Board Certified Behavioral Analyst (BCBA)

Princeton Child Development Institute; Princeton (NJ); On-site; USD 72,000 - 75,000; Full time

Job summary

A leading educational institution is seeking a Board Certified Behavioral Analyst (BCBA) to lead its special education program. The ideal candidate will provide clinical expertise, develop individualized service plans, and collaborate with a multidisciplinary team to support learners with diverse needs. This role requires a passion for education and a commitment to enhancing student learning experiences. Strong communication and interpersonal skills are essential for fostering productive relationships with families and staff.

Qualifications

• Minimum 3-5 years of experience required.
• Valid driver's license is required.
• Understanding of IEPs and behavioral intervention strategies.

Responsibilities

• Provide clinical and instructional leadership within the special education program.
• Develop and monitor instructional and behavior intervention plans.
• Conduct assessments and analyze learner data.

Skills

Communication

Interpersonal skills

Organizational skills

Analytical skills

Behavioral intervention strategies

Education

Master’s degree in Special Education, Education, Psychology, or related field

Current Board-Certified Behavior Analyst (BCBA) certification

Job description

Position Title:	Department:	Reports to:
Board Certified Behavioral Analyst (BCBA)	Education Program	Principal, Executive Director
Employment Status:	FLSA Status:	Effective Date:
Temporary Full-Time Part-Time	Non-Exempt Exempt	July 1, 2025

Salary Range: $72,000 - $75,000

Position Summary

The Board-Certified Behavioral Analyst (BCBA) provides clinical and instructional leadership within the special education program, ensuring high-quality, individualized services for learners. In collaboration with Special Education Teacher, Supervising BCBA and Executive Director, this role oversees staff development, implements behavior-analytic programs, and maintains a positive, professional learning environment. Key responsibilities include developing and monitoring instructional and behavior intervention plans, conducting assessments, training staff, analyzing learner data, and supporting family engagement through home programming and consistent communication. The BCBA ensures program fidelity, regulatory compliance, and continuous improvement through documentation, feedback, and collaboration with interdisciplinary teams.

Essential Duties and Responsibilities

The essential functions include, but are not limited to the following:

• Collaborate with Special Education Teacher, Supervising BCBA and Executive Director to provide appropriate leadership and clinical services.
• Create an atmosphere conducive to learning by maintaining an orderly, clean and attractive classroom, including keeping equipment and materials in good condition and requesting repair or replacement when necessary.
• Adhere to the professionalism model by providing positive and corrective feedback to colleagues in an ongoing manner and recruiting feedback to continually develop clinical skills.
• Build professional and meaningful relationships with staff, incorporating staff feedback and input in developing instructional procedures and curricula.
• Schedule and lead an appropriate number of staff and module meetings to ensure consistent implementation of intervention procedures, acquisition of relevant skills for staff, and to foster a collaborative team environment.
• Design intervention programs, graphs, and data sheets to ensure correspondence between data-based instructional programs and data collection procedures, and appropriate descriptions using behavior-analytic terminology.
• Design and implement behavior management and replacement programs, conducting functional behavior assessments as needed and intervening in crisis situations to maintain student and staff safety.
• Ensure consistency in implementing intervention procedures and lessons by providing hands-on training, observation, and/or by modeling teaching techniques.
• Conduct pre-evaluations and evaluations of staff to provide meaningful feedback and establish goals for staff to expand their clinical expertise.
• Effectively describe intervention programs and student progress to families, staff, child study team members, and others as needed.
• Work with special education teachers to design new instructional procedures as needed; creating lessons and lesson plans in correspondence with data-based instructional programs; ensures staff update and advance curriculum and programming in a timely manner.
• Evaluate learner data notebooks to ensure proper documentation and to assess efficacy and responsiveness to data; modifies instructional procedures as needed.
• Regularly review behavior management and replacement programs to assess effectiveness and appropriateness. Ensures accurate documentation and collaborates with BCBA as needed to maintain effectiveness of procedures.
• Conduct formal and informal behavior analytic assessments for each student, incorporating outcomes intogoals and objectives within the module by planning and providing instruction on developmentally appropriate activities, accounting for student strengths and interests.
• Ensure effective teaching is provided to students with special needs in all areas outlined with their goals and objectives, such as academics, daily living, interpersonal, communication, and social and emotional, collaborating with special education teachers as needed.
• Participate in student IEP meetings and ensures adherence to IEP throughout the school year.
• Ensure effective delivery of home programming services, and family adherence to PCDI’s home programming policy.Schedules and attends the appropriate number of home visits to provide consistent and effective parent training based on the needs of the family and child.
• Build professional and meaningful relationships with families, incorporating family values and goals into intervention procedures and goals and objectives.Regularly communicates and collaborates with parents to discuss student progress and design additional instructional programs.
• Ensure appropriate documentation of learner progress by editing progress reports and other documents to be provided to the child study team.
• Transport learners to activities as needed.

Knowledge, Skills, and Abilities

• Understanding of individualized educational programs (IEPs) and behavioral intervention strategies.
• Strong reading, writing and comprehension skills.
• Familiarity with data collection, graphing, and analysis methods in an educational context.
• Awareness of ethical standards and confidentiality requirements in a school setting.
• Strong communication and interpersonal skills to collaborate effectively with teachers, students, and other staff members.
• Ability to implement detailed instructional plans and manage multiple tasks simultaneously.
• Proficiency in maintaining accurate records and documentation.
• Ability to follow detailed instructions and implement educational and behavioral programs consistently.
• Capacity to work independently and as part of a team in a dynamic educational environment.
• Ability to adapt to the needs of individual students and respond to feedback constructively.

Education and Experience

• A master’s degree in special education, Education, Psychology, or a related field is required.
• Current Board-Certified Behavior Analyst (BCBA) certification from the Behavior Analyst Certification Board (BACB).
• A minimum of 3-5 years of experience required.
• A valid driver's license is required to perform the job's essential duties.

Physical Demands and Work Environment

The Board-Certified Behavioral Analyst (BCBA)role requires frequent movement within the classroom, including standing, walking, and sitting for extended periods. The position may involve assisting students with physical disabilities, which includes standing, sitting, squatting, bending, and lifting up to 40 pounds on a consistent basis. The work environment is primarily a classroom setting, with occasional duties in other school areas. The BCBA will regularly interact with students, some of whom may exhibit challenging behaviors, and will manage various educational materials and equipment, ensuring they are organized and accessible. The role demands adaptability and the ability to maintain a safe and supportive learning environment.