Behavioral Interventionist

• Implement the student's established Behavior Intervention Plan (BIP), if applicable, and follow agreed-upon behavioral strategies consistently.
• Identify potential triggers, recognize early signs of distress, and use proactive strategies to prevent behavioral escalation.
• Support the student in developing emotional regulation, frustration tolerance, flexibility, and problem-solving skills.
• Use positive reinforcement, predictable routines, visual supports, and clear expectations.
• Respond to behavioral challenges calmly, respectfully, and consistently, following school policies and approved crisis-response procedures.
• Document behavioral patterns, incidents, progress, and successful interventions objectively.
• Communicate significant behavioral concerns to the appropriate case manager or administrator.

• Support the student in navigating transitions, changes in routine, sensory needs, and unexpected situations.
• Provide clear, concrete, and developmentally appropriate directions.
• Help the student interpret social cues, understand expectations, and communicate needs appropriately.
• Teach and reinforce self-advocacy, coping strategies, and appropriate ways to request assistance, breaks, or clarification.
• Support executive functioning skills, including organization, task initiation, planning, and time management.
• Respect the student's dignity, communication style, sensory needs, and individual strengths.

• Support access to instruction in general education and special education settings in accordance with the student's IEP.
• Assist the student in understanding directions, beginning tasks, maintaining engagement, and completing assignments.
• Collaborate with classroom teachers to implement accommodations and behavioral strategies.
• Encourage active participation in classroom discussions, group work, electives, and school activities.
• Promote independence rather than completing work for the student or creating unnecessary dependence on adult prompting.
• Support transitions between classes and school environments as needed.

• Facilitate positive peer interactions and appropriate participation in group activities.
• Teach and reinforce skills related to personal space, communication, conflict resolution, and perspective-taking when appropriate.
• Help the student navigate less structured settings, such as lunch, hallways, assemblies, and extracurricular activities, when identified as areas of need.
• Encourage positive relationships with peers and school staff.
• Support participation in the school community while maintaining the student's privacy and dignity.

• Use a gradual release of support, reducing prompts as the student demonstrates readiness.
• Teach the student to recognize when support is needed and how to request it.
• Encourage independent movement, task completion, transitions, and decision-making as appropriate to the student's needs and safety.
• Collect data on progress toward behavioral, social, executive functioning, and independence goals.
• Help the student generalize skills across classes, teachers, settings, and situations.

• Work closely with the Special Education Case Manager and Director of Special Education to ensure consistent implementation of the IEP and behavioral supports.
• Communicate with general education teachers regarding effective strategies, classroom expectations, and student progress while protecting confidential information.
• Participate in team meetings, behavior reviews, and professional development as requested.
• Maintain accurate documentation of services, behavioral data, and student progress as required.
• Share concerns promptly and contribute observations to support team decision-making.
• Follow school policies, confidentiality requirements, and professional boundaries.

• Experience working with high school students with autism spectrum disorder and/or other developmental or behavioral support needs preferred.
• Knowledge of positive behavior support, de-escalation strategies, and reinforcement systems.
• Ability to build trusting, professional relationships with adolescents.
• Strong communication, observation, documentation, and collaboration skills.
• Ability to remain calm and consistent during challenging situations.
• Understanding of adolescent development, executive functioning, sensory regulation, and social communication differences.
• Willingness to implement individualized plans consistently and accept coaching from the special education team.
• Required education, certifications, and crisis-prevention training as established by the school and applicable regulations.

• Maintain student confidentiality at all times.
• Follow the student's IEP, BIP, accommodations, and established safety procedures.
• Use respectful, non-punitive, strengths-based approaches.
• Avoid power struggles and prioritize prevention, regulation, and relationship-building.
• Maintain professional boundaries and communicate concerns through the appropriate supervisory structure.
• Avoid changing behavioral interventions, consequences, or student supports independently without team consultation.
• Promote inclusion and independence rather than unnecessarily isolating the student or serving as a barrier between the student and peers.
• Recognize that the role is educational and skill-building, not simply supervision or discipline.
  

Salary : $25 - $30