Board Certified Behavior Analyst (2026-2027)

Young World Physical Education

Keller (TX)

On-site

USD 50,000 - 80,000

Full time

14 days+

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Job summary

A local educational institution in Keller, Texas is seeking a Board Certified Behavior Analyst for the 2026-2027 academic year. The ideal candidate will conduct functional behavior assessments and develop treatment plans while collaborating with students, families, and educational teams. A master's degree and a valid Texas Behavior Analyst license are required, along with three years of experience working with children with disabilities. This full-time role emphasizes effective communication and organizational skills.

Qualifications

Master’s degree in a related field from an accredited university is required.
Valid Texas Behavior Analyst License is essential.
Three years of experience working with school-aged children with disabilities required.

Responsibilities

Conduct functional behavior assessments and develop behavior plans.
Collaborate with students, parents, and staff to develop IEPs.
Maintain communication with all stakeholders.

Skills

Behavior assessments

Treatment plan development

Communication skills

Organizational skills

Education

Master’s degree in a related field

Valid Texas Behavior Analyst License

Tools

Personal computer

Job description

Board Certified Behavior Analyst (2026-2027)

Keller ISD Education Center - Keller, Texas

Job Details

Job ID: 5579598

Application Deadline: Posted until filled

Posted: Mar 10, 2026 5:00 AM (UTC)

Starting Date: Jul 27, 2026

Position Type: Full-Time

Job Description

SUMMARY:

The BCBA (Board-Certified Behavior Analyst) is primarily responsible for conducting functional behavior assessments and developing behavior plans based on these assessments. The BCBA ensures the effective implementation of all treatment plans and programming for students on their caseload.

MAJOR RESPONSIBILITIES AND DUTIES

Model KISD core organizational beliefs and values; perform duties effectively and efficiently to support 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.
Perform direct and indirect assessments to identify the function of student behaviors.
Develop treatment plans including Behavior Intervention Plans (BIP) based on the functions of the behavior and evidence‑based methodologies.
Collect data before and during implementation to assess plan efficacy and make data‑based decisions.
Manage caseload and submit required documentation on time (assessments, treatment plans, session notes, monthly data analysis, updates).
Collaborate with students, parents, and staff to develop IEPs through the Admission, Review, and Dismissal (ARD) Committee.
Participate in ARD Committee meetings regularly.
Be a positive role model for students.
Establish and maintain professional relationships and open communication with parents, students, colleagues, and community members.
Participate in staff development activities to improve job‑related skills.
Comply with State, District, and school regulations and policies for classroom teachers.
Attend faculty meetings and serve on staff committees as required.
Maintain confidentiality.
Keep informed of and comply with federal, state, district, and school regulations for special education teachers.
Develop and maintain systems for retrieval of information supporting all programs; compile, maintain, file, and secure all reports and records.
Pursue professional development activities for self and assigned staff aligned with District goals.
Comply with all policies, operating procedures, legal requirements, and directives.
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 BCBA or BCBA‑D to apply for the Texas issued Behavioral 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 performing functional behavior assessments, functional analysis assessments, development of behavior plans, training, and use of emergency behavioral interventions.
Experience in developing and supervising interventions and programs based on Applied Behavior Analysis.

SPECIAL KNOWLEDGE / SKILLS / ABILITIES:

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

SUPERVISORY RESPONSIBILITIES:

Supervises Registered Behavior Technicians (RBTs) 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 sitting 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, use of physical restraint, assist non‑ambulatory students, and lift and move adaptive and other classroom equipment.

Environment:

Exposure to biological hazards.
Work to be completed on‑site at 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; 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.

Job Requirements