START Behavior Specialist / ABA Specialist 210 day position 2026-2027
Kanawha County Public Schools, Dunbar, WI, United States
START Behavior Specialist / ABA Specialist 210 day position 2026-2027 JobID: 25104
Position Type: Student Support Services
Date Posted: 4/27/2026
Closing Date: 05/01/2026
KANAWHA COUNTY SCHOOLS
Job Description
POSITION: START Behavior Specialist / ABA Specialist
FLSA STATUS: Exempt
EMPLOYMENT TERM: Minimum 210 days annually. Extended employment terms may be established by KCSBOE.
SALARY: Pursuant to WV Code §18A-4-2, in accordance with Kanawha County Specialist Salary Schedule, commensurate with experience and education level.
EVALUATION: Performance in this position will be evaluated by the immediate supervisor in accordance with WV State Code §18A-2-12, WV State Board Policy 5310, and KCS G48A.
JOB SUMMARY:
The KCS START Program Behavior Specialist / ABA Specialist supports students enrolled in the START Program at Dunbar Primary School, a supportive, therapeutic kindergarten option designed for students who need intensive assistance with emotional regulation, behavior, school readiness, and transition to the school setting. The Behavior Specialist works collaboratively with teachers, special education staff, ECCATs, related service providers, administrators, and community mental health partners to develop, implement, and monitor effective behavioral supports for students with significant behavioral, emotional, social, communication, and developmental needs.
The Behavior Specialist provides leadership in the use of Applied Behavior Analysis (ABA) principles, behavior intervention planning, data collection, staff coaching, and proactive behavioral support systems within the START classrooms. In addition, this individual will support the behavioral needs of other students at Dunbar Primary School, as needed, through consultation, assessment, problem‑solving, staff support, and development of appropriate behavior interventions.
The Behavior Specialist helps ensure that behavioral programming is educationally relevant, developmentally appropriate, student‑centered, and aligned with IDEA, West Virginia law and regulations, and applicable ethical standards.
GENERAL PERFORMANCE REQUIREMENTS AND RESPONSIBILITIES:
Provide behavior analytic and behavioral support services to students in the KCS START Program at Dunbar Primary School.
Support the behavioral needs of other Dunbar Primary School students, as needed, through consultation, observation, problem‑solving, assessment, intervention planning, and staff support.
Collaborate with START program teachers, special education teachers, ECCATs, related service providers, school administrators, and mental health partners to create and maintain structured, supportive, and therapeutic learning environments.
Conduct Functional Behavior Assessments (FBAs) for students with significant behavioral, emotional, social, or communication needs.
Guide and assist IEP teams in the development and revision of Behavior Intervention Plans (BIPs) based on FBA results and student data.
Attend IEP meetings as needed and assist in the development of behavior goals, supports, accommodations, and specially designed instruction related to student behavior and self‑regulation.
Provide staff training on the implementation of BIPs, proactive classroom supports, de‑escalation strategies, reinforcement systems, and other research‑based behavioral practices.
Model effective Applied Behavior Analysis (ABA) strategies and behavior support techniques in classrooms and other school settings.
Use knowledge of Behavior Skills Training to provide effective coaching, modeling, feedback, and support to teachers, paraprofessionals, and other school staff.
Develop practical, user‑friendly data collection systems that can be implemented by school staff to monitor student behavior, skill development, and intervention effectiveness.
Train and support staff in accurate data collection, progress monitoring, data analysis, and use of data to inform decision‑making.
Monitor student progress on behavioral goals and interventions through ongoing collection, review, graphing, and analysis of data.
Conduct skills assessments, as appropriate, for students with significant developmental, communication, behavioral, and functional needs.
Assist staff in identifying and implementing proactive supports that build students’ coping skills, emotional regulation, communication, social interaction, and school readiness.
Support gradual transition of START students into general education activities and settings, with appropriate scaffolds and fading adult support, as determined by student need.
Assist with crisis prevention, safe response planning, and development of appropriate supports for students with documented severe behavior, trauma histories, and significant mental or emotional concerns.
Provide ongoing feedback, coaching, and supervision to teachers, paraprofessionals, and other support staff regarding implementation of behavioral strategies and interventions.
Work effectively as part of a multidisciplinary team and maintain strong communication with school staff, families, and outside providers, as appropriate.
Provide training and support to caregivers and service providers, as needed, to promote consistency across settings.
Introduce interventions and recommendations in a clear, practical, and straightforward manner that is understandable and usable by school staff.
Maintain appropriate documentation and records related to assessments, intervention plans, progress monitoring, staff support, and required reports.
Demonstrate strong written and oral communication skills and maintain professionalism in all interactions.
Accept all other responsibilities as assigned by the principal or designee.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. However, accommodations as provided below may be provided to help you perform essential job duties.
QUALIFICATIONS:
Board Certified Behavior Analyst (BCBA) and/or
Master’s Degree in Special Education and/or related field
Experience working with students in special education and/or early childhood school settings
Experience working with students with significant behavioral challenges, autism, trauma histories, emotional/behavioral concerns, social‑communication deficits, and/or developmental disabilities preferred
Special consideration for those pursuing BCBA certification (required to pass exam within 1 school year)
BCBA preferred
Demonstrated ability to collaborate effectively with teachers, administrators, support staff, related service providers, families, and community partners
Strong knowledge of behavior intervention, staff coaching, data analysis, and school‑based behavioral support systems
Experience supporting young children and school teams in structured, therapeutic, and behaviorally intensive environments preferred
PHYSICAL DEMANDS:
The physical demands described 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. While performing the duties of this job, the employee is frequently required to reach, stand, walk, lift, grasp, write, talk, hear, see, use technology such as computers and multimedia equipment and use repetitive motions. While performing duties of this job, the employee may frequently lift and/or move at least 10 pounds of materials. Specific vision abilities required by this job include close vision such as to read handwritten or typed material and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff members.
WORK ENVIRONMENT:
The work environment characteristics described here 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. Most commonly, the educational setting is indoors with outdoor setting for recess and field trip activities.
The information contained in the job description is for compliance with the Americans with Disabilities Act (ADA) and is not an exhaustive list of duties performed by this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned by the Superintendent or his/her designee.
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Position Type: Student Support Services
Date Posted: 4/27/2026
Closing Date: 05/01/2026
KANAWHA COUNTY SCHOOLS
Job Description
POSITION: START Behavior Specialist / ABA Specialist
FLSA STATUS: Exempt
EMPLOYMENT TERM: Minimum 210 days annually. Extended employment terms may be established by KCSBOE.
SALARY: Pursuant to WV Code §18A-4-2, in accordance with Kanawha County Specialist Salary Schedule, commensurate with experience and education level.
EVALUATION: Performance in this position will be evaluated by the immediate supervisor in accordance with WV State Code §18A-2-12, WV State Board Policy 5310, and KCS G48A.
JOB SUMMARY:
The KCS START Program Behavior Specialist / ABA Specialist supports students enrolled in the START Program at Dunbar Primary School, a supportive, therapeutic kindergarten option designed for students who need intensive assistance with emotional regulation, behavior, school readiness, and transition to the school setting. The Behavior Specialist works collaboratively with teachers, special education staff, ECCATs, related service providers, administrators, and community mental health partners to develop, implement, and monitor effective behavioral supports for students with significant behavioral, emotional, social, communication, and developmental needs.
The Behavior Specialist provides leadership in the use of Applied Behavior Analysis (ABA) principles, behavior intervention planning, data collection, staff coaching, and proactive behavioral support systems within the START classrooms. In addition, this individual will support the behavioral needs of other students at Dunbar Primary School, as needed, through consultation, assessment, problem‑solving, staff support, and development of appropriate behavior interventions.
The Behavior Specialist helps ensure that behavioral programming is educationally relevant, developmentally appropriate, student‑centered, and aligned with IDEA, West Virginia law and regulations, and applicable ethical standards.
GENERAL PERFORMANCE REQUIREMENTS AND RESPONSIBILITIES:
Provide behavior analytic and behavioral support services to students in the KCS START Program at Dunbar Primary School.
Support the behavioral needs of other Dunbar Primary School students, as needed, through consultation, observation, problem‑solving, assessment, intervention planning, and staff support.
Collaborate with START program teachers, special education teachers, ECCATs, related service providers, school administrators, and mental health partners to create and maintain structured, supportive, and therapeutic learning environments.
Conduct Functional Behavior Assessments (FBAs) for students with significant behavioral, emotional, social, or communication needs.
Guide and assist IEP teams in the development and revision of Behavior Intervention Plans (BIPs) based on FBA results and student data.
Attend IEP meetings as needed and assist in the development of behavior goals, supports, accommodations, and specially designed instruction related to student behavior and self‑regulation.
Provide staff training on the implementation of BIPs, proactive classroom supports, de‑escalation strategies, reinforcement systems, and other research‑based behavioral practices.
Model effective Applied Behavior Analysis (ABA) strategies and behavior support techniques in classrooms and other school settings.
Use knowledge of Behavior Skills Training to provide effective coaching, modeling, feedback, and support to teachers, paraprofessionals, and other school staff.
Develop practical, user‑friendly data collection systems that can be implemented by school staff to monitor student behavior, skill development, and intervention effectiveness.
Train and support staff in accurate data collection, progress monitoring, data analysis, and use of data to inform decision‑making.
Monitor student progress on behavioral goals and interventions through ongoing collection, review, graphing, and analysis of data.
Conduct skills assessments, as appropriate, for students with significant developmental, communication, behavioral, and functional needs.
Assist staff in identifying and implementing proactive supports that build students’ coping skills, emotional regulation, communication, social interaction, and school readiness.
Support gradual transition of START students into general education activities and settings, with appropriate scaffolds and fading adult support, as determined by student need.
Assist with crisis prevention, safe response planning, and development of appropriate supports for students with documented severe behavior, trauma histories, and significant mental or emotional concerns.
Provide ongoing feedback, coaching, and supervision to teachers, paraprofessionals, and other support staff regarding implementation of behavioral strategies and interventions.
Work effectively as part of a multidisciplinary team and maintain strong communication with school staff, families, and outside providers, as appropriate.
Provide training and support to caregivers and service providers, as needed, to promote consistency across settings.
Introduce interventions and recommendations in a clear, practical, and straightforward manner that is understandable and usable by school staff.
Maintain appropriate documentation and records related to assessments, intervention plans, progress monitoring, staff support, and required reports.
Demonstrate strong written and oral communication skills and maintain professionalism in all interactions.
Accept all other responsibilities as assigned by the principal or designee.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. However, accommodations as provided below may be provided to help you perform essential job duties.
QUALIFICATIONS:
Board Certified Behavior Analyst (BCBA) and/or
Master’s Degree in Special Education and/or related field
Experience working with students in special education and/or early childhood school settings
Experience working with students with significant behavioral challenges, autism, trauma histories, emotional/behavioral concerns, social‑communication deficits, and/or developmental disabilities preferred
Special consideration for those pursuing BCBA certification (required to pass exam within 1 school year)
BCBA preferred
Demonstrated ability to collaborate effectively with teachers, administrators, support staff, related service providers, families, and community partners
Strong knowledge of behavior intervention, staff coaching, data analysis, and school‑based behavioral support systems
Experience supporting young children and school teams in structured, therapeutic, and behaviorally intensive environments preferred
PHYSICAL DEMANDS:
The physical demands described 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. While performing the duties of this job, the employee is frequently required to reach, stand, walk, lift, grasp, write, talk, hear, see, use technology such as computers and multimedia equipment and use repetitive motions. While performing duties of this job, the employee may frequently lift and/or move at least 10 pounds of materials. Specific vision abilities required by this job include close vision such as to read handwritten or typed material and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff members.
WORK ENVIRONMENT:
The work environment characteristics described here 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. Most commonly, the educational setting is indoors with outdoor setting for recess and field trip activities.
The information contained in the job description is for compliance with the Americans with Disabilities Act (ADA) and is not an exhaustive list of duties performed by this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned by the Superintendent or his/her designee.
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