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Open nowPosted 3 days ago

Board Certified Behavior Analyst

Livingston Independent School District

Where
Livingston, Texas
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Your applicationOpen nowBoard Certified Behavior AnalystLivingston Independent School District · Livingston, Texas

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This job: posted 3 days ago

The posting

Job Description: Board Certified Behavior Analyst (BCBA)

Department: Special Services Reports To: Director of Special Services Position Type: Full-Time Work Schedule: District-assigned work calendar

Primary Purpose

The Board Certified Behavior Analyst (BCBA) provides districtwide behavioral assessment, consultation, intervention, training, and program support to improve student learning, engagement, communication, independence, and positive behavior. The BCBA collaborates with students, parents/guardians, teachers, administrators, evaluation personnel, related service providers, and other educational team members to develop, implement, and monitor evidence-based behavioral supports.

The BCBA supports the implementation of Individualized Education Programs (IEPs), conducts Functional Behavioral Assessments (FBAs), develops and monitors Behavior Intervention Plans (BIPs), provides staff training and coaching, and assists with crisis prevention and safety planning. The BCBA will support self-contained and intensive-support special education programs through classroom consultation, program evaluation, data analysis, and recommendations for effective instructional environments and behavioral programming.

Qualifications

Education and Certification

  • Master's degree in Applied Behavior Analysis, behavior analysis, education, psychology, or a related field.
  • Current certification as a Board Certified Behavior Analyst (BCBA) through the Behavior Analyst Certification Board (BACB).
  • Valid Texas teaching certificate with an endorsement in Special Education, preferred
  • Maintain BCBA certification, continuing education, and applicable supervision requirements in accordance with BACB standards.

Experience

  • Experience working with students with disabilities in K–12 educational settings preferred.
  • One to three years of successful public school experience preferred.
  • Experience developing and delivering professional development, facilitating teams, and supporting behavioral programming preferred.

Special Knowledge and Skills

  • Knowledge of Applied Behavior Analysis (ABA), Positive Behavioral Interventions and Supports (PBIS), classroom management, and evidence-based behavioral interventions.
  • Knowledge of functional behavioral assessments, behavior intervention plans, behavior protocols, and skill-acquisition strategies.
  • Understanding of special education requirements, including IDEA, Texas special education regulations, IEP processes, and applicable district policies.
  • Ability to collect, interpret, and analyze behavioral data to guide intervention decisions and evaluate student progress.
  • Ability to train, coach, and collaborate with school personnel and families.
  • Strong communication, interpersonal, problem-solving, and organizational skills.
  • Ability to support crisis prevention, de-escalation, and student safety planning.
  • Ability to maintain confidentiality and exercise sound professional judgment.

Major Responsibilities and Duties

1. Behavioral Assessment, Intervention, and IEP Support

  1. Conduct Functional Behavioral Assessments (FBAs), skills assessments, observations, and other formal or informal assessments within the BCBA's scope of practice to identify behavioral variables, student strengths, and areas of need.
  2. Develop, implement, monitor, and revise individualized Behavior Intervention Plans (BIPs), behavior protocols, and skill-acquisition plans based on assessment findings and ongoing data.
  3. Collaborate with educational teams to identify appropriate behavioral goals, interventions, replacement behaviors, reinforcement strategies, accommodations, and supports.
  4. Monitor and analyze behavioral data to evaluate student progress, determine intervention effectiveness, and recommend adjustments when needed.
  5. Prepare reports documenting assessments, observations, data, findings, recommendations, and student progress.
  6. Provide behavior-analytic services and consultation identified in student IEPs and support students referred through established district procedures.
  7. Participate in ARD/IEP meetings, including Manifestation Determination Reviews (MDRs), when appropriate, and contribute behavioral information and recommendations regarding present levels, goals, accommodations, behavior supports, and implementation of the IEP.
  8. Collaborate with evaluation personnel and other educational team members to support appropriate assessment, educational planning, and individualized student programming.
  9. Provide consultation, training, and recommendations to parents/guardians, including in-home training or consultation when determined appropriate through the ARD/IEP process.

2. Campus Consultation and Classroom Support

  1. Provide ongoing behavioral consultation and programmatic support to general education, special education, self-contained, and intensive-support classrooms.
  2. Conduct classroom observations and recommend strategies related to classroom structure, routines, transitions, environmental arrangements, sensory and regulation supports, reinforcement systems, student engagement, data collection, and independence.
  3. Model and coach staff in ABA principles, positive behavior supports, prompting, reinforcement, replacement behaviors, de-escalation, and implementation of BIPs.
  4. Collaborate with campus administrators, teachers, instructional aides, counselors, related service providers, and outside providers to promote consistent implementation of behavioral supports across educational settings.
  5. Assist teams in identifying supports that increase student participation, functional skills, independence, and access to less restrictive environments when appropriate.
  6. Collaborate with campus and district personnel to problem-solve challenging behavioral situations and support effective classroom management.

3. Crisis Prevention, Safety, and Behavioral Response

  1. Assist campus teams in developing and implementing behavioral crisis-prevention strategies, individualized safety plans, and risk-mitigation procedures for students with significant behavioral needs.
  2. Provide staff coaching and consultation during and following behavioral incidents, as appropriate, to support safe and effective responses.
  3. Assist teams in reviewing behavioral data and incident information to identify patterns, evaluate existing supports, and recommend preventive interventions.
  4. Follow district safety protocols, emergency procedures, and applicable professional standards when responding to behavioral concerns.

4. Professional Development and Staff Capacity

  1. Develop and deliver professional learning for administrators, general and special education teachers, instructional aides, related service providers, and other appropriate personnel on ABA, PBIS, classroom management, FBAs, BIPs, data collection, de-escalation, and evidence-based behavioral practices.
  2. Train and assist campus staff in conducting, documenting, implementing, and monitoring behavioral assessments, intervention plans, and behavior protocols, as appropriate to their roles.
  3. Provide ongoing coaching, modeling, resources, and follow-up support to promote consistent implementation and strengthen staff capacity.
  4. Support appropriate opportunities for district personnel to obtain Registered Behavior Technician (RBT) training or certification, including competency assessment and supervision when appropriate and consistent with BACB requirements.
  5. Pursue professional growth and remain informed of current research, evidence-based practices, and applicable professional standards.

5. Documentation, Compliance, and Professional Responsibilities

  1. Maintain accurate and timely documentation of assessments, observations, consultations, services, behavioral data, student progress, schedules, and service logs.
  2. Maintain confidentiality of student and personnel information in accordance with applicable laws, regulations, and district policies.
  3. Comply with applicable federal and state laws, State Board of Education rules, district and campus policies, administrative procedures, and professional and ethical standards.
  4. Maintain professional communication and collaborative relationships with students, parents/guardians, staff, administrators, community members, and other professionals.
  5. Respond to requests for information and support within appropriate timeframes and maintain a professional, service-oriented approach.
  6. Participate in departmental, campus, and district meetings and professional learning activities as assigned.
  7. Maintain regular attendance and fulfill assigned work responsibilities.
  8. Perform other duties related to behavioral services and special education program support as assigned by the Director of Special Services.

Supervisory Responsibilities

Provide supervision, training, and competency assessment for Registered Behavior Technicians (RBTs), and provide evaluation input when assigned and consistent with district procedures and applicable BACB requirements.

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