When people ask what a typical day looks like for a New Jersey school-based BCBA (Board Certified Behavior Analyst), I usually smile and say, “It depends!” No two days are exactly the same, but each is guided by one mission: helping students succeed by improving behavior and supporting learning. I work side by side with students, teachers, paraprofessionals, and other specialists to create meaningful change using the science of behavior analysis.
Starting the Day: Reviewing Data and Prioritizing Support
Each morning starts early with a quick dive into data collected the day before. This helps me identify which students or classrooms need immediate attention. From there, I map out my day and head into the building ready to support wherever I’m needed most.
Throughout the day, I observe various classrooms—ranging from general education settings to self-contained special education environments. During these visits, I look closely for patterns in student behavior, identify environmental triggers, and take detailed notes. These observations are critical for developing or refining behavior intervention plans (BIPs).
Occasionally, I’m called into situations that require quick decision-making and crisis support. In those moments, staying calm and solution-focused is essential.
Midday: Collaborating with the Team
As the day progresses, my schedule often shifts toward meetings and collaboration. Around midday, I join forces with special education teachers, speech and occupational therapists, and school psychologists. Together, we analyze student progress, troubleshoot challenges, and adjust goals to meet students’ evolving needs.
In addition to formal meetings, I spend time with paraprofessionals, offering in-the-moment coaching. Whether it’s modeling a strategy or answering questions, I aim to build confidence and consistency in implementing behavior support plans.
Supporting and training staff is a major part of my day—because even the most well-designed behavior plan is only effective if the entire team understands and feels empowered to use it.
Afternoon: Bridging the Gap Between Theory and Practice
Later in the afternoon, my focus usually turns to documentation and planning. I might be writing Functional Behavior Assessments (FBAs), updating BIPs, or preparing reinforcement systems and data collection tools. These behind-the-scenes tasks are just as important as the time I spend in classrooms.
On some days, I also lead professional development sessions for teachers and staff. These sessions may cover a variety of topics—from using positive reinforcement and de-escalation strategies to supporting students with autism in inclusive settings. My goal in these trainings is to bridge the gap between theory and everyday classroom practice, making behavior analysis both understandable and usable.
Wrapping Up: Reflecting and Planning Ahead
Before the day ends, I take time to review updated data, make notes for the next day, and reflect on the wins and challenges of the day. This quiet moment of reflection helps me fine-tune my approach and stay focused on what matters most: supporting student success.
Without a doubt, being a school-based BCBA is challenging. However, it’s also one of the most rewarding roles I’ve ever had. Every small victory—whether it’s a student using words instead of aggression or a teacher feeling more equipped to manage a tough situation—reaffirms why I do this work.
In the end, we’re not just managing behavior. We’re building skills, nurturing relationships, and creating real opportunities for students to thrive.
How We Help Schools in New Jersey
At Graham Behavior Services, we partner with schools across New Jersey to provide comprehensive behavior support. From writing and implementing IEPs to conducting FBAs and delivering staff training, our experienced team is here to make a lasting impact.
Want to learn more?
- Visit grahambehavior.com/schools to see how we support schools, teachers, and districts.
- Contact us today to find out how we can help your students and staff succeed!
