improve and maintain the behavior-analytic, professional and ethical repertoires of the faculty and facilitate the delivery of high quality behavior-analytic services. Effective behavior analytic supervision includes:
• *Development of performance expectations
• *Observation, behavior skills training, and delivery of performance feedback
• *Modeling technical, ethical, and professional behavior
• *Guiding behavioral case conceptualization, problem solving, and decision making repertoires.
• *Review of written materials (behavior programs, datasheets or reports.
• *Oversight and evaluation of the behavior delivery service.
• KNOWLEDGE, SKILLS, AND ABILITIES:
• Use of Assessments: VB-MAPP, ABYLLS, FAST, QABF, Vineland.
• Able to utilize Google Suite, including but not limited to, Google Docs, Google Sheets, etc.

• Essential Performance Responsibilities
• Support staff in identifying and working through problem behaviors. Provide ongoing professional development in the area of behavior to all staff. Provide techniques and modeling of behavior intervention support of staff.
• Other Performance Responsibilities:
• Work collaboratively with building and district staff to promote positive client behavior by providing professional development that targets research, strategies and modeling of instructional practices to support staff in their implementation of positive support and PBIS.
• *Demonstrate expertise in the are of data collection and behavior analysis.
• *Assist staff working with children with autism on teaching skill deficits, maintaining acquired skills, teaching self-help skills and development of social skills.
• *Develop materials and provide resources fo and provide professional development to administrators, educators, paraprofessionals and parents,
• *Attend IEP, eligibility, or other meetings as necessary and provide related behavioral information.
• *Work with students who exhibit maladaptive/unexpected behaviors and provide support and professional learning for staff who work with such client. *Develops strong collaborative relationships and train families, caregivers, and school staff to implement effective techniques across all environments, promoting progress and generalization.
• *Monitors progress and evaluates treatment effectiveness regularly, maintaining high rates of progression.
• *Identifies behavior goals and intervention techniques utilizing non-aversive behavior change methods.
• *Selects intervention and strategies according to the needs and desires and abilities of the individual.
• Supervisory Responsibilities
• The purpose of supervision are to improve and maintain the behavior-analytic, professional and ethical repertoires of the faculty and facilitate the delivery of high quality behavior-analytic services. Effective behavior analytic supervision includes:
• *Development of performance expectations
• *Observation, behavior skills training, and delivery of performance feedback
• *Modeling technical, ethical, and professional behavior
• *Guiding behavioral case conceptualization, problem solving, and decision making repertoires.
• *Review of written materials (behavior programs, datasheets or reports.
• *Oversight and evaluation of the behavior delivery service.
• KNOWLEDGE, SKILLS, AND ABILITIES:
• Use of Assessments: VB-MAPP, ABYLLS, FAST, QABF, Vineland.
• Able to utilize Google Suite, including but not limited to, Google Docs, Google Sheets, etc.

• Essential Performance Responsibilities
• Support staff in identifying and working through problem behaviors. Provide ongoing professional development in the area of behavior to all staff. Provide techniques and modeling of behavior intervention support of staff.
• Other Performance Responsibilities:
• Work collaboratively with building and district staff to promote positive client behavior by providing professional development that targets research, strategies and modeling of instructional practices to support staff in their implementation of positive support and PBIS.
• *Demonstrate expertise in the are of data collection and behavior analysis.
• *Assist staff working with children with autism on teaching skill deficits, maintaining acquired skills, teaching self-help skills and development of social skills.
• *Develop materials and provide resources fo and provide professional development to administrators, educators, paraprofessionals and parents,
• *Attend IEP, eligibility, or other meetings as necessary and provide related behavioral information.
• *Work with students who exhibit maladaptive/unexpected behaviors and provide support and professional learning for staff who work with such client. *Develops strong collaborative relationships and train families, caregivers, and school staff to implement effective techniques across all environments, promoting progress and generalization.
• *Monitors progress and evaluates treatment effectiveness regularly, maintaining high rates of progression.
• *Identifies behavior goals and intervention techniques utilizing non-aversive behavior change methods.
• *Selects intervention and strategies according to the needs and desires and abilities of the individual.
• Supervisory Responsibilities
• The purpose of supervision are to improve and maintain the behavior-analytic, professional and ethical repertoires of the faculty and facilitate the delivery of high quality behavior-analytic services. Effective behavior analytic supervision includes:
• *Development of performance expectations
• *Observation, behavior skills training, and delivery of performance feedback
• *Modeling technical, ethical, and professional behavior
• *Guiding behavioral case conceptualization, problem solving, and decision making repertoires.
• *Review of written materials (behavior programs, datasheets or reports.
• *Oversight and evaluation of the behavior delivery service.
• KNOWLEDGE, SKILLS, AND ABILITIES:
• Use of Assessments: VB-MAPP, ABYLLS, FAST, QABF, Vineland.
• Able to utilize Google Suite, including but not limited to, Google Docs, Google Sheets, etc.

• ABA Therapist Achievements ABA Therapy - Atlanta North, GA July 2020 to Present
• • Telehealth and direct therapy • Implement teaching strategies in accordance with behavioral principles. Conducted behavior and cognitive assessment in order to accurately measure different factors that contribute to a client's problems. • Analyze available data to help determine where, when, and why problem behaviors occur. • Directly observe the individual served in all relevant settings. Analyze the data to determine the function of the problem behavior. • Define all target behaviors in objective and measurable terms and design an appropriate data collection system to measure the target behaviors. • Integrate appropriate setting event, antecedent, teaching and consequences strategies to reduce problem behavior and increase alternative replacement behaviors.

• Worked with central management to identify, plan, align and address training needs.
• Liaised between trainers and course participants.
• Assessed skill gaps for employees and developed training courses to meet identified needs.
• Provided assistance for delivery of training courses by scheduling virtual meeting rooms and managing team calendars.
• Planned and conducted staff trainings with emphasis on deficit areas.
• Trained and mentored new personnel hired to fulfill various roles.

• Conducted behavior and cognitive assessment in order to accurately measure different factors that contribute to a client's problems.
• Analyze available data to help determine where, when and why problem behavior occurs.
• Directly observe the individual served in all relevant settings. Analyze the data to determine the function of the problem behavior.
• Define all target behaviors in objective and measurable terms and design an appropriate data collection system to measure the target behavior.
• Integrate appropriate setting, event, antecedent, teaching and consequence strategies to reduce problem behavior and increase alternative replacement behaviors.

• Conducted behavior and cognitive assessment in order to accurately measure different factors that contribute to a client's problems.
• Analyze available data to help determine where, when and why problems occur.
• Directly observe the individual served in all relevant settings. Analyze the data to determine the function of the problem behavior.
• Define all target behaviors in objective and measurable terms and designs an appropriate data collection system to measure the target behaviors.

• Transported and monitored offenders on probation and parole for compliance with court protocols.
• Built relationships with defendants and offenders, assessing living conditions and case background information.
• Screened offender referrals and completed intake interviews and paperwork.
• Performed both pre-sentence and pre-parole investigations.
• Helped resolve probationer issues with housing, employment and healthcare.
• Interpreted data from various assessment tools to determine appropriate level of supervision.
• Completed reports on behalf of court and associated legal entities.
• Collaborated with senior leadership during decision-making processes and created thorough offender reports for corrective action planning.

• Provided case management to inmates
• Processed security classification sheets to determine inmate's custody level
• Prepared reports and progress information for submission to the parole board
• Participates in misconduct hearings
• Met with inmates and groups to resolve problems and to explain rules and regulations.