Behavioral Interventionist

Lyndon Institute; Lyndon Center (VT); On-site; USD 25,000 - 39,000; Full time

Job summary

Lyndon Institute in Lyndon Center, VT, seeks an High School Behavioral Interventionist to provide individualized behavioral, social-emotional, and educational support to a student on the autism spectrum within the high school. You will help access general education, develop self-regulation, and participate meaningfully in school activities.

You will collaborate with the special education team and teachers to implement IEPs, BIPs, and accommodations, while promoting independence and data-driven

Qualifications

• 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.

Responsibilities

• Implement the student's Behavior Intervention Plan (BIP) and follow agreed-upon behavioral strategies.
• 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 crisis-response procedures.
• Document behavioral patterns, incidents, progress, and successful interventions objectively.
• Communicate significant behavioral concerns to the appropriate case manager or administrator.
• Support autism-specific transitions, routines, sensory needs, and appropriate social interactions.

Skills

Positive behavior support

De-escalation strategies

Reinforcement systems

Communication skills

Observation

Documentation

Collaboration

Crisis prevention

Job description

Location: Lyndon Center, VT

Job Id:165

# of Openings:1

High School Behavioral Interventionist
Special Education Department | Individual Student Support
Reports To: Director of Special Education / Special Education Case Manager

Position Type: Student-specific behavioral and educational support

Position Summary

The High School Behavioral Interventionist provides individualized behavioral, social-emotional, and educational support to a high school student on the autism spectrum. The primary responsibility is to help the student access the general education curriculum, develop self-regulation and coping skills, navigate social interactions, increase independence, and participate meaningfully in the high school environment.

The Behavioral Interventionist works collaboratively with the special education team, general education teachers, related service providers, and administration to implement the student's Individualized Education Program (IEP), behavioral support plan, and individualized accommodations. The goal is to build skills and independence while reducing reliance on adult support whenever appropriate.

Essential Duties and Responsibilities

1. Behavioral Support and Intervention

• 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.

2. Autism-Specific Student Support

• 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.

3. Academic Access and Classroom Participation

• 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.

4. Social Skills and School Participation

• 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.

5. Independence and Skill Development

• 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.

6. Collaboration and Communication

• 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.

Qualifications and Skills

• 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.

Professional Expectations

The Behavioral Interventionist is expected to:

• 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.

Lyndon Institute is an equal-opportunity employer. It is our policy to comply with all applicable federal and state laws related to fair employment practices. To the extent required by these laws, Lyndon Institute does not discriminate in its employment decisions on the basis of race, color, ancestry, religion, gender, gender identity, age, marital/civil union status, national origin, sexual orientation, place of birth, military/uniformed service or veteran status, disability, genetic information, having a positive test result on an HIV related blood test or other legally-protected classification.

Lyndon Institute is a private, approved independent, and comprehensive town academy for grades 9-12, specializing in core and honors academics, fine and performing arts, and career services.