Behavior Analyst - Provisional

About the Role

An employee in this class develops, implements, and evaluates interventions, behavioral supports, contextual supports, and staff professional development for intellectually and developmentally disabled or at-risk students. The role involves collaborating with school district and school-based administrators and teams to execute effective behavioral instruction, functional assessments, and support plans aimed at creating positive outcomes and increased academic engagement. Work is performed under general supervision with considerable independence and includes overseeing other support staff, such as Behavioral Aides.

Responsibilities

• Provides onsite support and develops staff and parent trainings in proactive behavior support and applied behavior analysis.
• Conducts direct observations and assessments of individual students and their learning environments.
• Develops, implements, and coordinates delivery of behavioral services to students.
• Participates in interdisciplinary team review meetings to discuss behavioral intervention and support plans.
• Collects baseline and intervention data to evaluate outcomes, including progress monitoring.
• Engages in research and professional development activities to enhance the program and remain current in the field.
• Conducts functional behavioral assessments/analyses and develops support/intervention plans.
• Develops and/or provides guidance for one-to-one supplementary support personnel plans.
• Completes written behavioral summaries to assist teachers and administrators in developing appropriate learning experiences and behavior plans.
• Maintains program records and statistical reports of student evaluations, treatment plans, number of students assessed, and their progress.

Requirements

• Thorough knowledge of principles and practices of counseling and behavioral assessment techniques and analysis.
• Good knowledge of strategies used to identify target behavior(s), the purpose of behavior(s), and environmental factors contributing to behavior(s).
• Good knowledge of factors underlying student development and growth.
• Ability to prepare and provide training on proactive and positive behavior supports and applied behavior analysis.
• Ability to develop behavioral support/intervention plans and programs.
• Ability to establish rapport with students of all abilities.
• Ability to remain clear and decisive in emergency and stressful situations.
• Ability to work collaboratively with other school personnel as a team member.
• Ability to direct and oversee the work of others.
• Effective oral and written communication skills.
• Physical condition commensurate with the demands of the position.

Qualifications

Minimum qualifications include one of the following:

• (A) Bachelor’s Degree in Applied Behavior Analysis, Education, Psychology, Counseling, Social Work, or a related field AND two (2) years of experience working with intellectually and developmentally disabled or at-risk students;
• (B) Associate’s Degree in Applied Behavior Analysis, Education, Psychology, Social Work, or a related field AND four (4) years of experience working with intellectually and developmentally disabled or at-risk students;
• (C) An equivalent combination of education, training, and experience between the limits of (A) and (B) above.

Your degree or college credit must have been awarded by a college or university accredited by a regional, national, or specialized agency recognized by the U.S. Department of Education/U.S. Secretary of Education.

Special Requirement: Certification as a Board-Certified Behavior Analyst (BCBA, BCBA-D) or as a Board-Certified Associate Behavior Analyst (BCaBA).

Pay

Salary range: $64,868 – $85,536 (approximate, per BOCES Faculty Association contract).

Schedule

Start date: September 1, 2026. This is a full-time (1.0 FTE) position.