Job Title: BCBA
Department: Special Education
Reports to: Chief of Student Support Services
Building: District wide
Salary: Pursuant to the terms of the Act 93 Compensation Plan
Date: September 1, 2026
PRIMARY PURPOSE:
The Board Certified Behavior Analyst (BCBA) provides behavior analysis services and behavior management plans for both students who receive special education services and students who are receiving supports though the Multi-Tiered System of Supports (Tiers 2 and 3).
QUALIFICATIONS:
1. Master’s Degree in Special Education, Psychology, Social Work, or related field 2. Valid/Active Pennsylvania Certification as a Board Certified Behavior Analyst
3. Minimum of two years experience working as a BCBA in the school setting
ESSENTIAL DUTIES AND RESPONSIBILITIES:
1. Plan, develop, and monitor a variety of behavioral support service delivery options to meet the needs of students diagnosed with Autism Spectrum Disorders (ASD) and/or other behavioral and social/communication challenges
2. Create and assist District staff with the development and implementation of functional behavioral assessments for individual students
3. Create and assist District staff with the development and implementation of behavior plans, ABA programs and other appropriate programs for students with Autism and/or other disabilities that present behavioral and/or learning challenges
4. Manage and assist District staff with assaultive behaviors via utilization of Safe Crisis Management techniques
5. Administer and assist District staff with assessments including functional assessments and functional analysis
6. Implement and assist District staff with data collection, review and modify treatment according to data
7. Create and modify individualized behavior support/intervention plans for each student 8. Train behavior technicians on ABA and implementation of students’ program
9. Directly observe interventions administered by behavior technicians
PHYSICAL DEMANDS:
1. Ability to work at a desk, conference table or in meetings of various configurations 2. Ability to stand and circulate for extended periods of time
3. Ability to see for purposes of reading laws and codes, rules and policies, and other printed matter and observing students
4. Ability to hear and understand speech at normal speech levels
5. Ability to communicate effectively so others will be able to clearly understand normal conversation
6. Ability to lift up to 25 pounds
7. Ability to carry up to 25 pounds
8. Moderate to high stress levels
9. Work is predominantly in school environment
10. Climate is normal; occasional adverse weather conditions
11. Daily contact with students, teachers and school staff
12. Regular contact with parents, community members and outside agency personnel
SENSORY ABILITY:
1. Visual acuity.
2. Auditory acuity.
WORK ENVIRONMENT:
1. Work is performed in and around schools, occasionally in adverse weather. Exposure to stressful and potentially dangerous situations is inherent. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform essential functions.
TEMPERAMENT:
1. Must possess excellent interpersonal skills.
2. Must be able to work in an environment with frequent interruptions.
3. Able to make appropriate decisions and work under high levels of stress.
COGNITIVE ABILITY:
1. Ability to communicate effectively.
2. Ability to organize tasks.
3. Ability to handle multiple tasks.
4. Ability to exercise good judgment.