Behavior Specialist

Our elementary school district is seeking a Behavior Specialist (BCBA preferred) effective January 2027.

NATURE AND SCOPE OF JOB:

Provides a full range of behavioral consultative services for students who have been identified as warranting behavioral supports. Provides support and professional development to school personnel in regards to behavior management and skill acquisition services.

QUALIFICATIONS:

• Certification by the Behavior Analyst Certification Board is preferred.
• Show evidence of successful behavioral consultative experience and experience working with children and adolescents, preferably in a school setting.
• Demonstrate knowledge and understanding of child growth and development, effective behavior management strategies, assessment tools for learners with skill and communication impairments and Applied Behavior Analysis (ABA).
• Have excellent integrity and demonstrate good moral character and initiative.
• Exhibit a personality that demonstrates enthusiasm and the interpersonal skills to relate well with students, staff, administration, parents, the community, and health and social service agencies.
• Demonstrate the ability to communicate effectively in English, both orally and in writing, using proper grammar and vocabulary.

JOB FUNCTIONS AND RESPONSIBILITIES:

The Behavior Specialist shall:

• Work in concert with the school administration, School Medical Examiner, and other medical personnel who are appointed by the Board, completing appropriate records and carrying out medical orders that may be issued.
• Plan and conduct screening and initial evaluations of students by means of observation and professionally accepted assessments to determine the level of ability and disability relative to the need for behavioral consultative services. Participate when requested on the Child Study Team (CST) and the Intervention and Referral Services (I&RS) in the identification and placement of students in need of specialized services.
• Plan and implement habilitative/rehabilitative programs following established behavioral protocols in accordance with the student's IEP that will develop improve, sustain, or restore skills in academic, school, and leisure activities.
• Conduct individual and group therapy in the areas of fine and gross motor development, visual and sensory perception, reasoning, cognitive, and functional self-care skills.
• Use both socratic and inductive methods to understand and assist pupils.
• Observe students in the school setting and advise the Child Study Team (CST) and instructional personnel when the need to make adjustments in the instructional program is needed.
• Keep the professional staff, health care providers, and parents informed with treatment objectives and student progress. Provide instruction so that parents and others reinforce and assist with the treatment.