Board-Certified Behavior Analyst (BCBA)

SUMMARY

The Board Certified Behavior Analyst (BCBA) serves as a classroom-based consultant, supporting educators in understanding and managing student behavior. The BCBA provides consultation through two primary models: Single Student Services and Classroom Coaching.

ESSENTIAL DUTIES AND RESPONSIBILITIES

• Congduct Functional Behavioral Assessments (FBAs) to identify the underlying causes of student behavior and develop individualized Behavior Intervention Plans (BIPs) based on assessment results.

  • Collaborate with educators, school teams, and families to ensure behavior intervention plans are implemented consistently, with fidelity, and are aligned with the function of the student's behavior.
  • Coach and provide guidance to school teams on best practices for implementing behavior interventions across settings to ensure continuity and consistency.
  • Supervise and mentor Registered Behavior Technicians (RBTs) (if qualified), offering support and feedback on intervention strategies and ensuring effective implementation.
  • Train school staff and parents on behavior management techniques and strategies to promote consistency across educational and home environments.
  • Analyze student data to track progress, assess the effectiveness of interventions, and make necessary adjustments to ensure behavioral goals are met.
  • Participate in team meetings, IEP meetings, providing updates on student progress and collaborating on strategies to address individual needs.
  • Work closely with IEP teams to incorporate behavioral goals into students' Individualized Education Plans (IEPs), ensuring behavioral objectives are aligned with academic goals.
  • Stay informed about current research and emerging trends in the field of behavior analysis to ensure the use of evidence-based practices and maintain professional development.
  • Provide District Professional Development aligned with the District's Strategic Plan on the latest research and emerging trends around evidence-based practices around behavior.

• Reports to work as scheduled on a regular and reliable basis and completes other duties as assigned.

EDUCATION and/or EXPERIENCE

• Board Certification: Must hold a current Board Certified Behavior Analyst (BCBA) certification from the Behavior Analyst Certification Board (BACB).
• Education: A Master's degree in Applied Behavior Analysis, Psychology, Special Education, or a closely related field.
• Experience: Minimum of two years of experience preferred working as a BCBA.
• Experience in conducting Functional Behavioral Assessments (FBAs) and developing Behavioral Intervention Plans (BIPs).
• Experience working with diverse student populations, including those with behavioral challenges or developmental disabilities.
• Supervisory Experience: If qualified, must have experience supervising and mentoring Registered Behavior Technicians (RBTs), providing guidance and feedback on interventions.

KNOWLEDGE & SKILLS

• Strong understanding of behavior analysis principles and their application in educational settings.
• Expertise in data collection, analysis, and progress monitoring to assess intervention effectiveness.
• Familiarity with IEP development and collaboration with educational teams to integrate behavioral goals.
• Ability to train and mentor staff, parents, and educators on behavior management strategies.
• Excellent verbal and written communication skills, with the ability to present complex behavioral concepts in a clear and accessible manner to educators, parents, and other team members.
• Strong problem-solving abilities to develop and adjust behavioral interventions based on student progress and data analysis.
• Commitment to professional development through ongoing workshops, conferences, and staying current with trends and research in behavior analysis.

PHYSICAL DEMANDS

• Frequently required to stand, walk, and use hands and fingers to handle and/or feel objects, tools, or controls.
• Must regularly squat, stoop, kneel, and reach above the head or forward (0–24 inches, occasionally up to 36 inches).
• Frequently required to lift and/or move up to 50 pounds (0–12 feet) and occasionally up to 20 feet, such as curriculum materials, desks, chairs, and boxes.
• May occasionally push/pull items, such as tables and carts.
• Specific vision abilities required include close vision, color vision, and the ability to adjust focus when supervising students and working with computers, written materials, and assessment data.

WORK ENVIRONMENT

• Professional working hours typically fall between 7:30 a.m. to 4:00 p.m., and occasional extended hours may be required based on specific job demands and meetings.
• The employee will frequently work in various areas of the classroom, including desks, floors, and standing positions. They will also supervise indoor and outdoor activities.
• Most work will be performed indoors, but the employee may need to work outdoors or supervise students outside of the classroom.