Special Education Behavior Interventionist

Special Education

Teacher/Professional
- Special Education
- Behavior Interventionist

Job Number

Start Date

Open Date 06/03/2025

Closing Date

• The primary role of the Behavior Interventionist is to provide long term in class supports using the principles of positive behavior support, applied behavior analysis, district supported de-escalation, personal safety, physical intervention strategies/techniques and other evidenced based practices.
• Services provided by the behavior interventionist are designed to assist campuses in building capacity in educating school staff on how to best support students receiving special education services in the least restrictive environments even when challenging behaviors and social emotional skill deficits impact learning and the school environment.

• Texas Teacher's Certification in Special Education, and/or BCaBA or BCBA Licensure
• Bachelor's Degree Minimum
• TBSI, CPI Certification required, within 30 days of employment
• BCBA Certification, strongly preferred, or must be obtained within 3 years of employment with the district.

• Possess quality interpersonal skills, effective oral and written communication skills, and the ability to handle emotionally-charged situations in a professional manner.
• Possess a broad knowledge regarding crisis intervention, de-escalation techniques, social emotional learning competencies, applied behavior analysis techniques and classroom management strategies.
• Experience in the use of positive behavior supports, functional analysis and reinforcement strategies to address replacing challenging behaviors in the school setting.
• Experience in providing differentiated academic instruction, engagement and environmental strategies for students at various functional ability levels.
• Understanding of behavior disorders (ED/BD, ASD, etc.)

• Three years of successful related experience/classroom teaching experience;.
• Three years of experience working with students diagnosed with behavior disorders.

• Support Area Coordinators by providing long-term in-class modeling and coaching for teachers who are serving students receiving special education services.
• Assist campus educational staff members in the development and implementation of support plans that focus on teaching pro-social behaviors, replacement behaviors and coping skills in the least restrict school setting.
• Model research proven techniques to staff in order to facilitate positive behavior change in special education settings and/or with special education students.

• Have a working knowledge of district policies and practices that relate to the department.
• Collaborate, model, coach, and assist teachers in structuring a classroom and instructional supports conducive to successful learning for students with challenging behaviors; focusing on the environmental and instructional match between the setting, the task, the instruction, and the individual student needs.
• Provide campuses with approved de-escalation verbal and physical responses to be used during crisis as well as framework for preventing crisis behavior through classroom structure and intentional instruction in function-based replacement skills.
• Perform approved de-escalation verbal and physical responses during crisis and follow up with intentional instruction in function-based replacement skills.
• Conduct functional behavior assessments (FBA) including records review, classroom observations, interviews, and data collection.
• Design data sheets and use data collection methods that are minimally intrusive on teacher's time and effort as much as practicable.

• Record observable behavior data to conduct functional behavior analysis of challenging behaviors within the school setting.
• Maintain, model, and support staff in understanding the need to honor confidentiality of all academic, behavioral, and personal information.
• Respond to email, telephone calls, mail daily.
• Provide consistent, daily follow-up, feedback, and support of the implementation of the support plan while working an individual case for a campus to the Area Coordinator.

• Utilize scheduling and time management techniques in order to perform the duties and responsibilities of the position.
• Maintain reporting schedules to the Area Coordinator.

• Identify deficits, if any, in the areas of Social Emotional Learning Competencies and school success skills.
• Develop pro-active plans to address any deficits by teaching student function-based replacement skills and staff instructional strategies to support new learning and respond to crisis behavior pro-actively.
• Complete, maintain, train and support campus staff in the gathering of accurate records including behavior data, support plans, and supporting documentation.

• Communicates with campus staff,…