Board Certified Behavior Analyst

Analyst

Job Role: Board-Certified Behavior Analyst

Funding Source:

IDEA-B –225

IDEA-B Preschool - 225

Pay Grade: Licensed Therapist Schedule (School Psychologist, OT/PT, BCBA Hiring Schedule)

Department/School: Special Education

Function: Educational Support

Reports to: Director of Special Education HR Date Approved: December 2015 HR Date Revised: May 2026

IDEA-B -224 - The intent of IDEA-B is to supplement the level of special education and related services to eligible children with disabilities, ages 3-21, who are enrolled in our district. This includes providing financial assistance to LEAs to ensure they provide a free appropriate public education to students with disabilities, protecting the rights of students with disabilities and their parents, and designing IEPs to meet the needs of students with disabilities.

IDEA-B Preschool- 225 The intent of IDEA-B Preschool is to supplement the level of special education and related services to eligible children with disabilities, ages 3-5, who are enrolled in our district. This includes providing financial assistance to LEAs to ensure they provide a free appropriate public education to students with disabilities, protecting the rights of students with disabilities and their parents, and designing IEPs to meet the needs of students with disabilities.

SUMMARY:

The BCBA (B oard- C ertified B ehavior A nalyst) is primarily responsible for conducting functional behavior assessments and developing behavior plans based on these assessments. The BCBA is to ensure the effective implementation of all treatment plans and programming for Special Education students.

The essential functions, pursuant to the Americans with Disabilities Act, may include the characteristic duties and responsibilities noted herein, however, this list represents examples only, and is not a comprehensive listing of all functions and tasks performed by positions found in this job description.

• Model KISD core organizational beliefs and values; perform duties effectively and efficiently for the purpose of supporting and contributing to high student achievement.
• Provide program support and service delivery; communicate effectively within and across teams and participate in cross-functional work groups.
• Maintain a commitment to the District mission; model District expectations through personal leadership and actively support the efforts of others to achieve District goals.

MAJOR RESPONSIBILITIES AND DUTIES

Fundamental Responsibilities

• Performs direct and indirect assessments to identify the function of student behaviors.
• Develops a treatment plan, including Behavior Intervention Plan (BIP), based on the functions of the behavior and treatment methodologies that are evidence-based.
• Collects data before and during the implementation of the plan so that the plan's efficacy can be assessed, and data-based decisions can be made.
• Manages caseload and prepares and submits all required documentation on time. This includes, but is not limited to assessments, treatment plans, session notes after every session, at least monthly analysis of the data, updating the treatment plans as needed, etc.
• Collaborate with students, parents, and other members of staff to develop an Individualized Educational Plan (IEP) through the Admission, Review, and Dismissal (ARD) Committee process as needed.
• Participate in ARD Committee meetings on a regular basis.
• Be a positive role model for students.

Communication

• Establish and maintain a professional relationship and open communication with parents, students, colleagues, and community members.

Professional Growth and Development

• Participate in staff development activities to improve job-related skills.
• Comply with State, District, and school regulations and policies for classroom teachers.
• Attend and participate in faculty meetings and serve on staff committees as required.

Other

• Maintain confidentiality.
• Keep informed of and comply with federal, state, district, and school regulations and policies for special education teachers.
• Develop and maintain systems for retrieval of information in support of all programs; compile, maintain, file, and secure all physical and computerized reports, records, and other required documents.
• Pursue Professional Development activities for self and assigned staff; ensure that Professional Development activities are aligned with District goals and initiatives and current professional research.
• Comply with all policies, operating procedures, legal requirements, and verbal and written directives.
• Comply with the Professional Code of Ethics and Standard Practices for Texas Educators.
• Follow District safety protocols and emergency procedures.
• Perform other related duties as assigned.

QUALIFICATIONS:

Education/Certification:

• Master's degree in a related field from an accredited university
• Valid Texas Behavior Analyst License*

*You must meet the educational requirements of the Behavior Analyst Certification Board for the Board-Certified Behavior Analyst or the Board Certified Behavior Analyst-Doctoral to apply for the Texas issued Behavior Analyst License.

Experience:

• Three (3) years of experience working with school-aged children with moderate to severe disabilities, autism and related disorders, or other developmental delays
• Experience and training in performance of functional behavior assessments and functional analysis assessments, development of behavior plans, training, and use of emergency behavioral interventions
• Experience in developing and supervising interventions and programs based on the science of Applied Behavior Analysis

SPECIAL KNOWLEDGE/SKILLS/ABILITIES:

• Knowledge of core academic subject assigned
• Knowledge of curriculum and instruction
• Ability to instruct students and manage their behavior
• Strong organizational, communication, and interpersonal skills

SUPERVISORY RESPONSIBILITIES:

• Supervises Behavior Technicians and graduate students, if assigned to caseload.

MENTAL/PHYSICAL DEMANDS AND ENVIRONMENTAL FACTORS:

Tools/Equipment Used:

• Personal computer, phone systems, video/instructional equipment, and peripherals

Posture:

• Prolonged siting and standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion:

• Frequent walking; repetitive computer work with frequent use of hands and wrists

Lifting:

• May require regular heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist nonambulatory students, and lift and move adaptive and other classroom equipment
• May lift and move textbooks and classroom equipment

Environment:

• Exposure to biological hazards
• Work to be completed on-site from assigned school or building; regular exposure to noise and computer monitors
• No remote work

Mental Demands:

• Work with frequent interruptions; maintain emotional control under stress work; prolonged or irregular hours

INTENT AND ACKNOWLEDGEMENT:

This description is intended to indicate the kinds of tasks and levels of work difficulty required of positions given this title and shall not be construed as declaring what the specific duties and responsibilities of any particular position shall be. It is not intended to limit, or any way modify the right of any supervisor to assign, direct and control the work of employees under supervision. The use of a particular expression or illustration describing duties shall not be held to exclude other duties not mentioned that are of similar kind or level of difficulty.