Job Description
Board Certified Behavior Analyst (BCBA)
The Board Certified Behavior Analyst (BCBA) is responsible for assessing, developing, and implementing behavior intervention plans to support students with behavioral, social, and developmental needs. This role focuses on promoting positive behavior change, fostering independence, and collaborating with educators and families to ensure student success across school settings.
Responsibilities:
Conduct functional behavior assessments (FBAs) and analyze data to identify behavioral patterns and underlying causes.
Develop, implement, and monitor individualized Behavior Intervention Plans (BIPs) aligned with student IEP goals.
Provide ongoing training, coaching, and support to teachers, paraprofessionals, and related staff implementing behavior strategies.
Collect and analyze data to evaluate the effectiveness of interventions and adjust programming as needed.
Collaborate with IEP teams, administrators, and families to ensure consistent implementation and progress monitoring.
Deliver direct and indirect behavioral support services to students across general and special education settings.
Ensure compliance with ethical and professional standards as outlined by the Behavior Analyst Certification Board (BACB).
Participate in multidisciplinary team meetings, IEP reviews, and district-level behavior support initiatives.
Provide crisis intervention support and assist in developing proactive, positive behavior systems.
Maintain accurate documentation, reports, and records in accordance with district, state, and federal requirements.
Qualifications:
Master’s degree or higher in Applied Behavior Analysis, Psychology, Special Education, or a related field.
Current certification as a Board Certified Behavior Analyst (BCBA) in good standing with the Behavior Analyst Certification Board (BACB).
State licensure as required.
Experience conducting FBAs and developing/implementing BIPs in educational settings.
Strong communication, collaboration, and data analysis skills.
Preferred Skills:
Experience supporting students with autism spectrum disorder, emotional/behavioral disorders, or developmental disabilities.
Knowledge of Positive Behavioral Interventions and Supports (PBIS), Multi-Tiered Systems of Support (MTSS), and trauma-informed practices.
Ability to train and mentor RBTs, teachers, and classroom aides.
Proficiency in data collection software and progress-monitoring tools.
Work Environment:
This position operates in a school setting and may involve travel between multiple sites. The BCBA works closely with teachers, administrators, related service providers, and families to create structured, supportive learning environments that encourage meaningful skill development and long-term behavioral success.
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