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Student Behavioral Analyst Jobs in Virginia (NOW HIRING)

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Student Behavioral Analyst information

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$37.7K

$72.9K

$116.5K

How much do student behavioral analyst jobs pay per year?

As of Aug 9, 2026, the average yearly pay for student behavioral analyst in Virginia is $72,901.00, according to ZipRecruiter salary data. Most workers in this role earn between $64,400.00 and $78,800.00 per year, depending on experience, location, and employer.

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, and knowledge of data collection tools and behavioral principles.

Is there a demand for student behavioral analysts?

There is a growing demand for student behavioral analysts, especially in educational and clinical settings that serve students with behavioral challenges. The role often requires knowledge of behavioral assessment tools and certifications such as BCBA, with employment opportunities increasing as awareness of behavioral interventions expands in schools and healthcare environments.

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.

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 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.

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 are popular job titles related to Student Behavioral Analyst jobs in Virginia? For Student Behavioral Analyst jobs in Virginia, the most frequently searched job titles are:
What job categories do people searching Student Behavioral Analyst jobs in Virginia look for? The top searched job categories for Student Behavioral Analyst jobs in Virginia are:
What cities in Virginia are hiring for Student Behavioral Analyst jobs? Cities in Virginia with the most Student Behavioral Analyst job openings:
Student Behavioral Analyst jobs near you
Infographic showing various Student Behavioral Analyst job openings in Virginia as of August 2026, with employment types broken down into 50% Full Time, and 50% Part Time. Highlights an 100% In-person job distribution, with an average salary of $72,901 per year, or $35 per hour.

Behavior Analyst BCBA

VIA Centers for Neurodevelopment

Forest, VA • On-site

$62K - $75K/yr

Full-time

Re-posted 24 days ago

Job description

Job Purpose
The Behavior Analyst will collaborate with all members of a student's IEP team to provide educational and behavioral programming based on the principles of Applied Behavior Analysis. Responsibilities will include assessing students' repertoires, developing and/or modifying curriculum to meet individual needs, monitor skill acquisition, developing and overseeing the implementation of behavior support plans, developing data collection systems, and training and supervising staff in Applied Behavior Analysis. The Behavior Analyst collaborates with school staff in their efforts to achieve the best possible outcomes for the students served and to create a culture of excellence at VIA.
Duties and Responsibilities
IEP Development
Completes the following in collaboration with the Special Education Teacher & other members of IEP Team:
  • Coordinate with the Special Education Teacher to identify appropriate assessments at both intake of new students and annually as part of the IEP planning process.
  • Conduct and review annual assessment measures appropriate to each student. Annual assessments may include, but are not limited to functional behavioral assessments, the VB-MAPP, and the Essentials for Living.
  • Assist in training staff to implement and interpret the results of behavior analytic assessments (e.g., VB-MAPP, ABLLS, AFLS).
  • Prepare and present student assessment, data, and goals at Internal Student Review (ISR), Pre-IEP and IEP meetings.
  • Collaborate with the IEP team to develop and implement observable and measurable IEP goals for each student.
  • Lead the IEP team in the development of IEP goals to address behavioral excesses and deficits.
  • Assist with identifying acquisition, generalization, and maintenance targets for IEP goals.
  • Complete sections of progress reports and report cards related to the assessment and treatment of challenging behavior.
  • Solicit and document caregiver input during IEP development in a systematic manner.

Curriculum & Daily Instruction
Completes the following in collaboration with the Special Education Teacher & other members of IEP Team:
  • Develop and implement empirically-supported, behavior analytic programs for a variety of adaptive, meaningful skills.
  • Collaborate with Special Education Teacher to develop teaching programs for IEP goals
  • Ensure programs are individualized to each student.
  • Use behavior analytic teaching methods (e.g., discrete trial training, incidental teaching/natural environment training) when appropriate.
  • Ensure that schedules of reinforcement are individualized and specific to each program.
  • Differentially reinforce student skills (language, independence, choice making, etc.).
  • Establish and maintain instruction that is delivered in accordance with current VIA School protocols.
  • Train assigned classroom staff to implement behavior analytic programs before introducing them into the classroom.
  • Attend, at least quarterly, meetings with related & related service providers.
  • Collaborate with Special Education Teacher to ensure program instructions align with the BSP (e.g., error correction, schedule of reinforcement).
  • Solicit and document input from caregivers on teaching procedures, program outcomes, skill maintenance, and generalization in a systematic manner.
  • Collaborate with the IEP team to develop and monitor student transitions to lesser restrictive environments.

Interventions for Challenging Behavior
  • Develop and implement a new behavior support plan within 30 days of admission.
  • Use functional behavioral assessments to inform all interventions for challenging behavior.
  • Develop and monitor empirically-supported interventions for challenging behavior through a behavior support plan, as appropriate (i.e., reinforcing alternative responses, including proactive strategies).
  • Review and revise behavior support plans when changes to the plan are indicated by the data, minimally every 6 months.
  • Train staff on the implementation of behavior support plans prior to their introduction into the classroom.
  • Complete functional analyses for student challenging behavior, as appropriate.
  • Provide regular feedback to staff on the implementation of challenging behavior support plans and on challenging behavior data collection.
  • Teach staff about the conditions under which antecedent strategies, direct interventions, and physical management should and should not be used with assigned students.

Program Monitoring
Completes the following in collaboration with the Special Education Teacher & other members of IEP Team:
  • Monitor all program data weekly, and make data-based teaching decisions (moving targets into and out of maintenance, beginning generalization, etc.).
  • Attend, lead, and take notes on classroom meetings (morning check-ins, data review meetings, etc.).
  • Review and/or collect IOA data on a monthly basis.
  • Conduct electronic data collection audits at 3 and 6 months of IEP commencement.

Family Interactions
  • Provide family members with data summarizing student progress at least once every quarter.
  • Provide parents with regular opportunities to meet with staff, observe their student, and receive training.
  • All parent training should align with VIA policies and procedures.
  • Participate in parent meetings (progress reports, new student intakes, etc.).
  • Provide ongoing parent contact support as needed.

Staff Supervision
  • Regularly measure and provide feedback on classroom staff's performance in line with VIA's protocols and procedures.
  • Provide training on the techniques of ABA to both classroom and related service staff members.
  • Participate in BCBA, SPED, & Behavior Technician interviews if requested.
  • Collaborate with the Special Education teacher to complete behavior technician biannual performance evaluations.
  • Provide RBT supervision in accordance with current BACB standards for all assigned staff.
  • Schedule observations and trainings.
  • Administer RBT competencies.
  • Audit RBT tracking sheets monthly to ensure RBTs are meeting 5% supervised service hours requirement.
  • Provide field experience hours and supervision to BCBA/BCaBA candidates, as needed.
  • Deliver VIA's new hire training to all assigned new staff members.

Professional Development
  • Assist with research protocols as needed.
  • Maintain BCBA and Virginia license.
  • Assist in providing and developing ongoing staff development opportunities.
  • When opportunities arise, present data at conferences.

Management Duties
Completes the following in collaboration with the Special Education Teacher:
  • Take a leadership role at all times (e.g., in classroom, community outing, staff meetings, & program events) and serve as an ambassador for VIA.
  • Ensure classroom staff adhere to VIA policies and procedures.
  • Develops staffing and student classroom schedules according VIA systems.
  • Demonstrates problem-solving (solutions to challenges) and mediates conflict with staff members.
  • Maintains a well-organized work environment and ensures that the presentation of electronic data collection logs, client graphs, billing notes, supplies, and materials is professional and in-line with VIA's standards.
  • Implements relevant performance management systems consistently.
  • Champions special projects as requested by the Directors.

Position Type
This is a full-time position. This position involves working with students who exhibit challenging and/or aggressive behavior and participation in community outings.
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Requirements
Qualifications
Qualifications include:
  • Master's degree in special education, psychology, behavior analysis, or a related field
  • Board Certified Behavior Analyst certification
  • Valid Virginia license in Behavior Analysis
  • Extensive knowledge and skills in applied behavior analysis and evidence-based strategies for learners with autism and other developmental disabilities

Direct Reports
This position does not have direct reports, but will provide supervision to RBTs in accordance with the BACB.

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