Board Certified Behavior Analyst (B.C.B.A)

Only online applications, Board Certified Behavior Analyst certificates, and required college degree and/or transcripts will be accepted: https://www.governmentjobs.com/careers/downey

This is a Open recruitment to establish an eligibility list and fill vacancies. The eligibility list will be used to fill permanent vacancies which may occur during the life of the eligibility list. 

Positions in this classification are full-time, 40 hours per week, 12 months/211 workdays per year.

The recruitment process will consist of a supplemental questionnaire evaluation and an oral technical interview which is tentatively scheduled during the weeks of August 17, 2026 - August 28, 2026. Qualified applicants will be notified by email.

EQUAL OPPORTUNITY, TITLE IX, AFFIRMATIVE ACTION EMPLOYER

The Downey Unified School District does not engage in any employment practice that discriminates against an employee or applicant for employment on the basis of actual or perceived race, color, ancestry, national origin, religion, creed, age, disability (mental or physical), sex, gender (including pregnancy and childbirth), sexual orientation, gender identity, gender expression, medical condition, genetic information (including family and medical history), marital status, political affiliation, military and veteran status, or retaliation; or on any other basis as protected by state, federal or local law, ordinance or regulation, in its educational program(s) or employment. No person shall be denied employment solely because of any impairment which is unrelated to the ability to engage in activities involved in the position(s) or program for which application has been made. If you need a reasonable accommodation to participate in the hiring process, Downey Unified School District  will provide you with one upon notice.

BASIC FUNCTION: 
Under the direction of the Director, Special Education or designee, plans, organizes, coordinates and administers the District’s behavior management program and positive behavioral interventions. Provides direct instructional and behavioral services to students with severe disabilities, including autism spectrum disorders (ASD) and emotional disturbances (ED), as well as to students in general education settings, in order to make lasting and positive changes in individual student behaviors.

Designs, plans, implements and provides behavioral training, consultation and coaching to meet the needs of the District. E

 

Performs comprehensive functional behavioral assessments to generate supporting documentation to establish eligibility for behavior intervention services, level of need and goals/objectives for students with behavioral challenges. E

 

Conducts Functional Behavioral Assessments (FBA) to develop Behavior Intervention Plans (BIPs) in accordance with state and federal regulations. E

 

Provides consultation and recommendations to school teams, special education and general education staff members, and parents related to techniques, modifications, adaptations and materials based on the unique needs of students. E

 

Consults and provides guidance and training for staff who work with students who exhibit behaviors.

 

Works with students who exhibit behaviors and provides support and training for staff who work with students who exhibit behaviors. E

Assists school staff in the development of data tracking systems, the development of social stories, social groups and social skills training. E

 

Collects, monitors and analyzes data for individual instruction programs across developmental domains and readjusts goals when students are not making anticipated gains. E

Attends IEP meetings and consults with other professionals regarding behavioral assessments. E

Maintains accurate and up to date student records and service logs that are compliant with law and District policies/guidelines. E

Complies with governmental regulations, codes, restrictions, and reporting requirements. E

Acts as a liaison between community agencies and the District for decisions made about students with problematic behaviors. E

Assesses crisis situations and defuses situations using conflict resolution and crisis management techniques. E

 

Provides supervision to RBTs for the purpose of maintaining certification. E

 

Attends and participates in meetings, workshops, and conferences as needed.

 

Perform related duties as assigned.

Note: At the end of some of the duty statements there is an italicized “E” which identifiesessentialduties required of the classification.

KNOWLEDGE OF:
Principles of Applied Behavior Analysis and application within a school setting.
Theory of behavior and socialization needs of special education students.
Objective behavior intervention techniques, treatment and services.
Socialization activities used in behavior management.
Principles of consultation, training and technical supervision.
Health and safety regulations.
Effective record-keeping techniques.
Correct English usage, grammar, spelling, punctuations, and vocabulary.
Interpersonal skills using tact, patience, and courtesy.
Equipment used to provide behavior therapy.

ABILITY TO:
Analyze behavior and target areas for enhanced student performance and response.
Develop and carry out behavior plans, goals, and objectives.
Provide consultation for classroom and home behavior management.
Explain and provide training on behavior management principles and methods.
Provide technical guidance to other personnel.
Analyze situations accurately and adopt an effective course of action.
Supervise teams of educational assistants for the best possible results.
Establish and maintain behavior observation files and logs.
Apply appropriate behavior management procedures in working with students at all grade levels.
Work with others cooperatively.
Understand and follow oral and written directions.
Plan and organize work.
Meet schedule and timelines.
Work confidentially with discretion.
Communicate effectively both orally and in writing.
Read, explain and follow rules, regulations, policies and procedures.
Maintain records adhering to established procedures.
Complete work in timely manner.
Be motivated to produce high quality work product.
Work independently and manage time effectively and flexibly to carry out routine tasks and respond to frequent emergencies.
Demonstrate behavior in line with CHARACTER COUNTS! principles of trustworthiness, respect, responsibility, fairness, caring, and citizenship.A Master’s degree in psychology, counseling, behavior analysis or closely related field. One (1) year of behavior analysis, behavior management and/or socialization experience in a school or similar setting.

LICENSES AND OTHER REQUIREMENTS:
Must have and maintain a valid California driver's license.
Board Certified Behavior Analyst (B.C.B.A.) Certificate.

WORKING CONDITIONS:
ENVIRONMENT:
Work is performed in indoor and outdoor environments, including office and school settings; requires travel and driving between multiple District locations; subject to varying noise levels, frequent interruptions, and changing work priorities.

PHYSICAL ABILITIES:
Manual dexterity and coordination sufficient to operate a variety of specialized equipment; ability to stand and sit for extended periods; mobility to travel throughout the District; ability to walk, bend at the waist, reach overhead, grasp, push, pull, carry, and lift objects weighing up to 25 pounds; and visual acuity sufficient to read, review, and proofread documents and completed work accurately.

HAZARDS:
Exposure to bodily fluids, blood borne pathogens and infectious diseases; frequent interactions with individuals requiring a high level of customer service, patience, and conflict-resolution skills.