Behavioral Specialist​/BCBA

Behavioral Specialist / BCBA ~  

• Position Type:
  Student Support Services / Social Worker
• Date Posted: 2/6/2026
• Location:
  
  LaGrange, IL
• Date Available:
  
  August 2026

Summary: Arrange for and/or provide a full range of social-emotional consultation services, direct services, and community support services benefit ting LADSE students and their families. The Behavior Specialist supports school-based teams by conducting assessments, facilitating clear communication, providing academic intervention, linking students and family members to community services, offering professional development on evidence-based practices, and implementing effective social-emotional interventions. Specific job titles include Family Services Facilitator, Behavior Interventionist, Team Teacher, and Consultant.

Reports To: Program Coordinator/Administrator

Qualifications: Multiple professional qualifications are appropriate for this position.

• Board Certified Behavior Analyst (BCBA) Certification ()
• A valid Illinois driver's license with access to a reliable, insured vehicle in order to drive between service provision locations in member districts.
• Ability to participate in therapeutic restraint when warranted because a student is in crisis.
• Experience working in this or a similar assignment.

• Thorough understanding of how neurological, mental health, and other conditions might impact student performance at school, at home, and in the community.
• Expertise with using a wide variety of evidence-based assessments and interventions necessary for addressing the academic, social-emotional and mental health needs of students.
• Experience consulting with others about students' needs and with participating as a member of student-focused, collaborative problem-solving teams.
• Evidence of commitment to delivering effective, family-centered and community-based services (e.g., wraparound) and to reporting the impact on student performance.

The job requires physical exertion (e.g., lifting, carrying materials or supplies, driving, clerical tasks while sitting or standing, and mobility) with the possibility of occasional moderate exertion (e.g., lifting more than 15 lbs.; assisting students or staff during instruction or therapy). In addition, it will sometimes be necessary to use approved physical restraint procedures in order to maintain a safe environment for learning.

Independent transportation is required because LADSE staff frequently work in multiple locations within the LADSE community.

Standard practice is to conduct evaluations annually for the first four years, bi-annually thereafter. Evaluations are conducted by the applicable program coordinator or designee.

Length of contract, salary, and benefits are established by the Collective Bargaining Agreement and/or the LADSE Directing Board.

Exempt

• Apply knowledge of instructional, assessment, and social-emotional theory to educational practice (1a).
• Apply knowledge of typical and atypical child and adolescent development to educational practice (1b).
• Suggest appropriate learning goals for each student based on the results of individual and group assessments (1c).
• Contribute to writing effective Individualized Educational Plans and/or behavior support plans (1c).
• Match evidence-based practices and school resources to documented student needs (1d).
• Identify existing social, community, and clinical resources and procedures for linking students/families to providers of medical health, mental health, social-emotional, academic, and family support services (1d).
• Initiate and participate in team planning meetings, resulting in intervention plans (1e).
• Provide technical assistance designed to facilitate greater success for students with disabilities in the least restrictive environment (1e).
• Monitor and report student progress, adjusting plan and implementation for maximum impact (1f).

• Apply knowledge of family systems and cultural diversity to forming/sustaining positive relationships (2a).
• Model respectful, non-judgmental, and effective communication with team members and students (2a).
• Create a climate of problem solving where team interactions reflect mutual respect and dignity (2a).
• Maintain effective therapeutic relationships with students in a variety of educational environments (2b).
• Provide clear expectations, directions, and procedures for organizing student work…