Behavior Interventionist

Essential Duties and Responsibilities

• Implement and monitor individualized Behavior Intervention Plans (BIPs) under the direction of the Behavioral Clinician.

• Provide in-the-moment coaching and modeling of behavioral strategies for teachers, paraprofessionals, and support staff.

• Assist with de-escalation, crisis response, and safety interventions using school approved techniques.

• Support the development and delivery of ongoing behavior-focused training for staff within the assigned hub(s).

• Collect and document behavior data accurately and consistently; assist in progress monitoring and fidelity checks.

• Collaborate daily with the assigned Behavioral Clinician to share observations, review data, and adjust interventions as needed.

• Maintain active collaboration with the therapy team (e.g., occupational therapists, speech-language pathologists, counselors) to ensure continuity and integration of student support strategies.

• Participate in student support meetings, IEP meetings (when requested), and other team-based planning efforts.

• Foster a positive, trauma-informed environment that promotes student growth and staff confidence.

• Maintain confidentiality and comply with all school policies, procedures, and applicable laws/regulations.

Working Conditions

• Daily work in classroom and common school environments; frequent walking or

standing required.

• Regular exposure to challenging student behaviors.

• May involve physical interventions as trained and required by policy.

Work Schedule

• Full-time, aligned with school calendar; occasional professional development days

required.

Required:

• Associate's degree, OR a minimum of 60 college credit hours, in Education,

Psychology, Social Work, or a related human services field.

• Experience working with students with behavioral challenges in educational,

therapeutic, or similar settings.

• Strong interpersonal and communication skills.

• Ability to stay calm and professional in high-stress situations.

• Understanding of principles of positive behavior support, trauma-informed care,

and de-escalation techniques.

• Ability to take direction and collaborate with clinical, educational, and therapy staff.

Preferred:

• Preferred substitute teacher certification or previous experience.

• Certification in CPI, Safety-Care, or similar crisis intervention program.

• Experience with data collection systems (e.g., ABC charts, frequency counts,

interval recording).