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When you join the Trinity team, you become a member of a culture of kindness – a community that truly cares. Through your work helping people with disabilities and mental illness flourish and live full and abundant lives, you will meet lifelong friends and experience ample opportunities for growth.

At Trinity, staff members receive recognition for outstanding work and discretionary effort, reinforcing the value of positive relationships throughout the organization, and are given room to exercise their talents and use them for the benefit of helping others. With ample opportunities to grow and flourish, join our team today! Apply for any of our open positions, below. For Independent Living Coach opportunities, click here.

BEHAVIOR ANALYST-School 5221R (New Lenox, IL)


LOCATION: Trinity School, New Lenox, IL

SCHEDULE: M-F, Full-Time


Under the general supervision of the Program Administrator provides treatment or habilitation services to individuals who may have a cognitive and/or mental disability. In order to realize Trinity’s mission, great importance must be placed on those activities which encourage the growth and development of individuals receiving services and supports.  Certain positions have a direct impact on that growth, including that of Behavior Analysts.  The following narrative highlights the routine expectations, events, and activities that are carried out on an ongoing basis by a Behavior Analyst at Trinity Services.  The Behavior Analyst is a Masters- or PhD-level professional who provides behavior analytic services to those individuals who require it.  


  1. Behavior Analysts serve as agency-wide leaders, willing to share expertise in the context of agency committees, presentations, and training opportunities. Participation in pre-service, in-service, BA Basics, and QDDP Training, is required.
  2. The Behavior Analyst is a member of the Individual Supports Committee (ISC) and attends meetings once a month. Prior to ISC meetings, the Behavior Analyst will review the Social Transition Plans and corresponding data to which they were assigned by the ISC Chair. During the ISC meetings, the Behavior Analyst should offer clinical, programmatic, and behavior analytic strategies to enhance Social Transition Plans.
  3. Behavior Analysts are responsible for supporting the QDDP in completing efficient and effective on-the-job training for ILCs in the areas of outcomes and person-centered philosophy, as well as training regarding how and when to implement learning programs and behavioral programs. Continual training of QDDPs and ILCs is a high priority and must be done in a timely fashion after programmatic changes are made.
  4. Training the QDDPs and ILCs who work directly with individuals in the home and day program, with regards to programmatic and behavioral issues, is a critical function of the Behavior Analyst. The Behavior Analyst is the expert in the this area and must be able to generate creative solutions to habilitation, treatment, and teaching issues, modify materials for particular individuals and staff where appropriate, and seek additional consultation with other Behavior Analysts when needed.
  5. The Behavior Analyst has a strong understanding of his or her role in the life of the individual and services provided for that person at Trinity programs. This requires a working understanding of disabilities, especially mental retardation, which allows the Behavior Analyst to help the QDDP appropriate programs and expectations for service outcomes. This also requires that the Behavior Analyst immerse his or herself in the most current behavior analytic research.
  6. Behavior Analysts are expected to complete functional assessments, and analyses if necessary, with a high level of expertise. Behavior Analysts are also responsible for conducting observations for the purpose of determining the function(s) of specific behavior.
  7. Developing feasible evidence-based behavior plans is one of the primary roles of a Behavior Analyst. This responsibility would require the person to assess baseline, function, and develop a function based plan specific for that individual. Once the plan has been developed and reviewed by the Individual Supports Committee (ISC) and Human Rights Committee (HRC) all staff that would implement the plan would be trained. Following implementation the behavior analyst would monitor data being collected, make modifications if the data reflects an increase, and observe staff to check for reliability.
  8. Behavior Analysts are acquainted with and follow the principles outlined in Outcome Management, which requires a commitment to a person-centered philosophy. A key value associated with person-centered planning is dedication to putting the person and his or her wishes first. Behavior Analysts are aware that Trinity Services and all of its programs are accredited by The Council on Quality and Leadership Supports, and as a result a full understanding of CQL accreditation standards is required. Person-centered language, in writing and in person, is required at all times.
  9. Behavior Analysts proactively consult with QDDPs, Team Leaders, ILCs, parents, day program staff and any other persons involved in the person’s life, in order to ensure his/her wants and needs are addressed in all environments. Behavior Analysts edit and oversee the creation of Individual Service Plans and Social Transition Plans, which are dynamic, ever-changing documents.


  1. Master's degree in psychology with an understanding of the dynamics and appropriate treatment techniques utilized with mentally ill or developmentally disabled adults.
  2. Must have a strong understanding of the principles of Behavior Analysis, in addition to mental retardation and other disability issues.
  3. Excellent human relation skills, is able to be a role model with staff and the individuals being served.
  4. Is able to develop self-determined measures of program outcome and accomplishment.
  5. Requires organizational ability and superior communication skills.
  6. The physical activities for this position involve: balancing, fingering, pulling, pushing, standing, climbing, grasping, stooping, crouching, crawling, kneeling, reaching, lifting, repetitive motion, pushing wheelchairs, and lifting up to 40 pounds

CONTACT: Qualified candidates should send your resume to Laurie Ferfecki at