PSSP Temporary Position for the 2026/2027 School Year

Registered Behaviour Analyst

LOCATION: St. Lawrence Education Centre

REPORTS TO: Chief Psychologist

SALARY: $76,039 - $91,784** this positions wage is under review**

TERM: September 1, 2026 - return of incumbent or June 25, 2027; whichever is earlier.

FTE: 1.0 FTE (35 hours per week)

This position is part of an existing vacancy.

Job Summary:

Under the direction of the Chief Psychologist, the Registered Behaviour Analyst (RBA)

supports school and regional teams through consultation, coaching, training, and the

development of resources and practices that promote effective, evidence-informed behaviour

support. The role will provide specialized services in a tiered approach throughout the UCDSB

and will assist in the programming and planning for students with behavioural needs.

The RBA will provide behavioural consultation, intervention, and/or assessment regarding

evidence-based strategies and interventions tailored to the school environment for individual

students.

The RBA will also provide ongoing system-wide professional development for elementary and

secondary school staff through the coordination of in-service opportunities to extend awareness

and use of evidence-based strategies to support students with behavioural challenges and

others, as required.

QUALIFICATIONS:

Education:

Completed a Master's degree in Applied Behaviour Analysis or a related field.

Certified as an RBA with the College of Psychologists and Behaviour Analysts of Ontario, in

good standing.

Current certification in Behaviour Management Systems (BMS) or a comparable behaviour

management/crisis intervention program is an asset.

Experience:

Minimum of three (3) years related experience working in an educational or related setting within

a multi-disciplinary team.

Skills Required:

- Extensive knowledge and experience working with students with behavioural challenges
- Understanding of self-regulation as it relates to behavioural intervention
- Strong knowledge of the functional behavioural assessment (FBA) process
- Strong understanding of Applied Behaviour Analysis (ABA) strategies
- Proven behavioural intervention experience with children/youth with autism and/or other

complex needs

- Demonstrated ability/experience working within a consultative, multi-disciplinary model
- Proficiency in planning and delivering adult education, skill-building, and capacity building
- Knowledge of the elementary and secondary education system in Ontario
- Knowledge and implementation of school board policies, regulations and procedures
- Competencies in the development, delivery and evaluation of training programs and

strategies in face-to-face and virtual setting

- Successful experience working collaboratively with community partners
- Superior interpersonal, communication, and collaboration skills
- Ability to communicate effectively both verbally, and in writing




- Excellent organizational and coordinating skills
- Strong analytical, assessment and intervention skills
- Ability to work independently and as a team member
- Thorough understanding of the legal, ethical, and professional obligations governing

practice with children and youth, including privacy and confidentiality requirements,

informed consent, documentation standards, record storage and retention, mandatory

reporting responsibilities, and applicable legislation and professional standards.

Duties & Responsibilities:

- Maintains a caseload of students requiring behaviour assessment, skill development,

stabilization, and individualized behaviour support and treatment plans in accordance with

UCDSB priorities and service delivery guidelines.

- Provides direct and indirect behaviour services to students, including assessment,

intervention planning, data collection and monitoring, and evaluation of outcomes.

- Provides clinical supervision, coaching, mentoring, and direction to designated nonregulated behaviour services staff. Oversees the clinical implementation and fidelity of

behaviour support and treatment plans delivered by assigned staff, ensuring services are

delivered in accordance with skilled standards and evidence-informed practices.

- Assists school teams in assessing and responding to behaviours that pose safety

concerns for students or others through proactive planning, consultation, and evidenceinformed intervention.

- Uses evidence-based practices to build educator capacity in supporting students with

behaviour challenges through consultation, coaching, and recommendations related to

communication, social skill development, self-regulation, instructional strategies, and

environmental supports.

- Develops and teaches professional development workshops and develops evidencebased resources for UCDSB school teams who work with students with behaviour

challenges and other exceptionalities.

- Fosters positive relationships between school, parents, and community through

consultation and collaboration with school and regional teams, parents/guardians, and

community service providers (e.g., participates in school team meetings, regional SST

meetings).

- Demonstrates responsive practices which reflect multiple cultural and social perspectives

and are respectful of diversity.

- Maintains accurate, timely, and professional documentation in accordance with regulatory

standards, UCDSB procedures, privacy legislation, and record retention requirements.





- Practices in accordance with applicable legislation, professional standards, ethical

guidelines, and the requirements of their regulatory body.

- Provides leadership in the implementation of evidence-informed, trauma-informed, and

inclusive behaviour practices across UCDSB.

- Travels extensively throughout UCDSB to provide consultation, training, and support to

students and schools.

- Performs other related professional duties, as assigned

Supervision:

This position provides clinical supervision to designated non-regulated behaviour services and

other staff.

Effort Required (Physical & Mental):

Physical:

Work requires minimum physical effort and physical strain in a variety of normal positions, e.g.

intermittent sitting, standing and running, walking or lifting. Assignment may include awkward

physical positions such as kneeling, squatting and bending. Repetitive physical movements

include keyboarding.

Mental:

Concentration is required for observing, analyzing results, responding to and recording

tasks/writing reports. Activities require concentrated effort, such as listening, interpreting and

reviewing.

Periods of concentration require close, exacting attention to detail or correctness when

observing and supporting best practices, multiple sensory demands; close observation and/or

concentration for the purpose of guiding/analyzing. Occasional extension or modification to

working hours to meet demands/deadlines.

Working Conditions:

The RBA works in a broad continuum of school settings throughout the UCDSB region. Travel

for school board business and to various assigned school sites including during the workday, is

required. Evening meetings may be required from time to time.

Generally agreeable working conditions as those found in schools or equivalent work areas. May

include exposure to demanding/angry people, noise, infectious and communicable diseases

- All applicants will be considered; however, only those to be interviewed will be contacted.

No late submissions will be considered.

The Upper Canada District School Board (UCDSB) is committed to equity in employment. As an equal opportunity employer, we are committed to establishing a qualified workforce that is reflective of the diverse population we serve. The UCDSB is committed to providing accommodations [for people with disabilities]. If you require an accommodation, we will work with you to meet your needs. This would be facilitated upon receiving an interview and would be done by contacting Human Resources at .

The UCDSB may use Artificial Intelligence (AI) tools to screen, select and/or assess applicants in the hiring process. AI is not used to make final hiring decisions.

Please do not obtain or upload a Police Record/ Criminal Record Check with your application. This documentation is not required unless a job offer is extended to you.

📌 Registered Behaviour Analyst - Long-Term Occasional - 1.0 FTE (Canada)
🏢 Upper Canada District School Board
📍 Canada