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Behavior Specialist (BCBA preferred) Long Term Sub

Scarborough Public Schools Portland, ME (Onsite)
Experience:
Avoidant Personality Disorder
ECT
Functional Behavior Assessments
Individuals
School
Research Facilities/Labs/Clinical Trials

About Job

Position Type:
Special Services/Special Education Teacher
Date Posted:
3/25/2025
Location:
District Wide
Date Available:
Immediately
Closing Date:
Until Filled Job Title: Behavior Specialist (BCBA preferred) Long Term Sub
Date Available: Immediately
Application Instructions: Scarborough Public Schools does not accept paper applications or supporting materials or from online recruiting sites. All applications and supporting materials are to be completed via Frontline Applicant Tracking at www.applitrack.com/scarborough/onlineapp
Description: Position would be responsible for working directly with students, conducting Functional Behavior Assessments, developing positive behavior plans, analyzing data, and teaching regular education and special education staff how to implement positive behavior programs and promote student independence. Position is primarily at the high school level but may also work with students in grades 3-8 as needed. Position available through the end of the current school year.
Qualifications: Board Certified Behavior Analyst (BCBA) and/or a minimum of 3 years' experience working with school aged students. Maine DOE 282: Teacher of Children with Disabilities or BCBA certification required (BCBA certification preferred)..
Maine State Law requires ALL school employees to be fingerprinted and pass a Criminal History Record Check (CHRC). A copy of your CHRC MUST be uploaded as part of your application to be considered. Maine Department of Education Certification Information and Maine's Criminal History Record Check (CHRC) requirements, please see the Maine Department of Education website at

Professional Field

professional badgeBehavior Analysis
professional badgeOther Behavioral, Mental, or Healthcare Field

Patient Focus

Diagnoses

Avoidant Personality Disorder

Age Groups

Children (5-10)

Therapeutic Approach

Methodologies

ECT
Functional Behavior Assessments

Modalities

Individuals

Practice Specifics

Populations

School

Settings

Research Facilities/Labs/Clinical Trials
Home Health/In-home