Behavior Analyst 1 bei Newark Board of Education
Newark Board of Education · Newark, Vereinigte Staaten Von Amerika · Onsite
69.125,00 $ - 111.625,00 $
- Professional
- Optionales Büro in Newark
- Position Type:
Non Instructional - All Titles/Behavior Analyst - Date Posted:
8/26/2025 - Location:
Special Education -408 Additional Information: Show/Hide
| Behavior Analyst 1 | JobID: 2324 |
NEWARK BOARD OF EDUCATION
HUMAN RESOURCE SERVICES
765 BROAD STREET, NEWARK, NEW JERSEY 07102
ROGER LEÓN, SUPERINTENDENT
BEHAVIOR ANALYST 1
Office of Special Education
(Pending availability of funds and Superintendent’s approval)
HUMAN RESOURCE SERVICES
765 BROAD STREET, NEWARK, NEW JERSEY 07102
ROGER LEÓN, SUPERINTENDENT
BEHAVIOR ANALYST 1
Office of Special Education
(Pending availability of funds and Superintendent’s approval)
The Superintendent invites qualified and interested individuals to apply for the position of Behavior Analyst 1 in the Office of Special Education.
This title is governed by the New Jersey Civil Service Commission; meaning that a candidate for the position will be placed as a provisional employee. At a later date the candidate will be required to take an examination administered by the Civil Service Commission. Candidates must score and rank high enough on this examination in order to remain in the position as a permanent employee.
POSITION OVERVIEW: This role will provide behavior analysis services and behavior management consultation and plans for students, provide support and professional learning to staff and parent/guardians in appropriate behavior intervention techniques, conduct assessments and develop plans that conform to state and federal code.
DEFINITION: Under the direct professional supervision of a Clinical Psychologist, Behavior Analyst 2 or other supervisor in a State institution, community mental health center, or other setting in a State department or agency, or in a local government agency, is responsible for basic or descriptive behavioral assessments and for the development, implementation, and monitoring of interventions involving basic behavior analytic concepts and methods; does other related duties as required.
Note: The examples of work for this title are for illustrative purposes only. A particular position using this title may not perform all duties listed in this job specification. Conversely, all duties performed on the job may not be listed.
Note: Basic or descriptive behavioral assessments are defined as those that examine relationships between environmental antecedents, consequences, and the frequency of the problem behavior through naturalistic observations and interviews, with no manipulation of variables. Incumbents record reviews to draw conclusions and develop behavior intervention plans.
QUALIFICATIONS AND REQUIREMENTS
1. Board Certified Behavior Analyst (BCBA) Certificate in Good Standing.
2. Applicants must possess a certificate as a Board-Certified Assistant Behavior Analyst issued by the Behavior Analyst Certification Board.
3. Appointee will be required to possess a driver’s license valid in New Jersey only if the operation of a vehicle, rather than employee mobility, is necessary to perform the essential duties of the position.
SPECIAL NOTE: Certification as a Board-Certified Behavior Analyst by the Behavior Analyst Certification Board will be required to advance to the next level in the series.
Note: In local government, appointees may be required to possess a certificate as a Board-Certified Behavior Analyst issued by the Behavior Analyst Certification Board at the discretion of the Appointing Authority. Possession of this credential shall meet the above certification requirement. The Appointing Authority is responsible for verification.
PREFERRED QUALIFICATIONS
1. Master’s degree required.
2. Master’s degree in Applied Behavior Analysis or similar field and/or Doctorate degree in Applied Behavior Analysis, Special Education or similar field.
3. New Jersey Department of Education Standard Certificate, Certificate of Eligibility (CE), or Certificate of Eligibility with Advanced Standing (CEAS) in Students with Disabilities.
Proficiency in Spanish, Portuguese or other language.
4. Minimum of three (3) years’ experience working directly with students with autism spectrum disorders and emotional regulation impairment in classrooms, working directly with special education students or supporting special education students in a CST role.
BASIC FUNCTIONS AND RESPONSIBILITIES
1. Conducts descriptive behavioral assessments based on direct and indirect observation under naturalistic conditions.
2. Interviews staff and others familiar with the client.
3. Interprets results of behavioral assessments and forms a working hypothesis in developing ethical and effective behavior analytic interventions for clients.
4. Designs and supervises basic behavior or descriptive analytic interventions.
5. Develops and implements appropriate assessment and intervention methods for use in familiar types of cases (similar to the types encountered in training).
6. Prepares and submits factual reports of client participation, progress, and change, and modifies behavior analytic interventions as necessary.
7. Obtains technical assistance from a Behavior Analyst 2 or Psychologist when necessary.
8. Assists with design and delivery of introductory level instruction in behavior analysis.
9. Teaches others to carry out ethical and effective behavior analytic interventions based on published research.
10. Provides for and instructs staff in the application of crisis intervention techniques in treating clients whose behavior threatens their own safety or the safety of others.
11. Requisitions, stores, safeguards, distributes, and records equipment, materials, and supplies used in conjunction with behavior interventions as required; trains other employees in the appropriate use of such equipment, materials, and supplies as required.
12. Takes measures prescribed for the care, custody, welfare, and safety of residents; ensures that areas where behavior support interventions are carried out are maintained in a clean, neat, and safe condition.
13. Will be required to learn how to utilize various types of electronic and/or manual recording and information systems used by the agency, office, or related units.
14. May be required to engage in lifting clients when working in a setting that provides direct services to clients who are non-ambulant, or who are semi-ambulant and/or have severe physical handicaps.
15. Perform other duties and tasks assigned by Supervisor.
Evaluation and Treatment (Preferred)
1. Plan, prepare and deliver treatment/intervention, including consultation and follow-up services, to students with autism or behavioral difficulties or to autism and behavioral support classes.
2. Monitor and record student progress on an ongoing basis.
3. Write assessments for all evaluations and assessments conducted and provide to child study team or other relevant personnel.
4. Provide BCBA services for students as specified in IEP’s or referred by building staff or administration.
5. Create and assist district staff with the development and implementation of behavior intervention plans.
6. Provide consultation to autism and behavioral support programs in-district on an ongoing basis, including providing recommendations to the district administration.
7. Create and modify treatment plans for each child on caseload as needed
8. Train paraprofessionals on ABA and student programming
9. Conduct FBAs.
Communication (Preferred)
1. Confer and work collaboratively with teachers, parents, CST members, and other personnel.
2. Provide written home programs/notes, demonstration of treatment techniques, parent conferences, as appropriate and necessary.
3. Serve as a consultant to staff regarding behavior management.
4. Provide teachers with classroom modifications and strategies to facilitate student success.
5. Disseminate information and respond to inquiries concerning behavior, ABA techniques, or the Autism program from administration, staff, and parents/guardians.
General (Preferred)
1. Prepare written materials in compliance with state, federal and administrative regulations (e.g., lesson plans, student schedules, IEPs, PLAAFPs, etc.).
2. Prepare for and participate in required CST/parent meetings.
3. Serve as an ad hoc member of the I&RS Team.
4. Participate in the staff in-service education programs.
5. Adhere to Office of Special Education policies and procedures, including timely submission of schedules, logs, and timesheets.
6. Adhere to all guidelines as delineated in special education code for the initiation and completion of all procedures, paperwork and processes including referrals, evaluations and implementation of the IEP.
7. Develop materials, training and provide resources for and provide professional learning to administrators, staff, and parent/guardians in evidence-based methodologies related to addressing the needs of students with autism or behavioral difficulties.
8. Assist students who are transitioning from alternative programs to regular school programs.
KNOWLEDGE AND ABILITIES
1. Knowledge of effective teaching strategies and principals of applied behavior analysis (preferred).
2. Experience conducting Functional Behavior Assessments (FBAs) and writing behavior intervention plans (BIPs) for students with autism (preferred).
3. Experience in working collaterally with other teaching staff and paraprofessionals (preferred).
4. Knowledge of N.J. Core Curriculum Contents Standards for curriculum, assessment, and instruction (preferred).
5. Ability to develop individualized teaching and treatment programs (preferred).
6. Knowledge of federal and state laws, regulations and codes regarding special education and general education students (preferred).
7. Knowledge of methods used to conduct basic or descriptive behavioral assessments.
8. Knowledge of problems encountered in performing behavior support work with persons confined in institutions for the mentally ill or developmentally disabled.
9. Knowledge of the routine and programs of an institution and practical problems involved in working with the mentally ill or developmentally disabled.
10. Knowledge of methods used to interpret results of basic or descriptive behavioral assessments.
11. Knowledge of methods used to develop ethical and effective behavior analytic interventions for clients.
12. Ability to identify situations requiring expertise of more advanced practitioners.
13. Ability to design and oversee implementation of basic behavior analytic interventions.
14. Ability to assist with design and delivery of introductory level instruction in areas of applied behavior analysis.
15. Ability to teach others methods used to carry out ethical and effective behavior analytic interventions.
16. Ability to instruct staff in the application of crisis intervention techniques.
17. Ability to develop and implement appropriate assessments and intervention methods for use in familiar situations and familiar type cases.
18. Ability to interpret the results of basic or descriptive behavioral assessments and develop ethical and effective behavior analytic interventions for clients.
19. Ability to prepare accurate and informative case histories, and assist with research studies, statistical and other reports containing findings, conclusions, and recommendations.
20. Ability to keep current with new developments, trends of thought, and literature in the fields of mental health, developmental disabilities, and applied behavior analysis.
21. Ability to learn quickly from oral and written instructions and demonstrations.
22. Ability to assist with providing satisfactory leadership as a professional clinician.
23. Ability to prepare accurate records of clients’ progress, essential records, and other necessary reports.
24. Ability to establish and maintain cooperative working relationships with supervisors, professional staff, work assistants, other employees, and clients.
25. Ability to learn how to utilize various type of electronic and/or manual recording and information systems used by the agency, office, or related units.
26. Ability to read, write, speak, understand, and communicate in English sufficiently to perform the duties of this position. American Sign Language or Braille may also be considered as acceptable forms of communication.
27. Persons with mental or physical disabilities are eligible if they can perform the essential functions of the job with or without reasonable accommodation. If the accommodation cannot be made because it would cause the employer undue hardship, such persons may not be eligible.
REPORTS TO: Assistant Superintendent for Student Support Services or Director of Special Education.
SALARY, EMPLOYMENT PERIOD AND UNION AFFILIATION
1. Salary: $69,125 to $111,625
2. Employment Period: Ten (10) Months
3. Union Affiliation: Newark Teachers Union (NTU)
OPENING AND CLOSING DATE
Opening Date: August 26, 2025
Closing Date: September 9, 2025 or until filled
THE NEWARK BOARD OF EDUCATION IS AN
EQUAL OPPORTUNITY/AFFIRMATIVE ACTION EMPLOYER
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