The posting
TITLE: Board Certified Behavior Analyst (BCBA)
SUMMARY: Reporting to the Director of Student Services and Special Education, the Board Certified Behavior Analyst (BCBA) provides evidence-based behavior-analytic services primarily to students with disabilities to support educational progress, functional skill development, and independence. The BCBA conducts functional behavioral assessments; develops, oversees implementation of, and evaluates individualized behavior intervention plans; and uses data to monitor student progress and guide intervention decisions. The BCBA provides formal supervision to Registered Behavior Technicians (RBTs) and Board Certified Assistant Behavior Analysts (BCaBAs) in accordance with BACB requirements. The BCBA collaborates with educational teams and provides consultation, coaching, and professional learning to educators, paraeducators, related service providers, and parents/guardians to promote consistent, effective practices across settings. Services are provided in accordance with the Individuals with Disabilities Education Act (IDEA), applicable federal and Massachusetts laws and regulations, and the BACB’s professional and ethical standards. The responsibilities outlined below are intended to provide a broad overview of the role and may evolve based on the needs of the district, as determined by the Superintendent of Schools.
ESSENTIAL DUTIES AND RESPONSIBILITIES: The following duties are intended to outline the core responsibilities of the Board Certified Behavior Analyst (BCBA), with a primary focus on serving students with disabilities. Responsibilities are carried out in alignment with federal and state regulations, district procedures, and professional and ethical standards established by the Behavior Analyst Certification Board (BACB).
Behavioral Assessment and IEP Development •Conduct Functional Behavioral Assessments (FBAs) using record reviews, interviews with staff and parents/guardians, direct observations across relevant settings, and analysis of available data. •Identify environmental factors and the functions of behaviors that interfere with student learning, safety, independence, or participation. •Define target behaviors in objective, measurable terms and develop practical data collection systems. •Prepare clear assessment reports and recommendations to inform educational planning. •Participate in Team meetings and contribute to the development of IEPs, measurable goals, services, and behavior intervention plans. •Complete assessments and documentation within required timelines and district procedures.
Behavior Intervention and Direct Services •Develop individualized, function-based Behavior Intervention Plans (BIPs) that address environmental conditions, prevention strategies, instruction, reinforcement, and responses to behavior. •Prioritize positive reinforcement and teach functional communication, replacement behaviors, and skills that support student independence and access to instruction. •Provide direct applied behavior analysis (ABA) services as specified in students’ IEPs and oversee the development and implementation of individualized ABA programming. •Collaborate with educational teams to embed interventions into daily routines and promote maintenance and generalization of skills across settings. •Review and revise interventions based on assessment findings, student progress, and implementation data.
Data Collection, Progress Monitoring, and Implementation •Establish and monitor data collection procedures for behavioral goals, skill development, and intervention implementation. •Analyze and graph student data to evaluate progress and guide decisions about continuing, modifying, or fading interventions. •Prepare descriptive monthly progress notes for students receiving ongoing behavior-analytic services and contribute to required IEP progress reports. •Conduct implementation fidelity assessments to determine whether interventions are carried out as designed. •Review records for accuracy and completeness; address missing data, documentation discrepancies, and departures from approved plans through consultation, coaching, and follow-up.
Supervision of RBTs and BCaBAs •Provide formal supervision to assigned Registered Behavior Technicians (RBTs) and Board Certified Assistant Behavior Analysts (BCaBAs) in accordance with current BACB requirements. •Complete required supervision contacts, direct observations, performance feedback, and documentation. •Confirm staff competence before delegating behavior-analytic tasks and monitor the quality of services provided. •Conduct or oversee RBT competency assessments, as assigned and consistent with BACB qualifications. •Address performance concerns and communicate supervision needs or barriers to the Director of Student Services and Special Education.
Consultation, Training, and Collaboration •Provide consultation, coaching, and professional learning to educators, paraeducators, related service providers, and administrators. •Train staff and parents/guardians in individualized intervention procedures through explanation, modeling, practice, and feedback. •Collaborate with families, students as appropriate, educational teams, and outside providers to support consistent practices and meaningful student outcomes. •Recommend environmental and instructional adjustments that support participation in the least restrictive environment. •Maintain timely, clear, and professional communication regarding assessment findings, intervention recommendations, and student progress.
Crisis Prevention and Response •Collaborate with school teams to develop proactive strategies and individualized safety procedures for students whose behavior presents a risk of harm. •Provide behavioral consultation and support during crises in accordance with district protocols, required training, and the scope of the role. •Review behavioral incidents and recommend adjustments to prevention strategies, instruction, and intervention plans.
Professional Practice and Compliance •Maintain active BCBA certification, applicable Massachusetts licensure, and qualifications required to supervise RBTs and BCaBAs. •Adhere to the BACB Ethics Code for Behavior Analysts and practice within professional competence. •Follow applicable consent requirements and incorporate student and family perspectives into assessment and intervention planning. •Maintain accurate, confidential student and supervision records in accordance with applicable requirements. •Participate in required professional development and continuing education.
Professional Responsibilities •Participate in school-based teams, assigned meetings, and district initiatives. •Contribute to a positive, safe, and inclusive school environment. •Carry out responsibilities in collaboration with district and building leadership. •Perform other duties as assigned by the Director of Student Services and Special Education, consistent with the scope of the role.
MINIMUM QUALIFICATIONS: Education and Experience •Master’s degree or higher in special education, behavior analysis, psychology, or a related field from an accredited institution. •Current Board Certified Behavior Analyst (BCBA) certification issued by the Behavior Analyst Certification Board (BACB). •Completion of BACB-required supervision training and maintenance of qualifications to supervise Registered Behavior Technicians (RBTs) and Board Certified Assistant Behavior Analysts (BCaBAs). •Minimum of three (3) years of experience working as a behavior or autism specialist; or one (1) year of experience conducting comprehensive functional behavioral assessments and developing behavior support plans, combined with two (2) years of experience serving individuals with lifelong disabilities. •Experience working in a public school setting with students on the autism spectrum and students with complex behavioral, social-emotional, and mental health needs. •Experience providing staff consultation, parent/guardian training, and behavior-analytic services within the IEP process. Knowledge, Skills, and Abilities •Principles and practices of applied behavior analysis, including functional behavioral assessment, skill development, reinforcement, and generalization •Development and evaluation of individualized, function-based behavior intervention plans •Evidence-based practices for students with disabilities, including students on the autism spectrum and students with complex behavioral, social-emotional, and mental health needs •Federal and Massachusetts special education laws, regulations, and processes, including IDEA, Section 504, evaluation, and IEP development and implementation •BACB ethical standards, professional practices, and supervision requirements for RBTs and BCaBAs •Strong behavioral assessment, data analysis, and report-writing skills •Design and implementation of practical, accurate data collection systems •Use of student progress and implementation fidelity data to guide intervention decisions •Clear and effective communication in English with educators, families, and students, both orally and in writing •Consultation and collaboration with multidisciplinary teams and outside providers •Training and coaching of staff and parents/guardians through explanation, modeling, practice, and constructive feedback •Effective supervision, delegation, and performance feedback within professional scope and BACB requirements •Proactive behavioral support and crisis prevention strategies consistent with district protocols and individual student needs •Strong organizational and time management skills to meet service, supervision, documentation, and compliance requirements •Work independently while managing competing priorities and timelines •Maintain confidentiality, professional boundaries, and sound professional judgment •Build and sustain effective, professional relationships with students, families, staff, and outside agencies •Incorporate student and family perspectives, cultural backgrounds, and preferences into assessment and intervention planning •Adapt to changing situations and respond effectively to student and school needs •Use technology and standard software applications to collect and analyze data, document services, and support communication •Engage in ongoing professional learning and remain current with evidence-based practices, BACB requirements, and applicable legal requirements
PHYSICAL DEMANDS: While performing the duties of this position, the employee is regularly required to remain in a stationary position for extended periods and move throughout the school environment. The role requires the ability to work directly with students in a variety of settings, including classrooms, offices, and other school spaces. The employee may need to position oneself to interact with students, including sitting on the floor, kneeling, bending, and transitioning between floor-level and standing positions, and respond promptly to students experiencing emotional or behavioral dysregulation.
The employee must possess the physical capacity, coordination, and stamina necessary to safely administer or assist with physical restraint in accordance with 603 CMR 46.00, district procedures, and district-approved training. Physical restraint is used only as an emergency procedure of last resort when warranted under the regulation. The employee must complete required training and demonstrate proficiency in approved techniques.
The employee may occasionally need to lift or move objects weighing up to 25 pounds. Supporting students and participating in emergency physical restraint may involve students weighing more than 25 pounds, using district-approved techniques and assistance from other trained personnel.
Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions of the position. WORK ENVIRONMENT: Work is performed in school settings, including classrooms, offices, meeting spaces, and other school areas, with regular interaction with students, staff, and families. The position primarily serves students with disabilities across a range of developmental levels and needs, including students with complex social, emotional, and behavioral needs. The work environment may include varying noise and activity levels, student dysregulation, and crisis situations requiring calm, timely responses consistent with district protocols and training. Building assignments are determined by district needs and may change. Occasional travel between assigned buildings is required and may involve exposure to varying weather conditions.
The essential duties and responsibilities listed are intended only as an illustration of the type of work that may be performed. The omission of specific statements of duties does not exclude them from the position if work is similar, related, or a logical assignment of the position. Satisfactory CORI, SORI, and national fingerprint background checks. Successful completion of annual mandatory online training requirements.
