What are the responsibilities and job description for the Behavior Specialist position at Yuma School District One?
- Conducts Functional Behavior Assessments (FBAs) to determine root causes of student behaviors.
- Develops and monitors individualized Behavior Support Plans (BSPs) aligned to student needs.
- Implements ABA-based strategies to improve student engagement, regulation, and behavior in both general education and special education settings along with modern/new strategies for behavior support.
- Responds to urgent behavioral concerns, providing crisis intervention and de-escalation support in real time.
- Supports school teams in implementing Positive Behavioral Interventions and Supports (PBIS) frameworks to improve school climate.
- Collects, analyzes, and utilizes behavior data to inform intervention planning and progress monitoring, adjusting strategies when needed.
- Assists with creating structured classroom environments that foster positive behavior and reduce disruptions.
- Oversees and supports paraprofessionals assigned to intensive behavioral support roles at various school sites; provides clear communication, expectations, training, and coaching to paraprofessionals to ensure fidelity in implementing behavior plans and ABA strategies.
- Conducts regular observations, feedback sessions, and collaborative meetings with paraprofessionals to build capacity and consistency in student support.
- Collaborates with teachers and administrators to align paraprofessional duties with student needs and intervention goals.
- Partners with teachers, administrators, and district leadership to develop and implement site-based behavior support plans; provides quick and effective responses to school request for behavioral assistance, ensuring minimum disruption to instruction.
- Participates in student support meetings (IEP, 504, MTSS) to contribute expertise in behavior planning and documentation.
- Serves as a key district resource for behavior-related concerns, ensuring consistent communication
- and best practices across school sites.
- Builds systems of communication among families, school teams, and support staff to ensure
- consistency in interventions across environments.
- Responds to school site requests promptly to minimize instructional disruption and maintain student
- safety.
- Designs and delivers professional development on behavior management, de-escalation strategies,
- data collection, and ABA-based interventions.
- Coaches teachers and staff in classroom management techniques and implementation of positive
- behavior supports.
- Supports district-wide implementation of researched-based practices that promote student resilience
- and regulation.
- Trains school staff in behavior data systems and use of tools for monitoring student progress and
- program effectiveness.
- Maintains comprehensive documentation of interventions, data, and outcomes for ongoing review
- and decision-making.
- Analyzes district behavior trends and contributes to proactive planning and policy development.
- Ensures all behavioral interventions and support align with district, state, and federal guidelines
JobID: 6256
Position Type:
Professional Staff, Other
Professional Staff, Other
Date Posted:
3/23/2026
3/23/2026
Location:
Post Complex
Post Complex
STIPEND NOTICE: This position is entitled to a $10,000 stipend in addition to their certified contract compensation.
School Year:
2026 - 2027
Salary Range
See Certified Placement Schedule
Benefited Status:
Benefited Position - Tier 1
Purpose Statement
The job of Behavior Specialist is done for the purpose of supporting students, staff, and school teams in addressing behavioral challenges that interfere with learning and engagement. This position provides
school-wide, classroom, and individual behavioral support using evidence-based strategies and principles of Applied Behavior Analysis (ABA). The Behavior Specialist plays a key role in designing and implementing behavioral interventions, responding to students in crisis, supporting district compliance, and coaching staff to build positive, proactive behavioral support systems. The position also
includes overseeing assigned paraprofessionals who provide behavioral support across school sites, ensuring effective communication, coaching, and alignment with student behavior plans.
This job reports to Director, Exceptional Student Services
Essential Functions?
Other Functions
Performs other related duties as assigned for the purpose of ensuring the efficient and effective
functioning of the work unit.
Job Requirements: Minimum Qualifications
Skills, Knowledge and Abilities
SKILLS are required to perform multiple, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily
perform the functions of the job include: operating standard office equipment including using pertinent software applications; facilitating meetings; planning and managing projects; and preparing and maintaining accurate records; applying job-related codes, regulations and laws; conducting Functional Behavior Assessements and writing Behavior Support Plans; using ABA strategies and
other evidence-based interventions; supporting students in crisis; training and supervising personnel, analyzing bheavior data and designing behavior support systems.
KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: behavior patterns of
learning disabled children; age appropriate behavior; job-related codes/laws/rules/regulations/policies; methods of instruction and training; Understanding of principles of Applied Behavior Analysis and other researched based behavior intervention techniques; Understanding of Functional Behavior Assessments and Behavior Support Plans; special education law and general education policies affecting behavioral management.
ABILITY is required to schedule a number of activities, meetings, and/or events; gather, collate, and/or classify data; and use basic, job-related equipment. Flexibility is required to work with others
in a wide variety of circumstances; analyze data utilizing defined but different processes; and operate equipment using defined methods. Ability is also required to work with a diversity of individuals
and/or groups; work with data of varied types and/or purposes; and utilize specific, job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited. Specific ability based competencies required to satisfactorily perform the functions of the job include: meeting deadlines and schedules; managing multiple projects; adapting to changing work priorities; communicating with diverse groups; setting priorities; building collaborative relationships; and working with frequent interruptions; diffusing argumentative behavior; displaying tact and courtesy; maintaining confidentiality; working as part of a team; ability to work with diverse students and behavior challenges; adapt interventions to meet individual and classroom-wide needs; working effectively with all stakeholders.
Responsibility
Responsibilities include:working under limited supervision following standardized practices and/or methods; leading, guiding, and/or coordinating others; operating within a defined budget. utilization of
some resources from other work units is often required to perform the job's functions. There is some opportunity to impact the organization's services.
Working Environment
The usual and customary methods of performing the functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching,
and/or crawling and significant fine finger dexterity. Generally the job requires 60% sitting, 20% walking, and 20% standing. The job is performed in a generally hazard free environment and in a clean atmosphere.
Experience Job related experience is required. Minimum of (3) years of experience in behavior intervention, special education, psychology or a related field preferred.
Education Bachelors degree in job-related area.
Equivalency
Required Testing Certificates
Behavior analyst certification
Performs other related duties as assigned for the purpose of ensuring the efficient and effective
functioning of the work unit.
Job Requirements: Minimum Qualifications
Skills, Knowledge and Abilities
SKILLS are required to perform multiple, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily
perform the functions of the job include: operating standard office equipment including using pertinent software applications; facilitating meetings; planning and managing projects; and preparing and maintaining accurate records; applying job-related codes, regulations and laws; conducting Functional Behavior Assessements and writing Behavior Support Plans; using ABA strategies and
other evidence-based interventions; supporting students in crisis; training and supervising personnel, analyzing bheavior data and designing behavior support systems.
KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: behavior patterns of
learning disabled children; age appropriate behavior; job-related codes/laws/rules/regulations/policies; methods of instruction and training; Understanding of principles of Applied Behavior Analysis and other researched based behavior intervention techniques; Understanding of Functional Behavior Assessments and Behavior Support Plans; special education law and general education policies affecting behavioral management.
ABILITY is required to schedule a number of activities, meetings, and/or events; gather, collate, and/or classify data; and use basic, job-related equipment. Flexibility is required to work with others
in a wide variety of circumstances; analyze data utilizing defined but different processes; and operate equipment using defined methods. Ability is also required to work with a diversity of individuals
and/or groups; work with data of varied types and/or purposes; and utilize specific, job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited. Specific ability based competencies required to satisfactorily perform the functions of the job include: meeting deadlines and schedules; managing multiple projects; adapting to changing work priorities; communicating with diverse groups; setting priorities; building collaborative relationships; and working with frequent interruptions; diffusing argumentative behavior; displaying tact and courtesy; maintaining confidentiality; working as part of a team; ability to work with diverse students and behavior challenges; adapt interventions to meet individual and classroom-wide needs; working effectively with all stakeholders.
Responsibility
Responsibilities include:working under limited supervision following standardized practices and/or methods; leading, guiding, and/or coordinating others; operating within a defined budget. utilization of
some resources from other work units is often required to perform the job's functions. There is some opportunity to impact the organization's services.
Working Environment
The usual and customary methods of performing the functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching,
and/or crawling and significant fine finger dexterity. Generally the job requires 60% sitting, 20% walking, and 20% standing. The job is performed in a generally hazard free environment and in a clean atmosphere.
Experience Job related experience is required. Minimum of (3) years of experience in behavior intervention, special education, psychology or a related field preferred.
Education Bachelors degree in job-related area.
Equivalency
Required Testing Certificates
Behavior analyst certification
Teaching certification in special education preferred
Continuing Educ./Training Clearances
IVP Fingerprint Clearance Card
FLSA Status Approval Date Salary Range
Exempt April 8, 2025 Certified Placement Schedule