High School Behavioral Interventionist

Lyndon Institute

Lyndon Center (VT)

On-site

USD 32,000 - 41,000

Full time

11 hours ago

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Job summary

Lyndon Institute in Lyndon Center, Vermont, seeks a High School Behavioral Interventionist to provide individualized behavioral, social-emotional, and educational support to a high school student on the autism spectrum. The role focuses on helping the student access the general education curriculum, develop self-regulation, and participate meaningfully in school life.

The Interventionist collaborates with the special education team, general educators, and administration to implement the IEP,

Qualifications

Experience with high school students with autism spectrum disorder and/or other 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.

Responsibilities

Implement the student’s Behavior Intervention Plan (BIP) and follow approved strategies.
Identify triggers and use proactive strategies to prevent escalation.
Support emotional regulation, flexibility, and problem-solving skills.
Provide access to general education and accommodations
Support social skills and independence in the school setting.
Collaborate with the Special Education team and teachers to implement IEPs.

Skills

Behavioral support

De-escalation

Communication

Observation

Collaboration

Adolescent development

Coaching

Education

High School/Trade School degree preferred

Job description

High School Behavioral Interventionist

Lyndon Institute Lyndon Institute - Lyndon Center, Vermont Open in Google Maps

Job Details

Job ID: 5968709

Application Deadline: Posted until filled

Posted: Oct 22, 2026 12:00 AM (UTC)

Starting Date: Immediately

Job Description

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

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.
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.
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.
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.
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.
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.

Position Type: Full-time

Salary: $23 to $30 Per Hour

Job Categories

Special Education > Autism

Special Education > Behavior Specialist / EBD

Welcome to Lyndon Institute

Founded in 1867, Lyndon Institute is dedicated to providing a unique educational experience for our students that leads to a lifetime of learning and good citizenship. We are an independent and comprehensive high school for grades 9 – 12, offering a 150-course curriculum specializing in core and honors academics, fine and performing arts, and technical and career programs. The main 130-acre campus hosts 34 buildings, including the Main Building, Alumni Gymnasium and 650-seat Alumni Auditorium, the Elliott Memorial Library, the John L. Norris, Jr. Center for the Arts, the Monahan Academic Commons, and seven dormitories. The 300-acre Binney Woods forest, located on Burke Mountain, provides outdoor recreation and educational opportunities. We believe that the primary obligation of our school is to help every student to discover their individual academic, artistic, technological, and athletic aptitudes; to encourage the development of goals appropriate to such aptitude; and to aid in developing the goals for the betterment of one’s self and one’s community. LI students enjoy personal attention from an accomplished and devoted faculty, genuine respect for their individuality and unique talents, a truly inclusive environment, and outstanding preparation for their choices of colleges or careers. Our students are encouraged to respect and value diversity and to be active and responsible citizens. In 2009, Lyndon Institute was one of the first two high schools in the U.S. permitted to offer an American high school program in China. We currently partner with four schools in China (Shanghai, Shaoxing, Heifei, and Fuzhou). Located in the scenic and historic Northeast Kingdom of Vermont, our school is a key educational and cultural resource for our entire community. Our students participate in a number of community service projects. Several on-campus amenities are available to the public: the Bob Heath track (for fitness walking and running); the Simpson Nature Trail (hikes and picnics); the athletic fields (for youth programs); and other facilities host performances and continuing education programs. LI prides itself on being a positive presence and contributing member of the community.

MISSION Lyndon Institute inspires our students to become accomplished learners, creative thinkers and compassionate community members.

VISION Because we believe every individual can contribute to a better world, we inspire and empower our students to provide solutions to complex problems and make an impact on their communities both locally and globally.

VALUES RESPECT - for self, others, and Lyndon Institute by: Practicing honesty and integrity Exercising kindness, empathy, and compassion for all members of our community Being ambassadors of our school, its reputation, and its legacy Being positive and productive members of our inclusive and welcoming community RESPONSIBILITY – to become accomplished learners, creative thinkers, and compassionate community members by: Striving for academic excellence Engaging in extracurricular and social activities at LI Becoming adaptable and flexible community members Learning from mistakes as well as successes of self and others Recognizing and appreciating that each individual at LI is a part of a global community Making positive contributions to LI, the regional community, and beyond

Equal Opportunity Employer

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.

Job Requirements