About this role
The Public Schools of Northborough-Southborough Board Certified Behavior Analyst / Behavior Specialist - school-based position at Trottier Middle School Department: Student Support Services
Job Title: Board Certified Behavior Analyst FLSA Status: (Exempt/Non-exempt) Exempt Unit A
Reports to: Principal or Student Support Services Administration
GENERAL DESCRIPTION (1-3 LINES DESCRIBING ROLE):
This position provides a variety of behavioral services to students and consultation to teachers in a classroom and school-based environment.
QUALIFICATIONS:
REQUIRED QUALIFICATIONS:
• 1-3 years of experience working with adolescents with disabilities and/or behavioral challenges in an educational setting. Middle school experience preferred.
• BCBA and DESE Licensed
• Completion of a bachelor's degree is required, in an area of special education or related services
• 1-3 years previous experience working with individuals with Autism Spectrum Disorder, Developmental Delay or Emotional/Behavioral Disabilities in an educational setting preferred. Training and experience using the tenants and techniques of Applied Behavior Analysis (ABA) is required. Familiarity with inclusion strategies and behavioral supports for students in Language Arts, Mathematics and Content Areas.
• Verbal, written language, technology skills and interpersonal communication skills to support communication among school staff, community contacts, and parents is required.
• Completion of a master's degree is required.
ESSENTIAL JOB DUTIES (NOT LIMITED TO):
• Consult with teachers, administration, and school staff on behavior interventions. Provide short term behavior interventions with general education students
• Provide direct service to students with behavior goals on IEPs, within and outside of the classroom in a 1:1 or small group setting. Goals may include, but are not limited to, social behavior, classroom participation, behavior regulation
• Collaborate with building based teams to provide intervention. Provide modeling and training to staff on how best to support students within the classroom.
• Play a leadership role in crisis intervention team, including conducting training for safety care certification and responding to crises during the school day
• Attend weekly team meetings to provide consultation to general education and special education teachers
• Consult with administration on behavior referrals and restorative practice
• Conduct FBAs and behavior assessments and create behavior intervention plans
• Utilizes multiple modalities and methodologies in their work, including trauma informed practices, positive behavior intervention supports
• May conduct Functional Behavioral Assessment (FBA) with the assistance of the District BCBA.
• Consult with building based teams and staff on student specific cases.
• Effectively collaborate with all members of the IEP Team in the determination of initial and continued eligibility for special education, IEP development, progress monitoring/data collection, and effective caseload management.
• Consult with District level BCBA and utilize feedback to refine, change and further modify behavior programs to best meet student needs with minimal supervision.
• Maintain a program book and summarize and visually represent behavioral data weekly.
• Develop and implement positive behavior intervention support plans in consultation with the District level BCBA. Provide modeling and training on the positive behavior intervention support plans to building staff.
• Attend annual de-escalation training and complete requirements to be able to train building staff.
• Assist in all aspects of the school day whether or not such aspects directly pertain to the individual student, this includes supervision at recess, lunch or other “duties.”
• May create and implement behavioral programming using the methodology of ABA for individuals who have disabilities such as but not limited to Developmental Delay, Autism Spectrum Disorder, or Emotional/ Behavioral Disabilities.
• Responsible for implementing “other job related duties” as assigned by the Principal and/or Student Support Services Administration.
• Consistent and on-time attendance is required for supervision and instruction of the students.
• Other responsibilities as needed.
WORK ENVIRONMENT & PHYSICAL REQUIREMENTS:
Work Environment: The work environment is in a classroom and school setting interacting with students.
Physical Requirements: The behavior specialist is regularly required to bend, stoop, crouch and/or kneel. The behavior specialist is occasionally required to lift and/or move objects weighing up to 25 pounds. Ability to physically respond to students who are physically unsafe (e.g. elopement, aggression) and use physical restraints as part of a de-escalation process (verbal de-escalation is preferred). Ability to physically maintain a safe learning environment, including moving furniture in response to a crisis situation.
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Date Updated: 5/18/2026 The Public Schools of Northborough and Southborough are an Equal Opportunity Employer. The Public Schools of Northborough and Southborough ensures equal employment opportunities regardless of race, creed, sex, color, national origin, religion, age, sexual orientation, gender identity, disability, or any other class as protected by law. The Public Schools of Northborough and Southborough place a high value on recruitment of diverse staff. Any individual needing assistance in making an application for any opening should contact the district human resources office.