Board Certified Behavior Analyst (Behavior Programming)

General Responsibilities

Reporting to the Program Director, the BCBA - Behavior Programming is responsible for providing behavioral consultation to classroom teachers, supervising Registered Behavior Technicians (RBTs), conducting intake and transition observations, participating in Individualized Education Program (IEP) committee meetings, and contributing to staff professional development. The BCBA - Behavior Programming also collaborates with district partners and classrooms to ensure smooth transitions for students returning to their home districts.

Salary:

The full salary range for these positions is $78,796.54 - $123,879.57. Salary placement is based on education and verification of certificated experience. Salary will be prorated to number of days left in assignment for the 2025-26 school year.

Assignment/Location:

We are recruiting for two BCBAs to serve Florens Academy, our therapeutic day program. The assignment will be full time, 210 days per year.

Essential Functions/Other Functions

Essential Functions:

1. Work collaboratively within the school team to design and implement research/evidence-based behavior interventions to produce positive behavioral changes in students.
2. Contribute to staff training and professional development on ethical and effective behavior analytic interventions for RBTs and other staff members. Deliver professional development to instructional and support staff on evidence-based behavioral strategies and data collection methods.
3. Supervise RBTs per BACB guidelines, including observation, feedback, and documentation of supervision activities. Conduct Competency Assessments as needed.
4. Participate as a member of the IEP Committee by collaborating with team members and reviewing behavior-related data, contributing to the development of individualized goals, support, and services.
5. Conduct intake observations in students’ home districts to assess behavior support needs and help the team determine if the student is appropriate for the program.
6. Support student transitions back to home districts by developing and coordinating individualized transition plans and training receiving staff as needed.
7. Analyze student behavior data to guide programmatic decisions and adjust support plans for increased effectiveness.
8. Collaborate with the Program Director to ensure program compliance with BACB standards and best practices in behavior analysis.
9. Contribute to the creation and refinement of behavior intervention plans, safety plans, and classroom/school-wide behavior systems.
10. Maintain accurate documentation related to student services, supervision, and behavior programming in accordance with ethical and legal standards.

Other Functions:

1. Maintain student records and confidentiality.
2. Seek the consultation of and collaboration with related service providers and other behavior analysts to ensure a full continuum of services.
3. Participateinpersonal,ongoingprofessionaldevelopment,includingtherequiredhoursofcontinuingeducationfor continued BCBA licensure, certification, and ESA (if appropriate).
4. Other duties as assigned.

Minimum/Preferred Qualifications & Skills

Minimum Qualifications:

1. Master’s degree in education, Psychology, or related field.
2. Hold a valid Board Certified Behavior Analyst (BCBA) certificate from the Behavior Analyst Certification Board (BACB).
3. Hold or qualify to hold a valid Educational Staff Associate School Behavior Analyst certificate.

Preferred Qualifications:

1. Three years of experience in an educational setting as a teacher, behavior analyst, or related service provider.
2. Knowledge of current state and federal laws pertaining to the education of students with disabilities.
3. Experienceworkingwithdatatrackingsystems,IEPdevelopmentusingcomputersupportssuchasExcel,Word, etc.
4. Experience in Practical Functional Assessment (PFA) and Skill-Based Treatment (SBT).
5. Certified Instructor in Crisis Prevention Institute (CPI).

Working Conditions/Employment Requirements

Working Conditions/Physical Requirements:

1. Educational day-treatment program setting.
2. Sit, stand, stoop to attend to student needs and to provide instruction. Strength and agilityto assist in physically maintainingasafelearningenvironment,toincludeemergencyresponseprotocolsincompliancewithWashington state guidelines.
3. Exposure to communicable diseases found in children and adolescents.
4. Studentsmayusechallengingoroffensiveverbalizationstowardstaffandotherstudents,withpotentialforescalation to physical aggression.
5. Evening trainings with families, extended or flexible hours as necessary.

Employment Requirements:

1. Successful completion of criminal history and fingerprint check through the Washington State Patrol and FBI.