Board Certified Behavior Analyst

POSITION TITLE: Board Certified Behavior Analyst

EXEMPTION STATUS: Exempt

REPORTS TO: Executive Director of Special Programs

TERMS OF EMPLOYMENT:  10, 11 or 12 months 2025-2026 school year

Primary Purpose

The BCBA will provide support to individuals and their families by coordinating and providing services in

Applied Behavior Analysis, function analyses and assessment, behavior acquisition and reduction procedures, and

adaptive life skills. A BCBA will also oversee programming of associate behavior analysts and provide ongoing support and supervision to Direct Support Professionals (DSP) as it relates to the implementation and documentation associated with Behavior Support Plans.

Qualifications

Education/Certification

Master’s degree in Special Education or related field (preferred)

Valid Texas teaching certificate

Valid Board Certified Behavior Analyst certificate

Special Knowledge/Skills

Knowledge of diagnostic procedures, education of special needs students, human development, learning theories

Ability to interpret policy, procedures, and data

Strong organizational, communication (verbal and written), and interpersonal skills

Ability to demonstrate competence in behavior management skill, instructional skills, oral and written communication, organizational skills and interpersonal relations 

Ability to work with a variety of clients in regard to age, functionality, and with minimal direction

Experience

Minimum of three years’ experience as a classroom or special education teacher 

Major Responsibilities and Duties

Instructional and Program Management

• Function in a supervisory capacity and provide oversight to all areas of programming including the training of direct support classroom teachers and paraprofessionals. 
• Facilitate and assist in the development and identification of resources and support information for clients and their families. 
• Provide model teaching and other direct instructional supports including, but not limited to, practicum supervision/teaching, class instruction and in-service instruction to other professionals. 
• Assist in the development and implementation of assessment tools, to conduct functional assessments and analyses when appropriate, and to develop appropriate behavior strategies to teach appropriate behavior and reduce maladaptive behaviors. 
• Provide ongoing support and training to direct support professionals, ABA implementers, and other individuals in support roles for families. 
• Ongoing training and supervision of paraprofessional staff in implementation of ABA principles and methodology and behavior reduction strategies. 
• Create ongoing data collection system to establish baseline and programmatic efficacy for all consumers, and to analyze data on a frequent and ongoing basis to guide programming. 
• Develop behavior plans/treatment plans for all consumers with a focus on teaching and other antecedent strategies for reducing problematic behavior(s). 
• Meet as needed with supervised staff to discuss ongoing consumer issues and to provide support when necessary. 
• Review and sign off on behavior plan/treatment plan training for all field staff and provide field supervision when necessary. 
• Utilize Set Works website to enter session notes within 72 hours of each session. 
• Maintain ongoing communication with all constituents (other supports, parents, community, and community agencies). 
• Keep current with certifications, literature, new research findings and resources. 
• Maintain all data, paperwork, and communication between personal care staff and families.

Communication and Community Relations

• Demonstrate behavior that is professional, ethical, and responsible; serve as a role model for staff and students; and promote a positive, caring climate for learning.
• Consult with teachers and administrators to assist in the provision of appropriate services to students.
• Deal sensitively and fairly with persons from diverse cultural backgrounds.
• Employ effective interpersonal skills in dealing with questions or concerns.
• Establish and maintain open communication and conduct conferences with parents, students, and staff.
• Develop awareness of district and community needs and initiate activities to meet those identified needs to ensure participation of students with disabilities.
• Articulate the district’s mission and goals in the area of special education to the community and solicit support in realizing the mission.

Professional Growth and Learning

• Participate in professional learning activities to improve skills related to job assignment.
• Provide training to assist school staff in the identification and understanding of students with disabilities.
• Maintain familiarity with the district’s curriculum and initiatives to better serve the needs of students.

Mental Demands/Physical Demands/Environmental Factors

• Tools/Equipment Used: Standard office equipment, computer, peripherals, electronic devices
• Posture: Prolonged sitting and standing, occasional kneeling/squatting, bending/stooping, pushing/pulling, twisting, reaching
• Motion: Frequent repetitive hand motions, keyboarding, use of mouse, wrist flexion/extension
• Lifting: Lifting and carrying up to 30 pounds without assistance, 30-55 pounds with assistance, and more than 55 pounds with appropriate assistance 
• Environment: Work is performed in a classroom and campus setting; exposure to contagious diseases; frequent and routine in-district travel
• Mental Demands: Maintain emotional control under stress, work with frequent interruptions