Board Certified Behavioral Analyst (BCBA)

Young World Physical Education; Williamsport (Lycoming County); On-site; USD 70,000 - 90,000; Full time

Job summary

The BLaST Intermediate Unit 17 in Williamsport, PA is seeking a Board Certified Behavior Analyst (BCBA) to support students with behavioral and learning needs across educational settings.

The BCBA will conduct FBAs, develop and monitor BIPs, lead PBIS initiatives, and provide coaching and professional development to staff and families. Occasional travel and possible evening activities are expected.

Qualifications

• Valid BCBA certification issued by the BACB.
• Master’s degree in school psychology, special education, ABA, or a related field.
• At least 5 years of relevant educational experience.

Responsibilities

• Provide direct and consultative behavioral support for students and staff.
• Conduct FBAs and develop individualized BIPs.
• Lead PBIS implementation and data-driven decision making.
• Provide training, coaching, and consultation on ABA practices.
• Coordinate with families, schools, and IU staff.

Skills

Data analysis

Communication skills

Supervisory experience

Education

BCBA certification

Master’s degree in related field

Job description

Board Certified Behavioral Analyst (BCBA)

Blast Intermediate Unit 17 BLaST - Williamsport, Pennsylvania

Job ID: 5831410

Application Deadline: Posted until filled

Posted: Jul 14, 2026 4:00 AM (UTC)

Starting Date: Immediately

Job Description

SUMMARY: The BCBA works with educators, paraprofessionals, and related service providers to support positive behavior outcomes for students with behavioral, developmental, and learning needs. The BCBA’s primary responsibility is to enhance student progress and achievement by collecting, providing, and analyzing behavioral data, including the assessment, development, and monitoring of behavior intervention plans (BIPS). The BCBA will also provide professional development, training, coaching, and consultation in best practices related to behavior. This position would require routine travel for contracted services, occasional evening hours (e.g., Parent Taskforce, Expos), and may participate in overnight conferences.

ESSENTIAL DUTIES AND RESPONSIBILITIES

Provide direct and consultative behavioral support for students and staff across educational settings, including but not limited to:

• Conduct functional behavior assessments (FBAs) and develop individualized BIPs.
• Analyze data to evaluate the effectiveness of interventions and make adjustments as needed.
• Support the development and implementation of positive behavior support systems (PBIS) for IU classrooms and member schools.
• Assess student needs, progress, and performance in social, emotional, behavioral, academic, and/or developmental areas.
• Create data collection tools to guide behavioral goal development in the IEP.
• Maintain accurate documentation and reports related to student progress and behavior services.
• Provide and participate in professional development, training, coaching, and consultation, including but not limited to: principles of applied behavior analysis (ABA), conducting FBAs, developing and monitoring BIPs, developing and implementing EIPs specific to behavioral needs.
• Participate as a member of educational team(s) and attend meetings as necessary and appropriate (e.g., IEP, classroom teaming, observations, assessments) to develop behavior goals and ensure compliance with special education laws and regulations.
• Lead and assist educational staff in the development, maintenance, and implementation of classroom behavioral plans, IEP goals, progress monitoring positive behavioral support plans, and/or crisis management plans.
• Lead and assist educational staff in the development and application of management techniques and strategies that support the delivery of effective instruction.
• Provide case management services (i.e., ongoing review of student needs, resources, progress, performance, and act as liaison between school, family, and community agencies) as applicable.
• Maintain contact with appropriate agencies, private physicians and therapists, school district and intermediate unit personnel regarding student needs and progress as appropriate.
• Work with program supervisors, district special education coordinators, administrators, and other relevant staff to plan and implement program operations that follow best practices and regulations on behavioral interventions.
• Contribute toward development and maintenance of an environment that is non-threatening, safe, nurturing, and where students feel respected, accepted, and welcomed.
• Maintain a knowledge base of current theories and practices in the field by attending pertinent professional development/continuing education programs, networking with professional colleagues, and reading relevant professional literature including behavior interventions and safety care.
• Advise administrators and staff regarding best practices and regulations on behavioral interventions.
• Attend district and/or program meetings and activities as assigned.
• Complete all required reports and records within established timelines as required by Federal and State regulations and adhere to intermediate unit policies and procedures.
• Develop program recommendations and serve as a liaison between the IU and its constituent districts.
• Implement de‑escalation techniques and physical interventions, in accordance with safety care certification competencies, to maintain a safe and supportive learning environment.
• Maintain a valid state driver’s license and ability to drive without advanced notice.

SUPERVISORY RESPONSIBILITIES

Supervise assigned staff in the Department of Mental and Behavioral Health and Department of Student Services; responsible for the overall direction, coordination, and evaluation of professionals in their charge. Also directly supervise paraprofessional employees and behavioral health workers/registered behavior technicians as assigned. Carry out supervisory responsibilities in accordance with the organization’s policies and applicable laws. Responsibilities include interviewing, hiring, and training employees; planning, assigning, and directing work; appraising performance; rewarding and disciplining employees; addressing complaints and resolving problems.

QUALIFICATION REQUIREMENTS

A valid Board-Certified Behavioral Analysis (BCBA) certification issued by the Behavior Analyst Certification Board (BACB) is required and subject to bi-annual renewal requirements to remain active. A Master’s degree in school psychology, special education, applied behavioral analysis, or a related field is required. Five (5) years of successful work experience in an educational environment, in the field of autism, with students with mental health or emotional issues, in special education environments, in consultative models as a community liaison having experience in diverse educational settings, or in a wide variety of service delivery models is preferred.

CERTIFICATES, LICENSES, REGISTRATIONS: Board-Certified Behavioral Analysis (BCBA) certification issued by the BACB. Training and/or experience in behavioral analysis and/or trauma informed care. Valid teaching certificate and certification as a Special Education supervisor or administrative certification is preferred.

LANGUAGE SKILLS

Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from managers, clients, customers, and the general public.

MATHEMATICAL SKILLS

Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume. Ability to apply concepts of basic algebra and geometry.

REASONING ABILITY

Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

OTHER SKILLS and ABILITIES

Must be able to transport between school buildings, districts, and IU offices. Ability to apply knowledge of current research and theory in a specific field. Ability to establish and maintain effective working relationships with students, staff, and the community. Ability to communicate clearly and concisely both in oral and written form. Ability to perform duties with awareness of Department of Education, Bureau of Special Education policies.

PHYSICAL DEMANDS

While performing the duties of this job, the employee is regularly required to sit and talk or hear. The employee is occasionally required to stand and walk. Specific vision abilities required for this job include close vision and the ability to adjust focus. The position requires meeting deadlines with severe time constraints, interacting with the public and staff, irregular or extended work hours. The employee is responsible for the safety, well-being, and work output of others.

WORK ENVIRONMENT

The noise level in the work environment is usually quiet. The noise level varies. When visiting a building the noise level can be loud; in the office, quiet; and at meetings, moderate.

Position Type: Full-Time

Job Requirements

• Citizenship, residency, or work visa required.