Special Education Behavior Interventionist Aide - 183 Days (2026-2027)

Special Education Behavior Interventionist Aide

The Behavior Interventionist Aide is responsible for supporting the needs of students with severe behavioral disabilities to increase functional independence and success. The Behavior Interventionist Aide works under the direction and close supervision of the BCBA (Board-Certified Behavior Analyst).

The essential functions, pursuant to the Americans with Disabilities Act, may include the characteristic duties and responsibilities noted herein, however, this list represents examples only, and is not a comprehensive listing of all functions and tasks performed by positions found in this job description.

• Model KISD core organizational beliefs and values; perform duties effectively and efficiently for the purpose of supporting and contributing to high student achievement.
• Provide program support and service delivery; communicate effectively within and across teams and participate in cross-functional work groups.
• Maintain a commitment to the District mission; model District expectations through personal leadership and actively support the efforts of others to achieve District goals.

MAJOR RESPONSIBILITIES AND DUTIES

Instructional Support

• Provide direct one-one-one and small group support to students with Behavior Intervention Plans (BIP) across school settings under the direction and close supervision of the BCBA (Board-Certified Behavior Analyst).
• Follow the behavior reduction and behavioral skill acquisition goals and objectives as part of students' Individualized Education Programs (IEP).
• Assist in collecting and recording data based on student behavior.
• Assist with implementation of all components of student Behavior Intervention Plans (BIP).
• Support classroom teachers to create, maintain, and restore a safe learning environment for all students.
• Assist teacher in preparing instructional materials and classroom displays.
• Assist with administration and scoring of objective testing instruments or work assignments.
• Help maintain neat and orderly classroom.
• Help with inventory, care, and maintenance of equipment.
• Help the teacher keep administrative records and prepare required reports.
• Provide orientation and assistance to substitute teachers.

Student Management

• Model and implement behavior reduction procedures for assigned students.
• Model and implement behavior skill acquisition procedures for assigned students.
• Implement crisis/behavior safety procedures according to District guidelines.
• Assist students with physical disabilities according to their needs including transferring to and from wheelchairs; lifting; positioning; or assisting students with personal care such as feeding, bathroom needs, and personal hygiene.
• Keep the teacher informed of special needs or problems of individual students.
• Help manage behavior of students. This includes intervening in crisis situations and restraining disruptive or dangerous students as needed.
• Recognize differences in each student's special medical, physical, communicative, and emotional needs and adapt methods and interaction accordingly.
• Work with individual students or small groups to develop motor skills and conduct instructional exercises assigned by the teacher.
• Help supervise students throughout the school day, inside and outside the classroom. This includes lunchroom, bus, and playground duty.

Other

• Attend and participate in faculty meetings and special events and serve on staff committees as required.
• Ensure that all interactions with students, District personnel, and parents are supportive, courteous, and respectful.

Policy, Reports, and Law

• Maintain confidentiality.
• Develop and maintain systems for retrieval of information in support of all programs; compile, maintain, file, and secure all physical and computerized reports, records, and other required documents.
• Pursue Professional Development activities for self and assigned staff; ensure that Professional Development activities are aligned with District goals and initiatives and current professional research.
• Comply with all policies, operating procedures, legal requirements, and verbal and written directives.
• Comply with the Professional Code of Ethics and Standard Practices for Texas Educators.
• Follow District safety protocols and emergency procedures.
• Perform other related duties as assigned.

QUALIFICATIONS:

Education/Certification:

• High school diploma or hold a General Educational Development (GED) certificate
• Have met formal academic assessment, associate degree, or two years of study at an institution of higher learning*
• Valid Texas Educational Aide Certificate
• Registered Behavior Technician Certificate (preferred)

* For positions funded by Title monies or for positions at campuses identified as a campus-wide Title campus, the following additional qualifications apply:

• An associate degree, two years of study at an institute of higher learning or have met formal academic assessment Required by Every Student Succeeds Act (ESSA)

Experience:

• Complete a 40-hour Behavior Technician Training (provided by District)
• Training in Texas Behavior Support Initiative (TBSI) required
• Experience working with children
• Experience in educational environment (preferred)
• Experience working with children and young adult students who are emotionally/behaviorally at-risk
• Experience working in a correctional, mental health, clinical or detention program (preferred)
• Experience managing potentially aggressive/combative behaviors (preferred)

SPECIAL KNOWLEDGE/SKILLS/ABILITIES:

• Ability to work with students with challenging behavior
• Ability to implement physical restraints
• Ability to remain alert and observant and physically able to respond appropriately to emergency situations including, but not limited to physical restraint of students
• Ability to intervene and correct behavior of students
• Ability to learn and implement verbal and physical crisis intervention/de-escalation techniques
• Ability to accept and adapt to changes in assignments and methods
• Ability to work with children with disabilities
• Ability to work well with children
• Skill in working with a variety of students in varied situations
• Ability to be self-motivated and self-directed
• Ability to read; understand and follow detailed written and verbal instructions
• Ability to effectively present information in one-on-one situations

SUPERVISORY RESPONSIBILITIES:

• None

MENTAL/PHYSICAL DEMANDS AND ENVIRONMENTAL FACTORS:

Tools/Equipment Used:

• Standard office equipment including personal computer and peripherals
• Standard instructional equipment
• Other specialized and adaptive equipment used by students

Posture:

• Frequent standing; kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion:

• Repetitive hand motions
• Frequent walking and reaching, frequent keyboarding and use of mouse

Lifting:

• Occasional light lifting and carrying (less than 15 pounds)
• Occasional heavy lifting (45 pounds or over) and positioning or students with physical disabilities, controlling behavior through physical restraint, assisting nonambulatory students, and lifting and moving adaptive and other classroom equipment

Environment:

• Work to be completed on-site from assigned school or building
• Regular exposure to noise and computer monitors
• Work inside and outside (exposure to sun, heat, cold, and inclement weather)
• Exposure to biological hazards (bacteria, communicable diseases)
• No remote work

Mental Demands:

• Work with frequent interruptions; maintain emotional control under stress work