Position: 26-27 Behavioral Specialist
Behavior Intervention Specialist
Exemption Status/Test:
Exempt/Professional
Reports to:
Director of Special Education
Date Revised:
July 2026
Primary
Purpose:Provide support and training for teachers, staff, and parents to address and manage students with challenging behaviors.
Qualifications:Education/Certification:
Bachelor's degree in education from accredited university
Valid Texas teaching certificate with required special education endorsements preferred
Registered Behavior Technician or Board-Certified Behavior Analyst preferred
Special Knowledge/
Skills:
Knowledge of special needs of students in assigned area
Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal setting and implementation
Knowledge of behavior and social skill intervention techniques and methodology
Ability to work with students with pervasive developmental disabilities
Ability to develop and deliver training to adult learners
Strong organizational, communication, and interpersonal skills
Experience:
Three (3) years of experience as a special education teacher, in related social work, or in work related to the certified field.
Experience working with students including implementing behavior management strategies.
Major
Responsibilities and Duties:Instructional and Program Management
Collaborate with administrators and teachers to design and develop research based behavioral intervention plans (BIP), provide support to instructional staff in implementing BIPs, and classroom management strategies.Monitor the effectiveness of behavior intervention plans and recommend changes as needed.Conduct functional behavioral assessment (FBA) based on observation of students in school, home, and community environments. Work with school staff and parents in teaching socially acceptable behaviors to students based on individual needs.Participate in admission, review, and dismissal (ARD) committee meetings. Work collaboratively with parents, teachers, and other staff members to ensure success in meeting individual educational plan (IEP) goals.Manage student behavior and administer discipline including intervening in crisis situations and physically restraining students as necessary according to IEP.Assist teachers with lesson planning, lesson modeling, classroom management, and behavior management.Develop and maintain effective behavioral management and intervention techniques with individual and/or groups of students and provide assistance in meeting educations, occupational, and personal needs.Provide individual and small group activities designed to improve interpersonal relationships and social skills for students attending an Alternative Education Program (AEP).Participate in the Response to Intervention (RtI) process and Early Intervention Team (EIT) meetings to address academic and behavioral issues with identified students.Conference with parents, administrators, and teachers concerning school and student issues.Conduct home visits as needed.Training and Staff Development
Identify staff development needs, develop and present training, and coach campus personnel to continually develop and enhance behavioral assessment and intervention skills.Provide behavior management training for parents as needed.Professional Growth and Development
Pursue continuous improvement and growth in knowledge of behavior intervention strategies, methodologies, and analysis.Other
Consult with district and outside resources regarding education, social, medical, and personal needs of students.May serve on campus behavioral threat assessment and safe and supportive schools team.Follow district safety protocols and emergency procedures.Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.Compile, maintain, and file all physical and computerized reports, records, statistical data, and other documents required.Keep informed of and comply with federal, state, district, and school regulations and policies for special education.Perform other duties as assigned by the campus principal, assistant superintendent, and the Superintendent of Schools.Supervisory Responsibilities:None
Mental Demands/Physical Demands/Environmental Factors:
Tools/Equipment Used:
Personal computer and peripherals, and other instructional equipment
Posture:
Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting
Motion:
Frequent walking
Lifting:
Regular light lifting and carrying (less than 15…
