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Student Behavioral Analyst information

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$37.5K

$72.6K

$116K

How much do student behavioral analyst jobs pay per year?

As of Aug 27, 2026, the average yearly pay for student behavioral analyst in California is $72,569.00, according to ZipRecruiter salary data. Most workers in this role earn between $64,100.00 and $78,500.00 per year, depending on experience, location, and employer.

What does a student behavioral analyst do?

A Student Behavioral Analyst is a professional who assesses and addresses behavioral, emotional, and social challenges faced by students in educational settings. They use evidence-based techniques, such as Applied Behavior Analysis (ABA), to observe, evaluate, and develop intervention plans that help students achieve positive behavior changes. These analysts collaborate with teachers, parents, and other school staff to create supportive learning environments and track student progress. Their goal is to improve students' academic performance and overall well-being by addressing behavioral issues proactively.

What are the key skills and qualifications needed to thrive as a student behavioral analyst, and why are they important?

To thrive as a Student Behavioral Analyst, you need a background in psychology, education, or applied behavior analysis (ABA), often supported by a relevant degree and certification such as Board Certified Behavior Analyst (BCBA). Familiarity with behavioral assessment tools, data collection software, and intervention planning systems is typically required. Strong observational skills, patience, and effective communication are crucial soft skills for working with students, families, and educators. These competencies are essential for accurately assessing behaviors, designing interventions, and fostering positive student outcomes.

How does a student behavioral analyst typically collaborate with teachers and school staff to support student success?

Student Behavioral Analysts work closely with teachers, counselors, and other school staff to assess student behavior and develop effective intervention plans. They often conduct classroom observations, gather input from educators, and provide training on behavior management strategies. Regular team meetings are common to discuss student progress, adjust interventions, and ensure consistency across settings. This collaborative approach helps create a supportive environment tailored to each student's needs.

What is the difference between Student Behavioral Analyst vs Behavior Technician?

AspectStudent Behavioral AnalystBehavior Technician
Required CertificationsBCBA or BCaBA certification, relevant degreesRegistered Behavior Technician (RBT) certification
Work EnvironmentSchools, clinics, specialized programs for studentsHome, school, clinical settings working directly with clients
Employer & Industry UsageEducational institutions, behavioral health agenciesABA service providers, schools, clinics
Common Search & ComparisonOften compared for roles in behavioral analysis for studentsMore focused on direct implementation of behavior plans

The Student Behavioral Analyst typically holds higher-level certifications like BCBA or BCaBA and works in educational or clinical settings to develop and oversee behavioral programs for students. In contrast, Behavior Technicians usually hold RBT certification and focus on implementing behavior plans directly with clients. Both roles are essential in behavioral intervention but differ in responsibilities, qualifications, and work scope.

What qualifications do you need to be a student behavioral analyst?

To become a student behavioral analyst, typically a bachelor's degree in psychology, education, or a related field is required, with many positions preferring or requiring a master's degree in behavior analysis or a related discipline. Certification as a Board Certified Behavior Analyst (BCBA) or similar credential is often necessary, along with experience in behavioral assessment and intervention techniques. Strong analytical skills, knowledge of behavior management strategies, and familiarity with data collection tools are also important.

What are popular job titles related to Student Behavioral Analyst jobs in California?

For Student Behavioral Analyst jobs in California, the most frequently searched job titles are:

What job categories do people searching Student Behavioral Analyst jobs in California look for?

The top searched job categories for Student Behavioral Analyst jobs in California are:

What cities in California are hiring for Student Behavioral Analyst jobs?

Cities in California with the most Student Behavioral Analyst job openings:

Student Behavioral Analyst jobs near you
Infographic showing various Student Behavioral Analyst job openings in California as of August 2026, with employment types broken down into 1% As Needed, 58% Full Time, 36% Part Time, 1% Temporary, and 4% Contract. Highlights an 80% Physical, 1% Hybrid, and 19% Remote job distribution, with an average salary of $72,569 per year, or $34.9 per hour.

SELPA Behavioral Health Intervention Specialist

Humboldt County Office of Education

Eureka, CA • On-site

$79K - $99K/yr

Full-time

Re-posted 28 days ago

Job description

Position Summary
Under the general supervision of the Humboldt-Del Norte SELPA Director, provides technical behavior assistance to Humboldt County school district personnel, conducts student functional analysis assessments, develops and implements positive behavior plans and interventions assuring that effective and efficient behavioral intervention and support systems are in place to support continuous academic progress of students. The Behavioral Health Intervention Specialist (BHIS) will train district and SELPA instructional aides in Applied Behavior Analysis and other intervention techniques as required for individual student needs. In addition, the BHIS will attend Student Study Team (SST), 504 or Individual Education Plan (IEP) meetings as requested and coordinate behavior techniques in the school with a student's home program as applicable. The BHIS will serve as a complement to district designated staff to provide guidance in behavior management techniques that comply with various federal, state and SELPA requirements.
Minimum Qualifications
Experience and Training
  • Board Certified Behavioral Analyst (BCBA) certification.
  • A minimum of three (3) years of work experience as a certified behavior specialist in public education with K-12 students, with emphasis on working collaboratively with students with intense social-emotional needs, families, and staff;
  • Experience in conducting Functional Behavior Analysis (FBA), interpreting data, designing specific educational programs, implementing positive behavior plans and training staff to implement and monitor the plan.
Examples of Duties and Responsibilities
  • Works collaboratively with staff to identify students/classes with behavioral concerns, processes referrals, conducts student functional behavioral analysis assessments, designs data collection systems, analyzes data, develops and implements behavioral intervention programs to support students and teachers;
  • Provides support and training to school site administrators and instructional staff related to effective strategies designed to meet the needs of all learners;
  • Provides support and leadership planning on fundamentals of applied behavioral analysis, classroom, student and school-wide positive behavioral reinforcement systems;
  • Provides consultation assistance to teachers, psychologists, paraeducators and parents in assessing, planning and developing individual student behavioral support plans and tracking/monitoring data systems for assessing student progress;
  • Provides direct service to students as mutually determined by specialist, principal and director;
  • Models positive behavioral interventions strategies in classrooms for staff members as requested;
  • Provides professional development support, assistance, staff development and coaching to paraeducators and certificated staff members as requested on applied behavioral analysis and effective intervention strategies;
  • Provides information as needed on programs, services, regulations, etc. to staff and parents;
  • Attends SST, 504 Accommodation Plan meetings and/or IEP meetings as necessary to review assessment data, consult on the behavior program and develop goals and objectives;
  • Attends conferences or meetings related to district and school goals for student behavior;
  • Performs other duties as assigned or requested by the SELPA Director, including potential flexibility of work calendar to meet school district needs.
Additional Requirements
Individuals who serve as a Behavioral Health Intervention Specialist provide services in the office, as well as in various sites throughout the county, sometimes serving multiple sites in a single workday. Public speaking skills, group problem solving and leadership ability, the ability to communicate effectively in writing, the capacity to maintain personal demeanor during periods of peak work flow and perform efficiently within restricted timeframes are critical factors for success in this position.
Individuals who serve as management personnel must be willing to modify days/hours and to work additional days/hours on occasion with appropriate compensation and be willing to travel using own transportation with mileage reimbursed, or county office fleet vehicle, as the job may require.
Physical Requirements
Occasional (less than 25%)
  • Ability to bend and twist, stoop, and kneel
  • Ability to lift 40 pounds
  • Ability to carry 25 pounds
  • Ability to stand for extended periods of time
Often (25 - 50%)
  • Sufficient mobility to move about the work environment
  • Ability to drive to various sites
Very Frequent (76%)
  • Sufficient mobility to move around a classroom to observe students and staff
  • Ability to stand and move around an office
  • Ability to work at a desk, conference table, or in meetings of various configurations.
  • Ability to see for purposes of reading printed matter and observing staff
  • Ability to hear and understand speech at normal levels
  • Ability to communicate so others will be able to clearly understand
  • Ability to operate office equipment
  • Ability to reach in all directions

Reasonable accommodation may be made to enable a person with a disability to perform the essential functions of the job.
NOTE: This list of essential functions and physical requirements is not exhaustive and may be supplemented as necessary in accordance with the requirements of the job. For further information concerning the specific requirements of any particular assignment, please contact the Personnel Office.
CLASS 1
Amended 9/19 ssj
Amended 5/2024
Amended 8/2024

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