Job Summary: The Behavior Interventionist (BI) is a position that supports students with intensive behavioral and social-emotional needs.
Under the direction of a BCBA with collaboration from the supervising Special Education teacher, the BI implements individualized behavior intervention plans, collects data, and supports students in developing appropriate behavioral, social, and communication skills across all District schools.
The goal of a Behavior Interventionist is to help individuals develop the skills they need to participate in their community and lead independent lives. Behavior Interventionists use a variety of techniques to achieve this goal, including Applied Behavior Analysis (ABA). ABA is an evidence-based practice that involves breaking down complex behaviors into smaller, manageable tasks. These tasks are then taught through repetition and reinforcement. The Behavior Interventionist will then use data to track progress and adjust the intervention plan as needed. The BI may work with individuals one-on-one or in small groups. They may also collaborate with other professionals, such as speech therapists, occupational therapists, and mental health professionals, to provide comprehensive support to individuals with developmental and behavioral disorders.
Distinguishing Features of BI:
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Provides specialized behavioral support using Applied Behavior Analysis (ABA) principles
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Works under direct BCBA supervision with ongoing training and coaching
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Focuses on data collection, behavior analysis, and intervention fidelity
Essential Duties and Responsibilities: Other duties may be assigned.
- Exercises constant supervision of the assigned student(s).
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Implements individualized behavior support plans and classroom behavior strategies under the direction of the supervising Special Education teacher and behavior specialists.
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Provides one-on-one and small group behavioral support to students with intensive behavior, social-emotional, or developmental needs.
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Assists teachers and related service providers in implementing visual supports, social skills instruction, communication supports, and behavioral interventions.
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Supports students in developing communication, social adaptive, and self-regulation skills.
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Utilizes approved evidence-based behavior strategies, including reinforcement, prompting, redirection, and de-escalation techniques.
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Assists with the implementation of IEP goals related to behavior, social-emotional functioning, and adaptive skills.
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Supports students during transitions, community activities, lunch, recess, transportation, and other less structured environments.
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Collects and records behavioral and academic data as directed by the BCBA and/or supervising Special Education teacher.
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Assists with crisis prevention and intervention using district-approved procedures and training.
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Helps students generalize learned skills across educational settings.
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Assists with the preparation and organization of instructional and behavioral materials.
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Collaborates with teachers, service providers, and families to support consistency of interventions.
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Provides input regarding student progress, participation, and behavioral performance.
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Participates in team meetings, IEP meetings, coaching sessions, and required professional development.
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Maintains strict confidentiality of student information and records in accordance with District policy and FERPA.
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Follows all District policies, procedures and professional standards.
Supervision Received: Reports to, receives daily work assignments, and is evaluated by a BCBA in conjunction with the supervising Special Education teacher.
Supervisory Responsibilities: None
Qualification Requirements:
To perform this job successfully, an individual must be able to perform each job function in an efficient and compliant manner. The requirements listed below represent the knowledge, skills and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform the job functions.
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Education and Experience:
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Associate’s degree or equivalent credits required; will accept Acuplacer or ParaPro results as alternative to degree.
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Must successfully complete 40 hours of specialized behavioral training annually.
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Language Skills: Must be able to read, write, and speak English with proficiency.
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Mathematical Skills: Must be able to analyze data and testing results.
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Reasoning Ability/Mental Requirements: Ability to apply common sense understanding to carry out detailed written or oral instructions. Ability to deal with problems involving concrete variables in standardized situations in a safe, efficient manner. Must be able to multi-task to meet objectives on time, on budget.
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Communication & Interpersonal Skills: Ability to communicate courteously, efficiently and effectively with a variety of individuals, including students, faculty, administrators, parents, and representatives of outside organizations and staff. Ability to work cooperatively and effectively with peers, subordinates, supervisors, parents, and outside agencies. Ability to effectively resolve conflicts.
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Other Skills and Abilities:
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1. Follow through and seeing tasks and projects to completion is essential.
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2. Pride in one's work and completion of a task.
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3. Willingness to assist others within changing conditions is essential.
Competencies: The individual in this position must possess the following:
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Dependability – being reliable, punctual, responsible and fulfilling obligations.
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Self-Control – maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in difficult situations.
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Stress Tolerance – accepting criticism and dealing calmly and effectively with high stress situations.
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Cooperation – being pleasant with others and displaying a good-natured, cooperative attitude.
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Concern for Others – being sensitive to others’ needs and feelings and being understanding.
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Attention to Detail – being careful about detail and thorough in completing work tasks.
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Integrity – being honest and ethical.
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Adaptability/Flexibility – being open to change (positive or negative) and to variety in the workplace.
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Independence – guiding oneself with little or no supervision, depending on oneself to get things done.
