Board-Certified Behavior Analyst (BCBA)

The Johnson City Schools is looking for a Board Certified Behavior Analyst (BCBA) to provide district-level and school-based behavior-analytic services to support students’ access to instruction, participation in school activities, social-emotional and behavioral development, and progress toward individualized educational goals. The BCBA uses evidence-based behavior-analytic assessment, intervention, consultation, and data-analysis practices to identify the function of behavior, develop individualized supports, strengthen replacement and adaptive skills, and promote safe, inclusive, and effective learning environments.

The BCBA works collaboratively with special education and general education staff, related-service providers, administrators, students, and families. Services are provided within the educational environment and are aligned with applicable federal and state requirements, district policies, students’ IEPs and, when applicable, Section 504 plans, and the professional and ethical standards governing behavior analysis.

QUALIFICATIONS:

1. Master’s degree or higher in Applied Behavior Analysis, Behavior Analysis, Psychology, Special Education, or a related field from an accredited institution.

2. Current Board-Certified Behavior Analyst (BCBA) certification in good standing through the Behavior Analyst Certification Board (BACB), or eligibility for certification as determined by the district.

3. Ability to meet any Tennessee educator licensure, credentialing, or other qualification requirements applicable to the position and assignment.

4. Minimum of two years of relevant professional experience providing behavioral or educational services to children or adolescents; experience in school settings is strongly preferred.

5. Demonstrated knowledge of applied behavior analysis, functional behavior assessment, function-based intervention, positive behavior supports, skill acquisition, data-based decision-making, and evidence-based practices.

6. Demonstrated ability to communicate effectively and collaborate with students, families, educators, administrators, and multidisciplinary professionals.

7. Ability to maintain confidentiality and exercise sound professional judgment in accordance with applicable law, district policy, and ethical standards.

8. Working knowledge of the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, and school-based special education processes.

9. Experience supporting students with Autism Spectrum Disorder, intellectual disabilities, emotional/behavioral needs, developmental disabilities, and/or complex behavioral support needs.

10. Experience with multi-tiered systems of support, positive behavioral interventions and supports, classroom management, and school-wide behavior systems.

11. Experience training and coaching educators and support staff in the implementation of individualized behavior-support plans.

12. Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

ESSENTIAL FUNCTIONS:

1. Conduct and interpret Functional Behavior Assessments (FBAs) and other behavior-analytic assessments using direct observation, record review, interviews, rating scales, and systematic data collection as appropriate.

2. Develop, implement, monitor, and revise individualized Behavior Intervention Plans (BIPs) and other behavior-support plans based on assessment findings and student needs.

3. Design interventions that emphasize positive, proactive, function-based, skill-building approaches and that teach functionally equivalent replacement behaviors, communication, self-management, social skills, academic engagement, and independence.

4. Collect, organize, analyze, and interpret behavioral and educational data to evaluate intervention effectiveness, monitor progress, identify trends, and make timely data-driven recommendations.

5. Provide consultation and coaching to teachers, paraprofessionals, administrators, related-service personnel, and other school staff to support consistent implementation of evidence-based behavior practices.

6. Provide direct and indirect behavior-analytic services consistent with student needs, the educational setting, district procedures, and the BCBA’s scope of competence.

7. Observe students across relevant school environments, including classrooms, common areas, transportation, extracurricular settings, and other educational environments, when appropriate.

8. Collaborate with IEP teams and other multidisciplinary teams to contribute behavior-analytic expertise to evaluation, eligibility, goal development, accommodations, supplementary aids and services, progress monitoring, and educational programming.

9. Participate in IEP meetings, problem-solving meetings, manifestation determination processes when applicable, and other meetings in which behavior-analytic expertise is needed.

10. Support the development of classroom and school-wide systems that promote positive behavior, student engagement, inclusion, and successful participation in instruction, including evidence-based positive behavior supports and prevention strategies.

11. Provide professional development, modeling, coaching, and technical assistance to staff on behavior assessment, prevention, de-escalation, reinforcement, antecedent strategies, data collection, and implementation of behavior-support plans.

12. Partner with parents and caregivers by communicating respectfully and clearly about assessment results, intervention strategies, student progress, and ways to support skill development across settings.

13. Coordinate, when appropriate and authorized, with outside providers and community or medical professionals to promote continuity of supports while maintaining student confidentiality and educational-team responsibilities.

14. Monitor implementation fidelity and provide corrective feedback, coaching, and follow-up to improve consistency and effectiveness of behavior-support interventions.

15. Support crisis prevention and response practices consistent with district policy, student safety requirements, staff training, and the BCBA’s professional competence. Emphasize prevention, least-restrictive approaches, and post-incident review when applicable.

16. Maintain accurate, timely, and confidential records, including assessment documentation, data summaries, progress reports, consultation notes, training records, and other documentation required by the district.

17. Ensure behavior-analytic services are provided in accordance with applicable laws, regulations, district policies, professional standards, and the BACB Ethics Code for Behavior Analysts.

18. Maintain professional competence through continuing education, consultation, professional development, and ongoing review of current evidence-based practices.

19. If assigned supervisory responsibilities, provide appropriate supervision, training, and performance feedback to RBTs, BCaBAs, trainees, paraprofessionals, or other personnel in accordance with applicable BACB requirements, district policy, and the individual’s role and scope of practice.

20. Perform other duties as assigned by the Director of Special Education or designee.

PHYSICAL DEMANDS:

1. Ability to move throughout school buildings and grounds and observe students in a variety of educational settings.

2. Ability to sit, stand, walk, bend, stoop, kneel, reach, and communicate for extended periods.

3. Ability to respond appropriately to student behavioral or safety needs consistent with training and district procedures.

4. Occasional lifting, carrying, pushing, or pulling of materials or equipment, including items that may exceed 25 pounds, when required by assigned duties.

5. Ability to see, hear, speak, and use manual dexterity sufficient to perform essential job functions.

CAPACITY AND ABILITY REQUIREMENTS/SKILLS:

1. Strong knowledge of the science and practice of applied behavior analysis and current evidence-based behavior-support practices.

2. Advanced skill in conducting FBAs, identifying behavioral functions, developing measurable hypotheses, and designing function-based interventions.

3. Ability to translate assessment results and behavioral data into practical, educationally relevant recommendations.

4. Strong data-collection, graphing, statistical, analytical, and progress-monitoring skills.

5. Ability to write clear, measurable, individualized behavior-support plans and professional reports.

6. Strong consultation, coaching, presentation, conflict-resolution, and interpersonal skills.

7. Ability to establish positive, respectful relationships with students and families and to work effectively with diverse populations.

8. Ability to manage multiple cases, priorities, deadlines, and school locations while maintaining accurate documentation.

9. Ability to use technology and relevant data systems to document services, analyze data, communicate with teams, and support student programming.

10. Ability to exercise sound judgment, maintain professional boundaries, and respond appropriately to complex or high-risk behavioral situations.

11. Ability to work independently while functioning effectively as a member of multidisciplinary and school-based teams.

12. Demonstrates patience, flexibility, emotional regulation, and professionalism when responding to complex student needs.

13. Demonstrates respect for student dignity, individuality, culture, family perspectives, and educational rights.

14. Adapts effectively to changing priorities, schedules, student needs, and school environments.

15. Exercises sound judgment and maintains composure in challenging or urgent situations.

16. Demonstrates initiative, dependability, accountability, and commitment to continuous improvement.

17. Builds trusting and productive relationships with students, families, and school staff.

WORKING CONDITIONS:

Normal working environment.

GENERAL REQUIREMENTS:

The above statements are intended to describe the general nature and levels of work performed by persons in this position and are not intended to be a complete list of responsibilities, duties, and skills required of personnel so assigned.

Performance will be evaluated in accordance with the Board of Education’s policy on evaluation of professional personnel.

Compensation shall be in accordance with the salary schedule for the position as adopted by the Board.

REPORTS TO:

Supervisor of Special Education

Work Location: In person