School Board Cert. Behavior Analyst

School Board Cert. Behavior Analyst

Little City –
School Board Certified Behavior Analyst

Complete the online application on www.little city.org/careers/ and enter the position title in the search engine. Please include a cover letter and resume.

$80,000 per year (effective 10/26/25)

The primary function of the Board Certified Behavior Analyst (BCBA) is to plan, develop, monitor, train, review and amend comprehensive behavior support programs to meet the needs of students diagnosed with autism spectrum disorder (ASD) and/or other intellectual disabilities who attend the Child Bridge Center for Education.

• Fully assess the individuals on the assigned caseload annually (IEP) and conduct functional behavioral assessments; recommend function-driven and reinforcement-based interventions for challenging behaviors or skill acquisition and develop written behavior strategies based on individual needs.
• Supervise the implementation of behavior strategies in the school, including skill acquisition goals, behaviors to increase, and behavior reduction by training paraprofessionals, teachers, related services, group home management and family (if applicable). Ensure proper application of interventions, clear understanding of services and outcomes, and correct reporting procedures.
• Collaborate with group home behavior therapists, home managers and case managers to ensure consistency on skill‑acquisition and behavior plans.
• Provide direct instruction, training, and support to students and staff at regular intervals during the school day.
• Provide coaching and professional development to staff on skill‑acquisition and behavior interventions and supports through the principles of applied behavior analysis (ABA).
• Work hands‑on in classroom environments throughout the school, utilizing CPI and Ukeru as necessary, and model appropriate implementation of the behavior plan and effective crisis management.
• Proactively identify program youth behavioral trends and provide behavior‑based recommendations for adjusting interventions and implementation strategies as needed. Coordinate team members in strategy change discussions.
• Monitor progress at least monthly, and more frequently if needed to address issues with individuals’ progress toward skill‑acquisition and behavioral goals and objectives.
• Demonstrate ability to work effectively as part of a clinical team alongside special education teachers, paraprofessionals, related services, and administrative staff.
• Effectively manage a caseload, including preparing and submitting all required documentation in a timely manner.
• Provide BCBA minutes per IEP and document services. If requested, provide parents or district a minute log and data on goals. Additionally, BCBAs will report progress on IEP behavior goals five times annually.
• Provide agency‑wide trainings on ABA and related behavioral concepts during each New Employee Orientation (NEO) and as requested; monitor and support staff in the use of applied behavior analysis (ABA) strategies and procedures.
• Write behavior intervention plans in collaboration with the IEP team. Conduct functional behavior assessments and recommend function‑indicated and reinforcement-based interventions for challenging behaviors emitted by children with ASD and other related diagnoses and identifications during re‑evaluation or whenever clinically indicated.
• Monitor the efficacy of behavior intervention plans through procedural fidelity.
• Effectively communicate and collaborate with educational teams, school administrators, students, and parents to identify goals, plan and implement research‑ and/or evidence‑based practices in assessment, instruction, and behavioral principles.
• Share research, effective instructional practices, and emerging trends that can be applied in classroom settings.
• Supervise lead paraprofessionals, registered behavior technicians (RBTs), and interns in behavior analysis programs.
• Collaborate with families in developing behavior support strategies.
• Participate in program and classroom meetings as appropriate, including but not limited to clinical meetings, monthly business meetings,…