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Behavior Analyst Jobs in Iowa (NOW HIRING)

ChildServe

Behavior Analyst (BCBA) (Part-Time)

Iowa City, IA · On-site

$72K - $88K/yr

At Child Serve , we're looking for Board Certified Behavior Analysts (BCBA) to help us expand our ABA program across Iowa. We're dreaming big about what specialty healthcare can look like, and we ...

ChildServe

Behavior Analyst (BCBA) (Part-Time)

Iowa City, IA · On-site

$72K - $88K/yr

At ChildServe, we're looking for Board Certified Behavior Analysts (BCBA) to help us expand our ABA program across Iowa. We're dreaming big about what specialty healthcare can look like, and we ...

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Behavior Analyst information

See Iowa salary details

$35.7K

$69.1K

$110.4K

How much do behavior analyst jobs pay per year?

As of Jun 11, 2026, the average yearly pay for behavior analyst in Iowa is $69,066.00, according to ZipRecruiter salary data. Most workers in this role earn between $61,100.00 and $74,700.00 per year, depending on experience, location, and employer.

What are Behavior Analysts?

Behavior Analysts are professionals who study how people behave and use principles of behavior science to help individuals improve socially significant behaviors. They often work with individuals with autism spectrum disorder, developmental disabilities, or behavioral challenges, using techniques based on Applied Behavior Analysis (ABA). Their work involves assessing behavior, developing intervention plans, and monitoring progress to promote positive change. Behavior Analysts may work in schools, clinics, or private practice, collaborating with families and other professionals.

How do Behavior Analysts typically collaborate with other professionals in multidisciplinary teams?

Behavior Analysts often work closely with professionals such as speech therapists, occupational therapists, teachers, and medical staff to create comprehensive treatment plans for clients. Effective collaboration involves regular team meetings, sharing data and progress reports, and aligning behavioral strategies with other therapeutic goals. This collaborative approach ensures consistency across interventions and maximizes positive outcomes for clients. Being open to feedback and adapting plans based on team input are important skills for success in this role.

What jobs can a behavior analyst do?

A behavior analyst typically works in settings such as clinics, schools, or homes to develop and implement behavior intervention plans for individuals with developmental or behavioral challenges. They may conduct assessments, collect data, and train caregivers or staff, often requiring certification such as the BCBA credential. Job roles include behavior therapist, program supervisor, and clinical consultant, among others.

What qualifications do you need to be a behavioral analyst?

To become a behavior analyst, one typically needs a master's degree in psychology, education, or a related field, along with completing specific coursework in behavior analysis. Certification through the Behavior Analyst Certification Board (BACB), such as the Board Certified Behavior Analyst (BCBA) credential, is also required, which involves supervised experience and passing an exam.

What is the difference between Behavior Analyst vs Applied Behavior Technician?

AspectBehavior AnalystApplied Behavior Technician
CredentialsMaster's degree, BCBA certificationHigh school diploma, RBT certification
Work EnvironmentSupervises, designs behavior plans, conducts assessmentsImplements behavior plans under supervision
Industry UsageConsults with families, schools, clinicsSupports Behavior Analysts in service delivery

Behavior Analysts hold advanced degrees and certifications, focusing on designing and overseeing behavior intervention plans. Applied Behavior Technicians assist in implementing these plans under supervision. Both roles are essential in behavior analysis services, but the Behavior Analyst has a broader scope of responsibilities and qualifications.

Which is higher, ABA or BCBA?

In the context of behavior analysis careers, BCBA (Board Certified Behavior Analyst) is a certification that requires a master's degree, supervised experience, and passing an exam, making it a higher credential than the general term ABA (Applied Behavior Analysis), which refers to the field or practice. ABA is the broader discipline, while BCBA is a specific credential that qualifies individuals to independently provide behavior analysis services. Typically, BCBAs hold leadership roles and oversee ABA programs.

What exactly does a behavioral analyst do?

A behavioral analyst assesses and modifies behavior using principles of applied behavior analysis (ABA). They develop and implement intervention plans, collect data to track progress, and work with clients to improve specific behaviors, often in settings like schools or clinics. Certification as a Board Certified Behavior Analyst (BCBA) is typically required for this role.

What are the key skills and qualifications needed to thrive as a Behavior Analyst, and why are they important?

To thrive as a Behavior Analyst, you need expertise in behavioral assessment, intervention planning, and data analysis, typically supported by a master's degree in behavior analysis or a related field and Board Certified Behavior Analyst (BCBA) certification. Familiarity with applied behavior analysis (ABA) software, data collection tools, and relevant legal/ethical guidelines is also important. Strong soft skills include effective communication, patience, and problem-solving abilities to collaborate with clients, families, and multidisciplinary teams. These skills are crucial for designing impactful interventions, ensuring ethical practice, and achieving positive client outcomes.
More about Behavior Analyst jobs
What are the most commonly searched types of Behavior Analyst jobs in Iowa? The most popular types of Behavior Analyst jobs in Iowa are:
What are popular job titles related to Behavior Analyst jobs in Iowa? For Behavior Analyst jobs in Iowa, the most frequently searched job titles are:
What job categories do people searching Behavior Analyst jobs in Iowa look for? The top searched job categories for Behavior Analyst jobs in Iowa are:
What cities in Iowa are hiring for Behavior Analyst jobs? Cities in Iowa with the most Behavior Analyst job openings:
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Behavior Analyst jobs near you

Board-Certified Behavior Analyst (BCBA)

Cedar Rapids Community School District

Cedar Rapids, IA • On-site

$85K - $95K/yr

Full-time

Posted 15 days ago

Job description

Position Type:
Specialist/Supervisor/Technician/Specialist
Date Posted:
5/27/2026
Location:
ELSC
Date Available:
2026-2027 School Year
Position Title: Board-Certified Behavior Analyst (BCBA)
School: ELSC
Reports To: Special Services Department
Approved By: Board of Education
Salary :
$85,000 to $95,000
This position is a 196 day position, working while school is in session and having your summers off. Work day hours typically range from 7:30am to 4pm Monday-Friday. Extended hours may be required based on specific job demands and meetings.
SUMMARY:
The Board Certified Behavior Analyst (BCBA) serves as a classroom-based consultant, supporting educators in understanding and managing student behavior. The BCBA provides consultation through two primary models: Single Student Services and Classroom Coaching.
  • Single Student Services involve conducting Functional Behavioral Assessments (FBA) and assisting in the development of evidence-based, function-driven Behavioral Intervention Plans (BIP). The BCBA supports school staff using Behavior Skills Training (BST) to ensure effective implementation of these plans.
  • Classroom Coaching provides one-on-one support to educators (and their support staff) during classroom instruction, offering guidance on implementing behavior management strategies to enhance educator confidence and ensure best practices are applied.

Our services are delivered across both general and special education settings and span all age and grade levels.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
  • Conduct Functional Behavioral Assessments (FBAs) to identify the underlying causes of student behavior and develop individualized Behavior Intervention Plans (BIPs) based on assessment results.
  • Collaborate with educators, school teams, and families to ensure behavior intervention plans are implemented consistently, with fidelity, and are aligned with the function of the student's behavior.
  • Coach and provide guidance to school teams on best practices for implementing behavior interventions across settings to ensure continuity and consistency.
  • Supervise and mentor Registered Behavior Technicians (RBTs) (if qualified), offering support and feedback on intervention strategies and ensuring effective implementation.
  • Train school staff and parents on behavior management techniques and strategies to promote consistency across educational and home environments.
  • Analyze student data to track progress, assess the effectiveness of interventions, and make necessary adjustments to ensure behavioral goals are met.
  • Participate in team meetings, IEP meetings, providing updates on student progress and collaborating on strategies to address individual needs.
  • Work closely with IEP teams to incorporate behavioral goals into students' Individualized Education Plans (IEPs), ensuring behavioral objectives are aligned with academic goals.
  • Stay informed about current research and emerging trends in the field of behavior analysis to ensure the use of evidence-based practices and maintain professional development.
  • Provide District Professional Development aligned with the District's Strategic Plan on the latest research and emerging trends around evidence-based practices around behavior.
  • Reports to work as scheduled on a regular and reliable basis and completes other duties as assigned.

ESSENTIAL FUNCTIONS:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodation(s) may be made to enable individuals with disabilities to perform the essential functions.
EDUCATION and/or EXPERIENCE:
  • Board Certification: Must hold a current Board Certified Behavior Analyst (BCBA) certification from the Behavior Analyst Certification Board (BACB).
  • Education: A Master's degree in Applied Behavior Analysis, Psychology, Special Education, or a closely related field.
  • Experience:
    • Minimum of two years of experience preferred working as a BCBA.
    • Experience in conducting Functional Behavioral Assessments (FBAs) and developing Behavioral Intervention Plans (BIPs).
    • Experience working with diverse student populations, including those with behavioral challenges or developmental disabilities.
  • Supervisory Experience: If qualified, must have experience supervising and mentoring Registered Behavior Technicians (RBTs), providing guidance and feedback on interventions.
  • Knowledge & Skills:
    • Strong understanding of behavior analysis principles and their application in educational settings.
    • Expertise in data collection, analysis, and progress monitoring to assess intervention effectiveness.
    • Familiarity with IEP development and collaboration with educational teams to integrate behavioral goals.
    • Ability to train and mentor staff, parents, and educators on behavior management strategies.
  • Communication Skills: Excellent verbal and written communication skills, with the ability to present complex behavioral concepts in a clear and accessible manner to educators, parents, and other team members.
  • Problem-Solving Abilities: Strong critical thinking and problem-solving skills to develop and adjust behavioral interventions based on student progress and data analysis.
  • Commitment to Professional Development: Ongoing professional development through workshops, conferences, and staying current with trends and research in behavior analysis.
  • Licensure: Ability to meet state-specific licensure or credentialing requirements, as applicable.
  • Additional Certifications (Preferred but not required):
    • Experience with specific student populations, such as those with autism spectrum disorder (ASD) or emotional/behavioral disorders, is highly desirable.

Language Skills:
  • Ability to read, analyze, interpret, and implement information from technical documents, assessment data, professional journals, and regulations.
  • Strong writing skills to effectively communicate with students, colleagues, parents, and staff through reports and written correspondence.
  • Proficient in presenting information orally and responding to questions from administrators, teachers, staff, and students.
  • Ability to assist students in developing language and literacy skills.

Mathematical Skills:
  • Ability to perform basic mathematical functions, including addition, subtraction, multiplication, division, percentages, decimals, and fractions.
  • Capable of assisting students in understanding and applying these mathematical concepts.

Reasoning Ability:
  • Strong problem-solving skills to address complex situations effectively.
  • Ability to interpret and act on a variety of instructions presented in written, oral, diagram, or schedule format.

Required Dispositions:
  • A belief that all children can achieve high levels of learning.
  • Takes responsibility for both student learning and personal professional performance.
  • Possesses the knowledge and skills to create effective and impactful educational experiences for all students.
  • Applies principles of continuous improvement using quality tools and processes.
  • Functions as a collaborative and effective member of the school team.
  • Embraces the challenges of contemporary education.
  • Demonstrates strong interpersonal skills and a track record of success.
  • Works with integrity and professionalism in all aspects of the role.

Other Skills and Abilities:
  • Ability to apply current research to support the Cedar Rapids Community School District Strategic Plan.
  • Establishes and maintains positive, effective working relationships with students, staff, and the broader school community.
  • Ability to communicate clearly and concisely in both written and oral formats.
  • Ability to perform duties with an awareness of district requirements and Board of Education policies.

Physical Demands:
The physical demands listed below represent 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.
  • Frequently required to stand, walk, and use hands and fingers to handle and/or feel objects, tools, or controls.
  • Must regularly squat, stoop, kneel, and reach above the head or forward (0 24 inches, occasionally up to 36 inches).
  • Frequently required to lift and/or move up to 50 pounds (0 12 feet) and occasionally up to 20 feet, such as curriculum materials, desks, chairs, and boxes.
  • May occasionally push/pull items, such as tables and carts.
  • Specific vision abilities required include close vision, color vision, and the ability to adjust focus when supervising students and working with computers, written materials, and assessment data.

Work Environment:
The work environment characteristics listed below are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
  • The noise level is generally quiet, but the employee will occasionally work in varying classroom settings that may require flexibility in handling noise levels.
  • Professional working hours typically fall between 7:30 a.m. to 4:00 p.m., and occasional extended hours may be required based on specific job demands and meetings.
  • The employee will frequently work in various areas of the classroom, including desks, floors, and standing positions. They will also supervise indoor and outdoor activities.
  • Most work will be performed indoors, but the employee may need to work outdoors or supervise students outside of the classroom.

Equal Opportunity Statement:
The Cedar Rapids Community School District is an Equal Opportunity Employer. The district does not discriminate on the basis of race, creed, color, gender, national origin, religion, age, marital status, sexual orientation, veteran status, or disability.

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