Position Type: Professional/Behavior Analyst - (BCBA - 129)
Date Posted: 5/19/2026
Location: River Street Outreach Program
Closing Date: 06/19/2026
Position:
BEHAVIOR ANALYST - Outreach Location: BCBAs needed for full time position center-based, school district consultation, technical school consultation, community, home-based consultation and telehealth.
JOB DESCRIPTIONSince 1966, the Capitol Region Education Council (CREC) has been dedicated to providing innovative, high-quality, and cost-effective educational programs and services to meet the diverse needs of children and adults in Greater Hartford. Serving 33 member districts and reaching additional communities statewide, CREC supports approximately 12,000 students annually through more than 120 educational programs. Our offerings include professional learning and coaching for educators, specialized programming for students with diverse needs, and PreK-12 education across 16 interdistrict magnet schools. Additionally, CREC provides school construction, operations, and cooperative business services, while also delivering programs that help adults build real, job-ready skills.
POSITION SUMMARY:
Under the direct supervision of the Clinical Team Leader or Director, the Board Certified Behavior Analyst (BCBA) shares primary responsibility for the development, training, and monitoring of behavioral programs for individual students. In addition, the BCBA assists other staff in the development of instructional, therapeutic, or other intervention plans and in monitoring student progress in learning specific academic, social, communication, vocational, and/or other adaptive skills. River Street Schools and Programs emphasize the utilization of evidence-based practice with students with autism and other developmental disorders.
ESSENTIAL DUTIES and RESPONSIBILITIES:
Duties/Responsibilities- Conduct Functional Behavior Assessments, including Functional Analysis.
- Conduct language and other assessments, including the VB-MAPP, AFLS, ABLLS-R, and ASIEP.
- Develop assessment-linked individualized behavior intervention programs.
- Write formal behavioral goals and objectives as well as related progress summaries.
- Develop and monitor data collection systems, including analyzing data trends.
- Train staff in the implementation of evidence-based, applied-analytic strategies.
- Monitor the fidelity of behavioral programming.
- Provide parent, teacher, and/or staff training and support when appropriate.
- Provide training and supervision to Registered Behavior Technicians (RBTs), Board Certified Assistant Behavior Analysts, and trainees currently enrolled in ABA graduate programs as needed.
- Provide training in crisis prevention and intervention to staff.
- Comply with all company policies and procedures.
- Other duties as assigned.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
SUPERVISORY RESPONSIBILITY:
This position has no supervisory responsibility, but may oversee the work those indicated above.
COMPETENCIES:
- Expertise in Special Education Law - Demonstrates in-depth knowledge of Connecticut and federal laws and regulations governing special education, and applies this knowledge to ensure legal compliance in behavior planning and implementation.
- Ethical and Evidence-Based Practice - Adheres strictly to the BACB Professional and Ethical Compliance Code, ensuring ethical conduct in all professional interactions and decision-making. Maintains a commitment to the implementation of empirically supported, data-driven interventions aligned with best practices in Applied Behavior Analysis (ABA).
- Technology Proficiency - Utilizes a variety of computer software programs and applications - including data collection systems, behavior analysis tools, and communication platforms - to support functional behavior assessments, progress monitoring, and team collaboration.
- Crisis Prevention and Intervention - Maintains all required certifications in crisis prevention and intervention (e.g., CPI, PMT, Safety Care) and applies de-escalation strategies and safety protocols with fidelity. Demonstrates skill in coaching others to ensure safe, respectful, and proactive behavioral support practices.
- Analytical - Synthesizes complex or diverse information; Collects and researches data; Uses intuition and experience to complement data; Designs work flows and procedures.
- Technical Skills - Assesses own strengths and weaknesses; Pursues training and development opportunities; Strives to continuously build knowledge and skills; Shares expertise with others.
- Written & Oral Communication - Speaks and writes clearly; Listens and gets clarification; Responds well to questions; Speaks and writes clearly and informatively; Varies communication style to meet needs; Demonstrates group presentation skills; Participates in meetings.
- Teamwork - Balances team and individual responsibilities; Exhibits objectivity and openness to others' views; Gives and welcomes feedback; Contributes to building a positive team spirit; Puts success of team above own interests; Able to build morale and group commitments to goals and objectives; Supports everyone's efforts to succeed.
- Diversity & Ethics - Demonstrates knowledge of EEO policy; Shows respect and sensitivity for cultural differences; Treats people with respect; Educates others on the value of diversity; Promotes a harassment-free environment; Builds a diverse workforce; Keeps commitments; Works with integrity; Upholds organizational values.
- Professionalism - Approaches others in a tactful manner; Reacts well under pressure; Treats others with respect and consideration regardless of their status or position; Accepts responsibility for own actions; Follows through on commitments.
QUALIFICATIONS:- Master's Degree (MA) in Applied Behavior Analysis or Related field.
- Must be a Board Certified Behavior Analyst and licensed by the CT Department of Public Health
TRAVEL REQUIREMENTSMotor Vehicle Operator's License or ability to provide transportation to job sites, meetings, trainings, and professional learning opportunities as required.
PHYSICAL DEMANDS & WORK ENVIRONMENT:
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.
- Standing (continually, more than 2/3)
- Walking (continually, more than 2/3)
- Sitting (continually, more than 2/3)
- Reach with hands and arms (continually, more than 2/3)
- Climbing or balancing (frequently, 1/3 - 2/3)
- Stoop, kneel, crouch or crawl (continually, more than 2/3)
- Ability to work outdoors (frequently, 1/3 - 2/3)
- Lifting up to 100 lbs. (frequently, 1/3 - 2/3)
- Carrying up to 100 lbs. (frequently, 1/3 - 2/3)
- Varying noise levels (from quiet to loud) based on student activity
WHAT'S IN IT FOR YOU? - Group Health Insurance Plans
- Basic & Supplemental Life Insurance
- Long Term Disability & Short Term Disability options
- 403(b) Retirement Savings Plan with Employer Matching Contribution if applicable
- Flexible Spending Account Pre-Tax Savings for Health Care, Dependent Care, and Limited Purpose Post Deductible (if contributing to an HSA)
- Comprehensive benefit time package
- Employee Assistance Program
- Bereavement time & Religious Holidays
- Credit Union Access
- Tuition Reimbursement Program
- Employee Network Groups
- Access to professional learning opportunities with two fully paid courses through CREC University each year, empowering you to expand your skills and advance your career!
- Benefit from our exclusive partnership with Springfield College, offering a 15% discount on tuition for next-level degree programs to support your academic and career aspirations!
Based on terms and conditions during your employment, specific to your job classification and collective bargaining agreement.
DIVERSITY, EQUITY, & INCLUSION STATEMENT: CREC strives to understand and confront the symptoms and causes of racism and prejudice - ranging from biases to aggressions to discriminatory policies, practices, and traditions - that harm people from systemically marginalized groups or that benefit privileged groups. CREC staff and students acknowledge and respect people of all identifiers, such as race, socioeconomic status, gender identity and expression, education, age, ability, ethnicity, culture, sexual orientation, language, nationality, religion, and veteran status.
DISCLAIMER STATEMENT:
The above is intended to describe the general content of and requirements for the performance of this job. It is not to be construed as an exhaustive statement of duties, responsibilities or physical requirements. Nothing in this job description restricts management's right to assign or reassign duties and responsibilities to this job at any time. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Responsibilities:
Job responsibilities include but are not limited to: Completing functional behavioral assessments, developing behavior intervention plans, and behavior skills training, training staff, contributing to school wide Positive Behavior initiatives. The position will require ongoing collaboration with administrative, educational, and professional staff and families as well as effective consultation within the classroom or other settings, including developing and monitoring data collection systems, assessment of intervention fidelity, and data-based decision making. RSS emphasizes the utilization of evidence-based practice with students with autism and other developmental disorders.
Requirements: Candidates are required to be Board Certified Behavior Analysts (BCBA) and licensed by the CT Department of Public Health.
Experience working with students with autism or other developmental disabilities is required.
CREC fingerprinting and background checks are required.
100% travel required, therefore must be willing to travel.
Strong preference for experienced BCBAs (applying for Outreach positions) with a history working with older students with emotional and behavioral disorders and/or students with histories of trauma.
To access the job description and salary range please click
https://www.crec.org/careers/jobs.php 
