Home-Based Behavioral Specialist (BCBA) Originally posted May 1, 2026

Provides Home-Based adaptive living and behavioral consultation services to help ACCEPT programs build capacity to serve students with Autism spectrum disorder and related disabilities in home and community settings.

Schedule

• After school hours (3:00 to 6:30 pm) and may include working from 10:30 am to 6:30 pm on a regular basis.
• Part-time position.

Pay

$56 to $84 per hour.

Requirements

• Master’s degree (M.A., M.S., or M.Ed.) required.
• 3 – 5 years of experience working with children and/or young adults with Autism spectrum disorder and related disabilities, preferably in home-based and community settings.
• Valid Driver’s license.
• Board Certified Behavior Analyst (BCBA) certification strongly preferred; individuals who are currently completing post-master’s coursework or fieldwork/supervision hours to sit for the BCBA Exam may be considered.

Responsibilities

• Provide supervision to direct Home-Based Therapists and consultation to parents/caregivers regarding each student’s adaptive daily living, behavioral, and social services for students aged 3 – 22 in the home and/or non K-12 school setting.
• Report to and collaborate with the Home-Based Coordinator.
• Design skill acquisition programming and behavior reduction programming, along with parent-implemented interventions and strategies, incorporating data collection/progress monitoring towards measurable Home-Based Objectives.
• Implement and train others to implement behavior change procedures (e.g., discrete trials, Incidental teaching, differential reinforcement, shaping, chaining, task analyses, antecedent and consequence interventions, coping skills, etc.).
• Model techniques and strategies for the parents/caregivers and other family members in the home setting.
• Create data collection systems based on the principles of Applied Behavior Analysis.
• Effectively summarize data for Home-Based services being implemented; monitor progress and modify programs as needed.
• Recommend any needed changes in programming and document recommendations on each home visit.
• Maintain accurate clinical session notes for activities performed during on-site Home-Based and Community-Based sessions.
• Write Home-Based progress reports as per the schedule indicated in each student’s Individualized Education Program (IEP)/determined by the student’s IEP Team.
• Participate in professional development opportunities throughout the year.
• Forward all/respond to email communications with the Home-Based Services Coordinator and parents in a timely fashion.
• Consult and follow up with Home-Based staff and parents/caregivers on behavioral and programming matters.
• Collaborate with students’ team members (school personnel, other outside service providers) as needed.
• Conduct appropriate formal and informal assessments (Functional Behavior Assessments/FBAs, Adaptive Daily Living Skills Assessments, Home Observations) and interpret results, including writing reports and presenting findings at Team Meetings.
• Consult with parents/caregivers, family members, Home-Based Therapists, and Home-Based Coordinator regarding the needs and services of students and families.
• Develop strategies to implement goals and address behavioral issues in the home setting and in community locations.
• Serve as a liaison between the school and home environments to ensure consistency and appropriate carry-over of programs.
• Serve on Team to determine the appropriateness of ACCEPT Home-Based services.
• Consult with teams to develop goals and objectives regarding Home-Based and Community-Based behavioral needs.
• Conduct professional development workshops.
• Other duties as assigned.

Physical Demands and Work Environment

• Regularly required to move about and may traverse occasionally throughout the school building.
• Must often remain in a stationary position for considerable periods of time.
• Occasionally required to reach with hands and arms, sit, stoop, kneel, crouch, or crawl, and perform physical restraint of a student at times of behavioral escalation.
• Expected to lift at least 20 pounds (e.g., books, school supplies, etc.).
• Must frequently use hands to finger, handle, or feel; and use hand strength to grasp tools.
• Occasionally operates a computer and other office productivity machinery (i.e., a calculator, copy machine, and computer printer).
• Must be able to input information into a computer and read material from a computer monitor as well as handwritten or printed matter with or without visual aids.
• Must be able to communicate effectively with students, parents, and other staff members in person and on the telephone.
• Must be able to see and hear on a continuous basis in order to ensure the safety of students as well as speak frequently to provide instruction.
• On rare occasions, it may be necessary to move quickly/run across even or uneven surfaces.
• Interacts with students, parents, and other staff members; directly responsible for the safety, well-being, and work output of students.
• Works in a variety of homes and community locations with an acceptable level of noise.

Success Factors / Job Competencies

• Ability to work with children and young adults with a variety of disabilities, including Autism spectrum disorder, intellectual/developmental disabilities, and related disabilities.
• Great attention to detail and accuracy.
• Excellent interpersonal and communication skills.
• Positive and proactive attitude.
• Ability to maintain confidentiality and ethical conduct.
• Commitment to company values and mission.
• Strong team player.