Description:
JOIN THE ECS4Kids TEAM
ECS4Kids (formerly Episcopal Children’s Services) is a 2026 Top Workplace that honors young children’s immense potential by helping them enter school ready to learn. We cultivate lifelong learners by immersing children in enriching guided experiences and discovery-oriented approaches. Through programs like Voluntary Prekindergarten (VPK), Head Start, School Readiness, Child Care Resource & Referral (CCRR), and more, our dedicated professionals work with families and caregivers throughout Florida to promote children’s well-being. These enable us to strengthen key areas including motor development, cognitive development, social and emotional development, language and communication skills, and problem-solving skills.
Partner with us to help empower communities to rise above generational poverty with comprehensive early childhood education and holistic family support. We have career opportunities available in several counties throughout Northeast and Central Florida.
ECS4Kids offers a competitive benefit package which includes:
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Medical, dental and vision insurance
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403(b) plan with 5% employer match
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Employee Assistance Program (EAP)
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Long-term & short-term disability insurance
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Employer-paid life insurance
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Paid holidays
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Generous paid time off
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Career development
Qualifying employer for Public Service Loan Forgiveness Program
GENERAL DESCRIPTION
The Behavior Specialist is responsible for developing and providing behavior intervention services to children exhibiting challenging behaviors, ensuring their social-emotional development and success in the classroom environment, and ensuring compliance with the Head Start Program Performance Standards.
MAJOR RESPONSIBILITIES:
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Conduct functional behavior assessments (FBAs) to identify underlying factors contributing to challenging behaviors.
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Execute and oversee behavioral interventions plans for children.
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BCaBA certified staff may provide behavior-analytic services under the supervision of a BCBA and
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supervise the work of Registered Behavior Technicians (RBTs).
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Coordinate with teachers, parents, special needs assistants and other support staff to implement individualized behavior intervention plans (BIPs) based on assessment findings.
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Promote positive behavior and reduce challenging behaviors in children.
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Provide direct support and interventions to children in individual or small group settings.
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Collaborate and train teachers and other support staff to integrate behavior plans and support strategies into classroom routines and activities to teach replacement behaviors to enhance social skills and emotional regulation.
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Monitor progress and adjust intervention plans as needed based on ongoing assessment and data collection.
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Communicate with parents, teachers, special needs assistants, center staff, and support staff regarding child’s progress.
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Consult with families to provide guidance and support in implementing behavior intervention strategies at home.
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Work closely with the Child Disability Specialist, Mental Health Specialist, and the Education Specialist to integrate services into overall program goals and initiatives to promote the school readiness skills of children and achieve child outcomes.
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Communicate effectively with interdisciplinary team members, including speech therapists, occupational therapists, and mental health professionals.
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Provide ongoing professional development for teachers and support staff on behavior management techniques and strategies to enhance staff's understanding of behavior intervention principles and practices.
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Maintain accurate and confidential records of behavior assessments, intervention plans, progress notes, and related documentation.
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Prepare reports and summaries on student progress and behavior outcomes for team meetings and program reviews.
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Ensure compliance with Head Start Program Performance Standards on all documentation requirements and data collection protocols.
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Ensure compliance with the Head Start Program Performance Standards on the policy for suspension and expulsion of children.
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Support the implementation of best practices with the trauma-informed care initiatives.
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Perform all other duties as requested or needed.
(These essential job functions are not to be construed as a complete statement of duties performed. Employees will be required to perform other related marginal duties as required.)
ORGANIZATIONAL RELATIONSHIP:
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This position reports directly to the Director of Behavior Services.
Requirements:
EDUCATION AND EXPERIENCE:
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Board Certified Assistant Behavior Analyst (BCaBA) with completed 8-hour supervision training highly preferred.
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May consider those with (1) a degree from an APBA-accredited program or an ABAI-accredited bachelor’s program with the required fieldwork or (2) completion of an undergraduate degree, behavior-analytic coursework, and the required fieldwork with intent to pursue BCaBA certification.
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Experience working with children with special needs and challenging behaviors along with experience in Early Childhood Education required.
SKILLS, KNOWLEDGE AND ABILITIES:
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Must understand behavioral characteristics associated with early childhood behavior disorders, autism, intellectual disabilities, trauma exposure, and other behavior issues.
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Must have a strong understanding of Early Childhood Education.
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Must have a foundation in applied behavior analysis.
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Understand instructional methods and early childhood education curriculum.
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Must be comfortable providing individual, small group and larger group trainings.
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Must have excellent interpersonal skills.
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Must be able to manage emotionally charged situations.
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Has the ability to train other people to apply behavior management techniques effectively.
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Has knowledge of and knows how to work with various support systems that are available in a community.
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Must know and understand state and federal laws and regulations associated with special education.
LICENSES, CERTIFICATION OR REGISTRATIONS:
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Valid driver’s license and proof of automobile coverage
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Satisfactory Driving Record (as outlined in Vehicle Driving Policy)
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Completion of 15 hours of in-service / professional development training hours annually
ENVIRONMENTAL CONDITIONS:
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Works in an office/remote environment when performing administrative functions
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Works in early childhood classroom settings
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Travel to multiple sites required with occasional out-of-town travel, including nights and weekends
ESSENTIAL PHYSICAL SKILLS:
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Typical Physical & Mental Demands: Requires prolonged sitting with some bending, stooping, and stretching, and eye-hand coordination and manual dexterity sufficient to operate a keyboard, telephone, photo copier, calculator, and other office equipment.
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Requires normal range of hearing and eyesight to communicate with clients and staff.
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Occasional physical work including lifting, pushing or pulling objects up to 50 pounds may be required.
Background Requirements
A Level II Background Screening which consists of a local, state, and federal criminal check will be completed on all employees and any contracted employee position, intern position or volunteer position in which individuals have contact with children, have access to confidential information and / or are in a position of special trust. To learn more about the system used to conduct these checks, you can use this link - https://info.flclearinghouse.com/
(Reasonable accommodations will be made for otherwise qualified individuals with a disability)
