SPED Behavior Interventionist Aide

Cleburne Independent School District; San Jacinto (CA); On-site; USD 30,000 - 42,000; Full time

Job summary

Cleburne Independent School District is seeking a Behavior Interventionist Aide to mentor, facilitate, and support special education students across campuses and BRIDGES programs. The role serves as a resource to classroom teachers and requires strong behavior management and crisis intervention skills.

Responsibilities include implementing behavior plans, documenting data, and collaborating with staff to ensure student safety and progress.

Qualifications

• High School Diploma or GED required.
• Completion of 48 hours of highly qualified paraprofessional classes or equivalent.
• Certification related to autism, emotional disturbance, or other.”

Responsibilities

• Behavior management and supporting students on campus.
• Participate in campus team to implement behavior intervention plans.
• Provide crisis prevention/intervention including verbal de-escalation.
• Assist with BRIDGES program activities and classroom behavior management.
• Escort students to BRIDGES when needed for safety.
• Document student behavior and progress for reports and meetings.
• Consult with teachers on behavioral needs and IEPs.

Skills

Behavior management

CPI training

Crisis intervention

Effective communication

Emotional self-control

Team collaboration

Education

High School Diploma or GED

48 hours paraprofessional classes

Certification in autism or emotional disturbance

Job description

• Position Type:
  Support Staff/ Special Education Assistant
  
• Date Posted:
  11/14/2025
  
• Location:
  District Wide
  

Job Titles: Behavior Interventionist Aide Wage / Hour Status: Nonexempt
Reports To: Director of Special Education; Campus Administrator Pay Grade: Para 3 Days: 187
Dept. / School: Fulton Education Center Date Revised: 11/14/2025

Primary Purpose:

Mentor, facilitate and support special education students on campuses and in the BRIDGES programs whose behavior is interfering with academic progress. The Behavior Interventionist is also a resource for the classroom teacher.

Qualifications:

Education & Certification:

High School Diploma or GED

Completed 48 hours of highly qualified paraprofessional classes (or completion of the equivalency exam)

Certification associated with autism, emotional disturbance, or other

Special Knowledge and Skills:

Experience in working with children and youth through law enforcement and/or mental health agencies

Ability to work effectively with children with behavior problems

Ability to implement crisis prevention/intervention techniques (CPI training is mandatory)

Ability to communicate effectively with students and staff

Ability to maintain emotional control under stress

Ability to engage in frequent standing, stooping, bending, kneeling, and possible physical intervention (used only to ensure the care, welfare, safety and security of student and others when the student’s behavior poses a threat of imminent, serious physical harm to self or others and/or when the student’s behavior poses a threat of imminent, serious destruction of property)

Major Responsibilities and Duties:

Behavior Management

Participate as a member of the students’ campus team in the implementation of behavior intervention plans

Provide crisis prevention/intervention including verbal de-escalation, when needed

Assist with implementation of points and the levels system in the BRIDGES program

Assist with implementation of classroom behavior management system

Assist with escorting students to the BRIDGES program when the student’s behavior poses an imminent and serious threat of physical harm to self or others

Monitor and document student behavior for progress monitoring and during crisis situations

Assist with analyzing and interpreting behavioral data

Assist students in exploring appropriate behavior choices

Collect and/or provide student behavior documentation (verbal and written) to teachers, administrators and LSSP

Maintain professional behavior in emotionally charged situations with students/parents

Maintain proper safety and security precautions to prevent unnecessary or unreasonable risk of injury to self or others

Compile, maintain, and file all physical and computerized reports, records, and other documents required, including behavior documentation, discipline reports, ABC data.

Observe informal interactions between teacher(s) and student(s)

Consult with teachers and relevant staff concerning educational/behavioral needs of students and interpretation of behavioral documentation

Consult with school staff regarding implementation of behavior intervention plans and in managing behaviorally disruptive students

Consult with classroom teachers and relevant staff regarding management of student behavior according to IEP

Behavior Management

Assist with the planning, preparation, and conducting of social skills lessons

Work with individual students or small groups to conduct instructional exercises assigned by the teacher

Keep the teacher informed of any special needs or problems of individual students

Assist teacher in preparation of instructional material and classroom displays

Assist in maintaining a neat and orderly classroom

Assist the teacher in keeping administrative records and preparing required reports

Assist in supervising students in special education throughout the school day, both inside and outside classroom

Provide orientation and assistance to substitute teachers

Communication

Use appropriate verbal and written communications with staff and students (and parents if required to attend parent/teacher conferences)

Maintain a positive and effective relationship with supervisors

Maintain a professional relationship with colleagues, students, parents, and community members

Use effective communication skills to present information accurately and clearly

Other

Attend parent/teacher conferences as requested

Present a positive attitude that provides a positive role model for students

Work effectively with others

Exhibit good judgment in decision making and problem solving

Attend and participate in faculty meetings and special events as assigned

Participate in professional development activities to improve skills related to job assignment

Comply with policies established by federal and state law, State Board of Education rules, and local board policy

Comply with all district and local campus routines and regulations

Maintain confidentiality

All other duties assigned by the supervisor

Supervisory Responsibilities:

None.

Mental Demands/Physical Demands/Environmental Factors:

Maintain emotional control under stress. Regular district-wide travel to multiple work locations as assigned; Moderate standing, stooping, bending, and lifting.

Note: This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.