Job Title:             Behavior Interventionist

Reports to:          Director of Special Education and Student Services and School Principals

Supervises:         N/A

Type of Position:  Exempt

Contract:             Full Time; 200 days, 8 hours daily

The Behavior Interventionist provides proactive, research-based behavioral support services for students ages 3–21 in general and special education settings. This position works collaboratively with school-based teams, administrators, families, and community partners to assess student behavioral needs, develop and monitor behavior intervention plans, and strengthen staff capacity to implement positive behavior supports. The Behavior Interventionist supports students in accessing instruction in the Least Restrictive Environment (LRE) and promotes positive learning environments across schools.

The Behavior Interventionist reports to the Director of Special Education and Student Services, in collaboration with school principals.

Essential Duties and Responsibilities

Behavior Assessment and Intervention

• Conduct Functional Behavioral Assessments (FBAs) and develop Behavior Intervention Plans (BIPs) aligned with student needs and IEP goals.
  
  
• Collaborate with teachers and teams to identify target behaviors, determine behavioral function, and select effective interventions.
  
  
• Assist school teams in implementing behavior plans with fidelity and provide ongoing coaching, feedback, and support.
  
  
• Monitor student progress through data collection systems and revise interventions based on student performance and outcomes.
  
  
• Provide direct and indirect supports to students with behavioral, social-emotional, and self-regulation needs.
  
  

Consultation, Coaching, and Professional Development

• Provide consultation to school staff regarding classroom management, behavior support strategies, and de-escalation techniques.
  
  
• Model intervention techniques and effective practices within classrooms and other school environments.
  
  
• Provide staff development and training for administrators, teachers, instructional assistants, and other staff on:
  
  
• Positive behavior supports and interventions
  
  
• Data collection and progress monitoring
  
  
• Crisis prevention and intervention
  
  
• Behavioral principles and strategies
  
  
• Support implementation of tiered frameworks and schoolwide behavioral supports, including prevention-based strategies.
  
  

Collaboration and Team Participation

• Participate as a member of IEP teams and 504 teams, student support teams, and other school-based problem-solving teams as appropriate.
  
  
• Work collaboratively with school psychologists, counselors, teachers, and other related service staff to address behavioral concerns.
  
  
• Partner with parents/guardians to support consistent behavioral expectations and interventions across home and school.
  
  
• Coordinate with outside providers and community agencies when needed to ensure services are aligned. 
• Serve as the division-level resource and point of contact for SHaRE (Self, Health, and Relationship Education) requirements as outlined by the Virginia Department of Education (VDOE).
  
  
• Support IEP teams and case managers in understanding and implementing Virginia’s SHaRE guidelines. 

Crisis Prevention and Safety

• Maintain training and certification in non-violent crisis intervention (or approved district program).
  
  
• Train staff in crisis prevention and intervention strategies and support safe implementation when needed.
  
  
• Support compliance with all district/state requirements related to restraint, seclusion, and crisis response practices.
  
  

Program, Data, and Compliance

• Develop and maintain behavior documentation and educational reports as required.
  
  
• Use strong organizational skills to track student programming and interventions across settings.
  
  
• Maintain confidentiality and comply with all federal/state laws and School Board policies.
  
  
• Perform other duties as assigned by the Director of Special Education, school administrators, or designee.
  
  

Qualifications

Required

• Master’s degree in special education, psychology, social work, counseling, or a related field.
  
  
• Demonstrated knowledge of behavioral principles and intervention strategies for students with challenging behaviors.
  
  
• Ability to collaborate effectively with teachers, administrators, and families.
  
  
• Ability to collect and analyze data to guide behavior intervention decisions.
  
  
• Strong written and verbal communication skills.
  
  

Preferred

• Endorsement in Special Education.
  
  
• Board Certified Behavior Analyst (BCBA) certification
  
  
• Experience working with students with Autism Spectrum Disorder, Emotional Disability, and/or significant behavioral needs.
  
  
• Experience developing and implementing FBAs/BIPs across multiple school settings.
  
  
• Experience with tiered intervention frameworks and schoolwide behavior supports.
  
  

Knowledge, Skills, and Abilities

• Knowledge of current best practices for behavior support and positive behavior interventions.
  
  
• Skill in evaluation, development, implementation, and monitoring of behavior intervention plans.
  
  
• Ability to coach and train staff through modeling, observation, and feedback.
  
  
• Ability to organize and manage data collection systems across multiple staff and settings.
  
  
• Ability to work independently and exercise professional judgment while coordinating with multiple stakeholders.
  
  

Physical and Environmental Requirements

• Ability to move throughout classrooms and school environments to support students and staff.
  
  
• Ability to supervise and accompany students during transitions within the building and/or campus.
  
  
• May require travel between schools/worksites during the workday if assigned.
  
  
• Position may include significant walking, standing, bending, and occasional physical intervention to maintain a safe learning environment.
  
  
• Ability to lift/move up to 50 pounds and, when necessary, assist with supporting students during crisis situations using approved techniques.
  
  
• Some degree of physical interaction may occur with students who have difficulty controlling physical behavior.
  
  

Terms of Employment

• 10-month position; salary and benefits established by the School Board per the division teacher pay scale.
• Employment is contingent upon meeting licensing/certification requirements and completing required training.