Behavior therapist jobs in Vermont - 174 jobs

The Barre Unified Union School District is seeking Behavior Interventionists to work with students in Barre City Elementary & Middle School and Barre Town Middle & Elementary School. Responsibilities of our Behavior Interventionists can include but are not limited to: 1:1 direct support to students Provide behavioral and academic support, and instruction Responsible for data collection and summarizing behavioral data through graphs and/or reports Capable of being consistent with behavioral plans and adhering to classroom expectations Ability to independently provide supervision and support to students with behavioral and/or emotional challenges Provide small group academic instruction under the supervision of special education staff Trained or willing to be trained in Handle With Care, a de-escalation and physical intervention program Plan, prepare and deliver vocational activities that facilitate active learning experiences which combine design strategies, vocational techniques, teamwork building activities, and connections to academic subjects Support student's academic growth by reinforcing and implementing lesson plans Establish and communicate clear objectives for all learning activities Use relevant technology to support instruction Observe and evaluate student's performance and development and provide appropriate feedback Manage student behavior in the classroom by enforcing behavior guidelines Model appropriate behavior and maintain discipline in accordance with the rules and disciplinary systems of the program Apply appropriate behavior interventions when necessary Participate in extracurricular activities such as school trips, team building, and sporting activities Participate in required department meetings, trainings and parent meetings Communicate necessary information regularly to students, colleagues and parents regarding student progress and student needs Keep updated with developments in subject area, teaching resources and methods and make relevant changes to instructional plans and activities Job Requirements: Bachelor's degree in a related field is preferred. Other education plus 2 years of relevant experience or a combination of education and experience will be considered. For complete job description, click here. Pay range is $21.50 - $30.18 based on previous experience as a BI or equivalent. This position also comes with a full benefits package.

Castleton Elementary School is seeking a Long Term Substitute for an Academic Interventionist. This position will begin on or around March 9, 2026 and is anticipated to continue through the end of the school year. Primary responsibilities include academic interventions with students in grades K-6, focusing on Reading and Math. Must have an elementary education license. Salary range is $250 per day to $485.27 per day. For more information please contact Casey O'Meara at ************ or ***************** Apply at: ********************************************** Position will remain open until filled. EOE

Behavior Technician (BT/RBT) - Bennington, VT Company: Chockstone Behavioral Consulting LLC, a Finni Health company Job Type: Full-time Pay: $18 - $24per hour Chockstone Behavioral Consulting LLC is looking for ABA Behavior Therapists/Technicians to work in Bennington, VT and the surrounding areas! BCBA or BCaBA practicum students are highly encouraged to apply!! As an ABA Behavior Therapist/Technician you will work with our Board Certified Behavior Analyst (BCBA) to implement life-changing ABA care in-home with individuals with autism. You'll work one-on-one with our patient's families, helping children learn new skills and reach new milestones. Provide in-person behavior intervention services in a child's home setting and in the community, such as a childcare setting Collect and record data on therapy goals Help create program materials for your clients Assist in developing activities targeted at improving current and future behaviors Receive weekly supervision from a highly experienced BCBA Attend team meetings and trainings as scheduled by your supervisor What We Offer Competitive pay and training Career Growth & flexible hours PTO for full time employees Medical for full time employees Mileage reimbursement Weekly supervision from your BCBA BCBA and BCaBA fieldwork experience Values and Culture Driven Leadership What You'll Need Minimum high-school degree or equivalent - ideally looking for candidates interested in pursuing careers within the field Experience working with children, and a passion for working with children with developmental disabilities. Experience with Applied Behavior Analysis is preferred but not requires, will train the right candidate. Demonstrate a high level of patience and empathy, as well as an understanding Reliable Transportation A think outside of the box personality to make therapy fun for your clients Professional social skills to interact with and support caregivers Active RBT Certification (Preferred, but will train if needed) Active CPR Certification (Required, but will train if needed) Must pass background check (this is a requirement from the funding source) Physical Requirements Ability to lift up to 50 pounds Able to assume and maintain a variety of postures (kneeling, squatting, crawling, sitting, standing) for extended periods of time Sit on the floor or stand for extended periods of time Who We Are At Chockstone Behavioral Consulting At Chockstone Behavior Consulting, we're all about unlocking potential. Specializing in Applied Behavior Analysis (ABA), trauma-informed care, and Acceptance and Commitment Therapy, we empower every age, from kids to adults, to reach their goals. It's not just therapy; it's a journey to independence with a personal touch. Chockstone Behavioral Consulting strives to provide high quality ABA services, to communities where access to services may be limited. We hope to facilitate in producing meaningful life outcomes for the individuals and families we serve. The goal is to help clients achieve their own personal ambitions and gain independence across settings and skill domains. At Chockstone Behavioral Consulting we believe in using assent and values based practices to ensure a person centered approach to ABA. We are bringing together world-class therapists to build the future of ABA. Joining our team as an BT offers a rewarding opportunity to make a positive impact on the lives of children with disabilities and their families. Job Type: Full- time, M-F 9am-1pm and 3pm-5:30pm Pay: $18 - $24 per hour Benefits: Dental insurance Flexible schedule Health insurance Paid time off Vision insurance Schedule: Monday to Friday Mornings (9am to 1pm) and late afternoon (3-5:30pm) Weekends as needed Application Question(s): Have you completed the 40 hour RBT course? License/Certification: CPR Certification (Preferred) RBT Certification (Required) Work Location: In person Bennington, VT

South Burlington School District At South Burlington School District, we believe in supporting the whole employee-inside and outside the workplace. We offer a comprehensive benefits package that includes amazing, competitively priced health insurance, dental coverage, sick time, professional time and other leaves. Additionally, we offer a robust retirement plan which for educators is through VT State Teachers Retirement; and for other staff consists of a 403b plan with up to 6% provided by the district. Employees may also enjoy professional development opportunities, tuition reimbursement, wellness initiatives, Employee Assistance Programs and meaningful work that directly impacts student success and community growth. Position Title: Board Certified Behavior Analyst (BCBA) Location: District Assigned Location Job Group: Non-Union, Support Staff Pay Level: Exempt, Pay Grade 34 Reports To: Executive Director of Educational Support Services Position Summary: To lead, coordinate, and provide ongoing consultation and professional development in designing, implementing, and evaluating instructional and environmental modifications for students. Identifies and applies evidence-based practices for students needing specialized support. Assists educators and learners to achieve significant social and academic improvements through skill acquisition and environmental redesign. Essential Duties and Responsibilities: Collaborates with others and serves as a resource and/or consultant to parents, students, and school personnel on topics related to student challenges. Provides ongoing consultation to individual student teams, school faculty, parents, and staff in behavioral analysis and evidence-based practices as assigned. Coaches and supports special educators and other staff to complete observations and analysis, implement support plans, and collect and analyze data. Designs and assists special educators and classroom teachers to implement inclusive programs that educate students in the least restrictive environment. Works collaboratively with special educators and classroom teachers to design lesson plans that specify how students will be included in classroom activities meaningfully with the use of curriculum overlapping. Works collaboratively with related service personnel (Speech Language Pathologist, Occupational Therapist, Psychologist, and Physical Therapist) to review systems and practices with an equitable lens. Focusing on student and family strengths in the design of systems, services, supports and accommodations. Provides leadership in the organization and implementation of ongoing professional development and coaching for special educators, classroom teachers, paraeducators and interventionists. Attends building-based and district meetings as needed and able. Education/Experience: Master's degree in psychology, mental health, education, or other appropriate discipline, plus three (3) years of direct experience in behavioral analysis in public school or a clinical setting. Individuals must be knowledgeable about behavior analysis programs that are based on empirical research, include the direct observation and measurement of behavior, and utilize antecedent stimuli, positive reinforcement, and other consequences to produce behavior change. Demonstrates experience in professional development in behavior analysis, characteristics, and evidence-based interventions for students with developmental disabilities, especially autism spectrum disorders. Experience and/or training in examining practice for cultural competence and equity. Certification and Licenses: Board Certified Behavior Analyst Preferred Skills: Ability to communicate clearly and concisely both in oral and written fashion and to establish and maintain effective working relationships with others. Remains current on job-related subject matter. Why Join SBSD? *Supportive colleagues and leadership *Strong commitment to diversity, equity, and inclusion *Professional growth and advancement *Comprehensive benefits *Meaningful work that impacts students daily

We are currently seeking dedicated Behavior Technicians to join our growing team at our Bounce ABA Preschool Center in Vermont. Our BCBAs provide excellent training and our work environment is unparalleled! Full time hours are 8:30 AM-4:30 PM. This is a full time, permanent position. This is not a seasonal position. Bounce ABA Therapy provides exceptional therapy services to children on the autism spectrum. We care with heart and focus on small steps that lead to big change! We are passionate about ABA therapy and focus on maximizing each child's potential to give them a life of independence, happiness, and success. What We Offer: Full time hours in a center based location Competitive hourly wage $22 and up/hourly - based on level of experience Ten Paid Days Off Health Benefits RBT certification training BCBA Tuition Reimbursement Opportunity Supervision and mentorship opportunities to grow within the field Supportive administrative and clinical staff Professionalism, Teamwork, and Integrity An awesome work environment Responsibilities: Implement 1:1 ABA therapy to children on the Autism Spectrum. Services are supervised by a BCBA Collect data and record it accurately daily Maintain open communication with families, BCBAs, and office staff Be punctual, professional, and courteous! Requirements: Access to reliable transportation Minimum of high school diploma or GED Demonstrated ability to protect confidential information RBT Certification a plus but not required

Salary Description $20-$22 an hour

Job Description Hiring dedicated and enthusiastic ABA behavior technicians to work with clients in our Springfield, VT location! -School-based, full-time position Granite State ABA Services, LLC is a private clinical group practice serving families and children with Autism and behavioral disorders through our clinical office, school, and home-based teams. We serve families in Coos, Grafton, Carroll, Belknap, Sullivan, and Merrimack counties. Working in conjunction with a licensed BCBA, the behavior technician will be responsible to serve a caseload of families (1- 4 on average) and work 1:1 with children/young adults (ages 2 - 21) with behavioral disabilities in their home, community, schools, and/or clinical settings (assignments individualized per case). Responsibilities: Implementation of ABA treatment plan targets created by supervising BCBA using established ABA behavioral interventions. Work with lead BCBA with the on-going development and implementation of behavioral support plans in home/school/community settings to manage target behaviors and teach replacement behaviors/skills. Facilitate parent training focused on implementation of ABA interventions. Daily data collection for each client session. Documentation of all clinical activities. Attendance at monthly staff team meetings and mandatory training. Other duties as determined by the supervisor. Applicants must be willing to travel to appointments within the service area (15-60 mins) and Telehealth capability required (iPad given to staff, staff must have reliable internet). Requirements Must have own reliable transportation and full coverage auto insurance (100/330K). Must have smart phone. Must have strong oral and written language skills, organized and timely, professional boundaries with families, and ability to multi-task and work independently in fast-paced environment High School Diploma Ability to pass a criminal background check A passion for working with children and families Preferences Prefer BA/BS in Psychology, special education, or related field, or two years related undergraduate/Associates Degree. Will consider commensurate related work history in lieu of degree pending specific ABA job requirements. ABA/RBT experience is highly preferred and additional compensation will be considered. Benefits We offer competitive compensation, choice of 3 health insurance plans, choice of two dental plans, vision insurance, 100% paid life insurance, 401K with match, generous paid time off (PTO), 11 paid holidays, travel pay, monthly travel stipend, administrative pay, employee discount, professional development, iPad, monthly reimbursement of supplies for clients, longevity pay, financial incentives, performance-based raises, and more.

Behavior Specialist (One Year Only) Needed Shelburne Central School (SCS) is seeking a one year Behavior Specialist to join our special education team for the remainder of the 25-26 school year. We are looking for a professional to provide appropriate specialized instruction and accommodations to assigned student(s) under the supervision of a special educator, employment & transition professional, and/or classroom teacher. The pay range for this position for the 25-26 school year is $28.62 to $30.53 per hour depending upon education and experience. ESSENTIAL DUTIES AND RESPONSIBILITIES Under the direction of a professional: Carry out instructional activities with students, relevant to the assigned specialty area, under the direction of special education case manager or professional coordinating the intervention in collaboration with classroom teacher(s). To function semi-independently (although still under the direct supervision of a special education case manager or intervention coordinator) to direct, adjust, or develop elements of the identified intervention for a student or group of students. Instructional activities include, but are not limited to: Integrating instructional, behavioral, and communication interventions into the classroom Behavior Interventionist: Implementation of highly specialized behavior intervention programs in collaboration with special educator and/or classroom teacher. Such interventions could include implementing non-aversive restraint techniques in accordance with established district and state protocols as necessary. Know and follow the written plan for assigned students, including tutoring the student in academic and vocational skills, implementing instructional plans as developed by the supervising professional. Participate in coordination meetings with classroom teachers, special service teachers, and other staff on a regular basis. In consultation with classroom and/or special education teacher, adapt general classroom material/methods as appropriate to meet the needs of students. When applicable, participate in various community activities and field trips with students. Assist in the administration of informal assessments to determine student progress and/or level of achievement. Assist in developing, compiling, and organizing instructional materials, under the direction of the classroom teacher or special educator. Play a supportive role in evaluating student progress, problems, and needs. Participate in developing formats for student instruction and teaching strategies, and other activities as assigned. Conduct task analysis and data collection on student performance. Assist students as required with personal care and mobility issues. Maintain working files, record grades, and gather and record a variety of data related to student performance, progress, and behavior. Participate in team meetings upon request to assist in developing student plans, and assessing and evaluating student needs and progress. Confer with teachers, parents, and administrators as appropriate concerning various matters pertaining to the students . Attend and participate in all relevant training sessions, meetings, and professional growth activities as requested and/or required. Establish and maintain a positive and supportive relationship with student and school personnel. Provide support to additional student(s) when not engaged with their assigned student(s). Assist students to fully participate in school activities while encouraging independence for the student. Follow all building and district directives, procedures, and policies. SUPERVISION RECEIVED: Supervision is received from a special education case manager, the professional who is coordinating the intervention, or as assigned by an administrator. SUPERVISORY RESPONSIBILITIES: No formal supervisory duties. QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following: Education and Experience. Associate's degree or equivalent training in the specialized area associated with the position. Specialized areas may include (but are not limited to): Skilled academic intervention in the area of reading or mathematics, including the ability to direct, adjust, and/or develop intervention under the direction of a professional. Behavior intervention (as defined by VT Agency of Education), including the ability to provide targeted, specific interventions, collect extensive data and participate in the analysis of that data (including interval data, weekly graphs and progress reports). Interventions may include the use of restrictive behavior interventions as called for in BIP. Communication facilitation (implementation of a multi-modal communication system that may include: the programming hi- and lo-tech AAC devices, a high level of fluency in American Sign Language, Picture Exchange Communication [PECS], etc.) Employment & transition (support for students in vocational settings, including the ability to work with a transition professional to analyze work skills and carve employment experiences for transition aged youth). Language Skills. Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals. Ability to write routine reports and correspondence. Ability to speak effectively. Ability to provide effective instruction and receive constructive feedback. Mathematical Skills. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume. Ability to apply concepts of basic algebra and geometry may be necessary. Computer Skills and Experience. Good basic computer skills and experience with word processing programs required. Experience with Microsoft Office preferred. Ability to use adaptive equipment desired. Reasoning Ability/Mental Requirements. Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. Ability to anticipate and diffuse emotionally explosive situations. Communication & Interpersonal Skills. Ability to communicate courteously, efficiently and effectively with a variety of individuals, including students, faculty, administrators, parents, and representatives of outside organizations. Ability to work cooperatively and effectively with peers, subordinates, supervisors, parents, and outside agencies. Ability to show patience, respect, and compassion in working with students. Ability to effectively resolve conflicts and handle stress. Other Qualifications. Training/experience working with children/adolescents desirable. Ability to assist students physically as required. Available to attend required or requested training, meetings, and professional growth activities outside of school hours (e.g., summers, teacher in-service days and after-school). Ability to remain calm and efficient in responding to medical emergencies. Licensed driver with a reliable personal vehicle, an appropriate level of insurance and a clean driving record, if required by assignment. ADDITIONAL COMPETENCIES: The individual in this position must possess the following: Dependability - being reliable, punctual, responsible, and fulfilling obligations. Self-Control - maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. Stress Tolerance - accepting criticism and dealing calmly and effectively with high stress situations. Cooperation - being pleasant with others on the job and displaying a good-natured, cooperative attitude. Concern for Others - being sensitive to others' needs and feelings and being understanding and helpful on the job. Attention to Detail - being careful about detail and thorough in completing work tasks. Integrity - being honest and ethical. Adaptability/Flexibility - being open to change (positive or negative) and to considerable variety in the workplace. Independence - guiding oneself with little or no supervision, and depending on oneself to get things done. Social Orientation - preferring to work with others rather than alone, and being personally connected with others on the job. CVSD is an equal opportunity employer and is committed to ensuring that all of our students achieve our mission - which means we are also committed to developing a faculty and staff that represents the inclusive, welcoming environment we seek to develop for students and families. Job ID# 5483552

To learn more about Harwood Unified Unions School District and our schools please visit: HUUSD.org/ Our Schools. JOB TITLE: RIVERS Behavior Support (RBS) FLSA STATUS: Non-Exempt UPDATED: FY2024 POSITION OBJECTIVES: To assist and supervise assigned special education students with intensive behavioral needs instructionally,emotionally and behaviorally in a classroom and community setting. To implement students' individual educational programs and behavioral plans in a school based program AND in the inclusive general inclusion program (when applicable), individually, and in a small or whole group setting. To play a supportive role in assessing the progress and needs of assigned students, and participate in developing and modifying individualized behavioral and instructional programs. ESSENTIAL DUTIES AND RESPONSIBILITIES: Include the following. Other duties may be assigned. Under the direction of a professional, intensive specialist paraeducators will: Participate in specialized trainings provided by the school district or otherwise required. Adapt classroom material/methods as appropriate to meet the needs of students, in consultation with the classroom and/or special education teacher. Participate in various community activities and field trips with students. Assist in the administration of informal assessments to determine student progress and/or level of achievement. Assist in developing, compiling, and organizing instructional materials, under the direction of the classroom teacher or special educator. Play a supportive role in evaluating student progress, problems, and needs. Participate in developing formats for student instruction and teaching strategies, and other activities as assigned. Conduct task analysis and data collection on student performance. Maintain working files and gather and record a variety of data related to student performance, progress, and behavior. Make photocopies, order supplies, and perform related office work. Participate in team meetings, upon request, to assist in developing student plans, assessing and evaluating student needs, and progress. Confer with teachers, families, and administrators, as appropriate, concerning various matters pertaining to the students. Administer first aid and CPR if necessary. Assist students physically as required. Such could include implementing non-aversive, restrictive behavior interventions in accordance with established school district policy, state regulations, and protocols, as necessary. Attend and participate in all relevant training sessions, meetings, and professional growth activities as requested and/or required. Assist with the transportation of assigned students, as requested. Process routine communications, such as parent logs, permission slips, meeting reminders, staff meeting notices, and the like. Implement instructional and behavioral programs for students, under the general direction of classroom and/or special education teachers. This includes working with students, both individually and in small groups, in a variety of academic areas and life skills. Implement and practice behavior support plans and programs for and with students. Assist and/or instruct students in basic life and functional skills. Supervise student(s) in various settings. Implement or assist in implementing a variety of assistive and medical therapy, as directed. These may include, but are not limited to, respiratory therapy, physical and occupational therapy, speech therapy, and administering medications as needed under the direction of the school nurse. Keep detailed data on student progress in academic, social-emotional, functional, and behavioral realms. Other related duties as assigned. SUPERVISION RECEIVED: Direct to moderate technical supervision is received from a special education teacher. General supervision is received from the school principal, director of special education services, and/or the director of multi-tiered systems of support. Performs many duties independently. SUPERVISORY RESPONSIBILITIES: No formal supervisory duties. May train, assist, and occasionally direct junior co-workers and parent volunteers, but generally works along with those persons. QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following: Education and Experience. A Bachelor's degree in Education or a related field is preferred. One year of directly relevant experience in a school setting is desirable. Good working knowledge of children. Knowledge of children with disabilities and special education teaching methods preferred. Language Skills. Ability to read and interpret documents such as Individualized Education Programs (IEPs), behavioral support plans, psychological, medical, and/or academic evaluation reports, and educational curriculum. Ability to write routine reports and correspondence. Ability to speak effectively. Demonstrated broad knowledge of academic subject matter being taught to students is desired. Ability to provide effective instruction and receive constructive feedback. Mathematical Skills. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume. Computer Skills and Experience. Good basic computer skills and experience with word processing programs required. Ability to use adaptive equipment and augmentative and alternative communication (AAC) preferred. Reasoning Ability/Mental Requirements. Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. Ability to identify precursors and regulate students in dysregulated situations. Communication & Interpersonal Skills. Ability to communicate courteously, efficiently, and effectively with a variety of individuals, including students, faculty, administrators, parents, and representatives of outside organizations. Ability to work cooperatively and effectively with peers, supervisors, parents, and outside agencies. Ability to show patience, respect and compassion in working with students. Ability to effectively resolve conflicts and handle stress. Other Qualifications. Experience working with children/adolescents. Training/experience working with students who have intensive special needs is desirable. Available to attend required or requested training, meetings, and professional growth activities outside of school hours (e.g., summers, teacher in-service days and after-school). First aid and CPR training desirable. Ability to remain calm and efficient in responding to emergencies. Additional Competencies. The individual in this position must possess the following: Dependability - being reliable, punctual, responsible, and fulfilling obligations. Self-Control - maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. Stress Tolerance - accepting criticism and dealing calmly and effectively with high stress situations. Cooperation - being pleasant with others on the job and displaying a good-natured, cooperative attitude. Concern for Others - being sensitive to others' needs and feelings and being understanding and helpful on the job. Attention to Detail - being careful about detail and thorough in completing work tasks. Integrity - being honest and ethical. Adaptability/Flexibility - being open to change (positive or negative) and to considerable variety in the workplace. Independence - guiding oneself with little or no supervision, and depending on oneself to get things done. Social Orientation - preferring to work with others rather than alone, and being personally connected with others on the job. Frequency Code Description Sometimes S activity may exist sporadically, but not on a consistent basis. Occasionally O activity exists on a consistent basis for less than 1/3 of the time Frequently F activity exists from 1/3 of the time up to 2/3 of the time Constantly C activity exists for 2/3 or more of the time Not Applicable NA activity is not present in the position PHYSICAL EFFORT AND STRESS. Employee must have the physical ability to perform the essential functions of the job as outlined above, in addition to the following (Indicate appropriate code from above): Frequency Code Essential Not Essential SITTING F X STANDING F X WALKING F X SEEING C X HEARING C X TALKING C X DEXTERITY (hands/fingers) C X USE OF COMPUTERS AND EQUIPMENT F X LIFTING up to 10 lbs. F X 10-25 lbs. O X 25-50 lbs. O X 50-100 lbs. O X 100+ lbs. O X CARRYING up to 10 lbs. O X 10-25 lbs. O X 25-50 lbs. O X 50-100 lbs. O X 100+ lbs. O X BENDING/STOOPING O X PUSHING/PULLING O X TWISTING O X CLIMBING O X BALANCING O X CROUCHING O X KNEELING O X CRAWLING O X REACHING (i.e., overhead) O X HANDLING F X DRIVING S X REPETITIVE MOVEMENTS (hands, feet) O X MANAGING STRESS C X RESOLVING CONFLICTS C X WORKING CONDITIONS/ENVIRONMENTAL FACTORS: All conditions common to a construction site for residential housing including, but not limited to, the following (Indicate appropriate code from above): Frequency Code EXPOSURE (dust, dirt) C EXPOSURE (extreme heat - non-weather, flames) S EXPOSURE (extreme cold - non-weather) ) O EXPOSURE (fumes, odors) O EXPOSURE (viruses, infectious diseases) F EXPOSURE (water) S EXPOSURE (hazardous equipment) NA EXPOSURE (chemicals, hazardous materials) O UNEVEN TERRAIN O OUTDOOR WEATHER CONDITIONS O VIBRATION/NOISE C HEIGHTS NA Definitions - Physical Demands Sitting: remaining in a seated position Standing: remaining on one's feet in an upright position at a work station without moving about Walking: Moving about on foot Seeing: Perceiving with the eye Hearing: Perceiving or listening to sound by ear Talking: Articulating, speaking or discussing using spoken words Dexterity: Skill in the use of hands and fingers Lifting: Raising or lowering an object from one level to another (includes upward pulling) Carrying: Transporting an object, usually holding it in the hands or arms or on the shoulder Bending/Stooping: Bending the body downward and forward by bending the spine at the waist. Occurs to a considerable degree and requires full use of the lower extremities and back muscles. Pushing: Exerting force upon an object so that the object moves away from the force (includes slapping, striking, and kicking) Pulling: Exerting force upon an object so that the object moves toward the force (includes jerking). Twisting: Rotating; moving to face in alternate direction. Climbing: Ascending or descending ladders, stairs, scaffolding, ramps, poles, ropes and the like, using the feet, legs, and/or arms and hands. Balancing: Maintaining body equilibrium to prevent falling when walking, standing, crouching, or running on narrow, slippery, or erratically moving surfaces; or maintaining body equilibrium when performing gymnastic feats. Crouching: Bending the body downward and forward by bending the legs and spine. Kneeling: Bending the legs at the knees to come to rest on the knee or knees. Crawling: Moving about on the hands and knees or ha Reaching: Extending the hands and arms in any direction Handling: Seizing, holding, grasping, turning, or working with hands ……………………………………………………………………………….………………………………………………………………………………… This general outline illustrates the type of work, which characterizes the Job Classification. It is not an all-encompassing statement of the specific duties, responsibilities and qualifications of individual positions assigned to the classification. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Northwestern Counseling & Support Services, Inc. (NCSS) is seeking compassionate, motivated, and flexible candidates to become Behavior Interventionists and make a difference in the lives of others. Behavior Interventionists provide support to adults with intellectual disabilities or Autism within our community. Key Responsibilities: Participating as part of a team to initiate activities that support skill building based on a client's Individual Support Agreement (Treatment Plan). Navigating maladaptive behaviors and providing needed behavioral support according to clients individualized Behavior Support Plans. Assessing and adjusting the environment to ensure proper support and supervision while utilizing sound judgement and calm demeanor. Developing positive and therapeutic working relationships. Supporting individuals with communication needs. Providing needed personal and/or medical care. Documenting progress on Individuals Support Agreement goals. The ideal candidates will be strong team players, exhibit patience, and have the ability to calmly and empathetically validate individuals during challenging situations. Therapeutic support experience is preferred; however, we are willing and able to train someone who is ready to support adults with intense behavioral needs. Reliable transportation is required. At NCSS, we offer a comprehensive benefits package that includes perks such as medical and dental coverage, an employer-matched retirement plan, and educational support. Additionally, for those who qualify, this position provides an opportunity for $5,000 in student loan forgiveness upon the successful completion of your 6-month introductory period. We invite you to become a valued member of our team at NCSS, a 2025 Best Places to Work in Vermont! Qualifications High School Diploma

is $21-$24.6048 per hour. $750 sign-on bonus! Starting with 4 weeks of paid time off (pro-rated) plus 12 sick days and 9 holidays per year! Are you a behavior guru looking for the chance to have a meaningful impact on individuals with disabilities? If so, this position may be for you! HCRS is seeking a full time Behavioral Specialist to work within our Developmental Services Division. HCRS' behavioral support services are person-centered, trauma-informed and strengths-based. We partner with persons served and their teams of support to facilitate greater home, work, and community life satisfaction. The Behavior Specialist will provide behavioral assessment, consultation, education, planning and analysis to support individuals receiving services. This can include individuals with co-occurring developmental and mental health challenges. This role works closely with various staff, clients, home providers, family, and support staff, so collaboration and teamwork is a must. The Behavioral Specialist works directly under the supervision of a Behavior Analyst. Training in Applied Behavior Analysis is provided. Applicants currently pursuing coursework towards RBT, BCaBA or BCBA certification strongly encouraged to apply. Supervision towards certification is available. HCRS is a team of committed providers and business leaders passionate about transforming the lives of those at risk. We build and lead integrated, multi-disciplinary clinical teams to provide support to clients and currently serve over 4,000 clients in multiple locations. We strive for excellence and have achieved significant and measurable improvement in clinical outcomes. Located in beautiful Vermont and just a short driving distance from the New Hampshire border, you can have it all - the shopping, the amenities, and a much lower cost of living than larger cities. To be successful in this role, you will have: A Bachelor's degree in a relevant field with demonstrated excellence in behavioral assessment and treatment skills At least three years of experience supporting individuals with complex behavioral challenges Knowledge of person-center thinking, applied behavioral analysis, positive behavior supports, family systems, psychiatric, psychosocial, and rehabilitative models of treatment Strong written and verbal communications skills and the ability to listen effectively Experience supporting adults with developmental disabilities Join a team that makes a difference every day! Offering competitive compensation; excellent benefits with a company that promotes from within, you will want to make this a job for your lifetime. Join a company that was named one of Vermont's Best Places to work for FIVE years in a row!!

Barre City Elementary and Middle School is seeking a Behavior Interventionist to join our elementary and middle school Behavior Teams. The Behavior Interventionist is a member of the Behavior Team and plays a crucial role in supporting individuals with behavioral challenges. Working with other members of the Behavior Team, the Behavior Interventionist assists in developing and implementing behavior support plans, conducting assessments, and providing direct intervention and support to individuals. The primary objective of this role is to promote positive behavior change, teach appropriate skills, and create an inclusive and supportive environment for students with behavioral needs. Responsibilities of our Behavior Interventionists can include but are not limited to: 1:1 direct support to students Provide behavioral and academic support, and instruction Responsible for data collection and summarizing behavioral data through graphs and/or reports Capable of being consistent with behavioral plans and adhering to classroom expectations Ability to independently provide supervision and support to students with behavioral and/or emotional challenges Provide small group academic instruction under the supervision of special education staff Trained or willing to be trained in Handle With Care, a de-escalation and physical intervention program Plan, prepare and deliver vocational activities that facilitate active learning experiences which combine design strategies, vocational techniques, teamwork building activities, and connections to academic subjects Support student's academic growth by reinforcing and implementing lesson plans Establish and communicate clear objectives for all learning activities Use relevant technology to support instruction Observe and evaluate student's performance and development and provide appropriate feedback Manage student behavior in the classroom by enforcing behavior guidelines Model appropriate behavior and maintain discipline in accordance with the rules and disciplinary systems of the program Apply appropriate behavior interventions when necessary Participate in extracurricular activities such as school trips, team building, and sporting activities Participate in required department meetings, trainings and parent meetings Communicate necessary information regularly to students, colleagues and parents regarding student progress and student needs Keep updated with developments in subject area, teaching resources and methods and make relevant changes to instructional plans and activities For complete job description, click here. Pay range is $21.50 - $30.18 based on previous experience as a BI or equivalent. This position also comes with a full benefits package.

Hiring dedicated and enthusiastic ABA behavior technicians to work with clients in our Springfield, VT location! -School-based, full-time position Granite State ABA Services, LLC is a private clinical group practice serving families and children with Autism and behavioral disorders through our clinical office, school, and home-based teams. We serve families in Coos, Grafton, Carroll, Belknap, Sullivan, and Merrimack counties. Working in conjunction with a licensed BCBA, the behavior technician will be responsible to serve a caseload of families (1- 4 on average) and work 1:1 with children/young adults (ages 2 - 21) with behavioral disabilities in their home, community, schools, and/or clinical settings (assignments individualized per case). Responsibilities: Implementation of ABA treatment plan targets created by supervising BCBA using established ABA behavioral interventions. Work with lead BCBA with the on-going development and implementation of behavioral support plans in home/school/community settings to manage target behaviors and teach replacement behaviors/skills. Facilitate parent training focused on implementation of ABA interventions. Daily data collection for each client session. Documentation of all clinical activities. Attendance at monthly staff team meetings and mandatory training. Other duties as determined by the supervisor. Applicants must be willing to travel to appointments within the service area (15-60 mins) and Telehealth capability required (iPad given to staff, staff must have reliable internet). Requirements Must have own reliable transportation and full coverage auto insurance (100/330K). Must have smart phone. Must have strong oral and written language skills, organized and timely, professional boundaries with families, and ability to multi-task and work independently in fast-paced environment High School Diploma Ability to pass a criminal background check A passion for working with children and families Preferences Prefer BA/BS in Psychology, special education, or related field, or two years related undergraduate/Associates Degree. Will consider commensurate related work history in lieu of degree pending specific ABA job requirements. ABA/RBT experience is highly preferred and additional compensation will be considered. Benefits We offer competitive compensation, choice of 3 health insurance plans, choice of two dental plans, vision insurance, 100% paid life insurance, 401K with match, generous paid time off (PTO), 11 paid holidays, travel pay, monthly travel stipend, administrative pay, employee discount, professional development, iPad, monthly reimbursement of supplies for clients, longevity pay, financial incentives, performance-based raises, and more.

South Burlington School District At South Burlington School District, we believe in supporting the whole employee-inside and outside the workplace. We offer a comprehensive benefits package that includes amazing, competitively priced health insurance, dental coverage, sick time, professional time and other leaves. Additionally, we offer a robust retirement plan which for educators is through VT State Teachers Retirement; and for other staff consists of a 403b plan with up to 6% provided by the district. Employees may also enjoy professional development opportunities, tuition reimbursement, wellness initiatives, Employee Assistance Programs and meaningful work that directly impacts student success and community growth. Job Title: Interventionist Location: District Assigned School Job Group: Union Support Staff Pay Level: Non-Exempt Reports To: Principal/Director of Student Support Systems/Supervising Teacher Position Summary: Provides a highly specialized and intensive program of instructional, behavioral, and/or personal support services to designated students in a variety of settings. Uses advanced training and/or acquired skill to effectively deliver programming associated with assigned student's challenges in concert with specialists. Collects data for assessing student needs and progress and contributes to the development and/or modification of an assigned student's individual education plan (IEP). Essential Duties and Responsibilities: other duties may be assigned as needed. Provides direct instruction and/or assists students in classroom settings consistent with the student's IEP. In consultation with the classroom teacher and supervising educator, may adapt materials, methods, environment factors to support students in accessing the academic standards instructed at the student's grade level. Ensures that students fully participate in classroom instruction as presented and directed by the classroom teacher. Follows district policies and procedures to include, but not limited to: instructional techniques, communication plans, and behavior management. Implements specialized programs, as directed by psychologist, behavior analyst, speech language pathologist, occupational or physical therapist, or other consulting service provider. Provides routine, personal care and assistance such as ambulation, dressing, and toileting. Implements behavior, medical, communication protocols according to IEP. Effectively administers restraint/de-escalation procedures, as needed. Provides CPR, first aid, or more intensive medical procedures, if appropriately trained, as needed. Monitors all aspects of IEP performance; conducts task analysis, data collection, and maintains records and data sheets for assigned students as required. Actively assists in planning instruction, interventions, and lessons using data collection systems. Collaborates with teachers, co-workers, parents, healthcare workers, and others to ensure an appropriate learning experience for all students. Works with team members to determine an appropriate sequence of events leading towards increased independence and greater inclusion in various settings. Implements student program objectives in various settings such as, but not limited to: classrooms, playgrounds, individual settings, job sites, community forums, and educational trips outside the classroom. Actively participates in department, student planning, and committee meetings as requested by supervising educator. Proactively models positive, constructive behavior to others. May assists the teacher in the learning environment by: Preparing instructional materials for assigned students. Organizing classrooms and setting up learning centers prior to and after activities. Helping to supervise students while they are in the lunchroom, library, music, P.E., assemblies, free play activities, and halls. Observing learning activities, acknowledging student requests for help, and referring student needs to the teacher as appropriate. Assisting in educational demonstrations for the class or small groups. Remains current on district programs and best practices in the profession; may be required to attend training. Education/Experience: Bachelor's Degree in education, psychology, mental health, or similar discipline preferred. A minimum of an Associate's Degree or sixty (60) or more college level credits is required. One or more years of successful experience in a school or similar work setting where demonstrated knowledge of psychology, mental health, or similar disciplines have been applied. Demonstrated knowledge of disabilities, laws, teaching principles and methods, and instructional programming is preferred. Certifications: Crisis Prevention Intervention (CPI), Cardiopulmonary Resuscitation (CPR), and First Aid certification is required. Completion of Interventionist training coursework within six months of employment is expected. Preffered Skills: Demonstrated knowledge in instructional strategies, developmental learning, communication strategies, use of age-appropriate materials and specialized instructional techniques (vocational skills, social skills, speech-language skills). Knowledge of learning disabilities, cognitive impairments, autism spectrum disorders, communication impairments. Knowledge of special education teaching methods, theories and laws. Good understanding of standard classroom operations and teaching methods; good ability to establish and maintain effective working relationships with others. Ability to communicate clearly and concisely both in oral and written form and demonstrated active listening and advocacy skills. Ability to plan, organize, and manage time effectively. Ability to perform duties with awareness of all District requirements and Board policies. Knowledgeable of Microsoft Office products, internet and email systems, and mastery of the subject matter being taught. Demonstrated ongoing commitment to workplace diversity, sustainability, and delivering exceptional customer service. Why Join SBSD? *Supportive colleagues and leadership *Strong commitment to diversity, equity, and inclusion *Professional growth and advancement *Comprehensive benefits *Meaningful work that impacts students daily

Find your passion! ACP is looking for friendly faces, positive attitudes, and playful personalities to bring our services to life. We offer opportunities for individuals at all stages of their careers the opportunity to join a team of like-minded individuals who are passionate about changing the lives of the children and families we serve. Come grow with us! We have full-time and part-time opportunities available! What do we offer Full-Time Therapists? Great Benefits! Competitive and consistent pay Medical, Dental, Vision Insurance 10 Paid Holidays + 11 PTO Days in year 1 Full-Time Mon-Friday set schedule - NO weekends or late nights (Flexible Part-Time schedules also available!) Center-based services with BCBA's onsite to support their teams Guaranteed weekly hours regardless of client cancellation Clinical support from experienced clinicians and collaboration. Supervision for RBTs and master level students in pursuit of acquiring their BCBA. Hands on initial and ongoing, client specific, training Voluntary Benefits - Short-Term Disability and Long-Term Disability coverage, Accident and Critical Illness Coverage What you'll be doing at Autism Care Partners: BTs work one-on-one with children at our center, implementing BCBA-designed clinical plans that help clients build critical communication, social, and other adaptive skills. Regular and reliable attendance is an essential function of this position. Utilize the principles of applied behavior analysis (ABA), such as reinforcement and prompting, to teach the clients adaptive behaviors in developmental areas, such as language, socialization, play, self-help, and motor skills. Utilize the principles of applied behavior analysis (ABA), to address behavior reduction goals. With training, implement skill development programs and perform appropriate physical guidance as needed to ensure client safety. Collect, record, and summarize data on observable client behavior. Convert sessions in a timely manner. Maintain a clean, safe, and organized work and therapy environment. Track and record RBT hours each month and submit within timeframe. Maintain and acquire technical knowledge by attending required trainings. Attend trainings as required. Maintain high degree of confidentiality. Perform other related duties as needed. Education and Experience Minimum High School Diploma or GED required No experience required! We will train! Physical Demands Must be able to lift up to 30 lbs. Must be able to frequently assume and maintain a variety of postures (kneeling, squatting, crawling, sitting, standing) while attending to the needs of active children. Must be willing and able to utilize quick body movements as indicated in the Behavior Intervention Plan while working with challenging behavior. Additional Requirements No prior criminal history Ability to utilize technology Basic computer skills- Microsoft Office, Microsoft Outlook, Windows Ability to operate basic office equipment Must be at least 18 years of age Who are we? At Autism Care Partners (ACP), our mission is to empower families to reach their potential through early diagnosis and exceptional, innovative, interdisciplinary care. Our collaborative teams provide comprehensive care throughout all stages of a child's development by offering these services: Applied Behavior Analysis, Speech Therapy, Occupational Therapy, Social Work, and Diagnostic Evaluations (service availability varies by location). OUR MISSION Empowering families to reach their potential through early diagnosis and exceptional, innovative, interdisciplinary care. OUR VISION Transforming lives as a leader in innovative, integrated, and person-centered care. OUR VALUES Clinical excellence: Our services are evidence based, outcome driven, effective, and high quality. Collaborative: Our interdisciplinary teams work together to provide the best care. We create a relationship-driven, inclusive community where everyone's ideas are welcome. Optimism and hope: We maintain a positive attitude and bring our clients hope. Inclusive: We value diversity and seek equity. We serve all communities, including many that are often underserved and under resourced. Ethical: We act with integrity and transparency. Disclaimer The preceding job description has been designed to indicate the general nature and level of work necessary to adequately execute the job responsibilities. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities and qualifications required of employees assigned to this job. It is the policy of Autism Care Partners to provide equal employment opportunity to all individuals. Autism Care Partners values all employees' talents and supports an environment that is inclusive and respectful. All recruiting, hiring, training, promotion, compensation, and other employment- related programs are provided fairly to all persons on an equal opportunity basis. All information is subject to change without notice. HIG123 Salary Description $20-$22 an hour

Our School Based Adaptive Program is seeking one-on-one Behavior Interventionists (BI's) to join our growing team. A Bachelor's degree or experience with Applied Behavior Analysis (ABA), education, or childcare is preferred. Staff training and professional development are a core value of our program, so no experience is required. We will train the right person to be a successful BI! Candidates will be strong team players, solution oriented, communicative, flexible, and are excited to learn how to support students best through prescribed interventions under the theory of ABA. This position places candidates directly in public schools; however, this can be anywhere within Franklin & Grand Isle counties so flexibility with placement location is a must. This position comes with 9 weeks of paid vacation including 3 - 4 weeks of vacation in the summer months, an additional 40 hours of paid time off annually to be used however you need it, a floating holiday (which could be used on your birthday!), and an extensive benefits package. This position qualifies for $5,000 of student loan forgiveness after successful completion of the 6-month introductory period as well as a $1000 sign on bonus for completing your first year of employment. We hope you will join our team at NCSS, a 2025 Best Places to Work in Vermont award recipient! Qualifications Bachelor's degree or experience with Applied Behavior Analysis (ABA), education, or childcare is preferred.

At South Burlington School District, we believe in supporting the whole employee-inside and outside the workplace. We offer a comprehensive benefits package that includes amazing, competitively priced health insurance, dental coverage, sick time, professional time and other leaves. Additionally, we offer a robust retirement plan which for educators is through VT State Teachers Retirement; and for other staff consists of a 403b plan with up to 6% provided by the district. Employees may also enjoy professional development opportunities, tuition reimbursement, wellness initiatives, Employee Assistance Programs and meaningful work that directly impacts student success and community growth. South Burlington School District Position Description Job Title: Interventionist Location: District Assigned School Job Group: Union Support Staff Pay Level: Non-Exempt Reports To: Principal/Director of Student Support Systems/Supervising Teacher Summary: Provides a highly specialized and intensive program of instructional, behavioral, and/or personal support services to designated students in a variety of settings. Uses advanced training and/or acquired skill to effectively deliver programming associated with assigned student's challenges in concert with specialists. Collects data for assessing student needs and progress and contributes to the development and/or modification of an assigned student's individual education plan (IEP). Essential Duties and Responsibilities: other duties may be assigned as needed. Provides direct instruction and/or assists students in classroom settings consistent with the student's IEP. In consultation with the classroom teacher and supervising educator, may adapt materials, methods, environment factors to support students in accessing the academic standards instructed at the student's grade level. Ensures that students fully participate in classroom instruction as presented and directed by the classroom teacher. Follows district policies and procedures to include, but not limited to: instructional techniques, communication plans, and behavior management. Implements specialized programs, as directed by psychologist, behavior analyst, speech language pathologist, occupational or physical therapist, or other consulting service provider. Provides routine, personal care and assistance such as ambulation, dressing, and toileting. Implements behavior, medical, communication protocols according to IEP. Effectively administers restraint/de-escalation procedures, as needed. Provides CPR, first aid, or more intensive medical procedures, if appropriately trained, as needed. Monitors all aspects of IEP performance; conducts task analysis, data collection, and maintains records and data sheets for assigned students as required. Actively assists in planning instruction, interventions, and lessons using data collection systems. Collaborates with teachers, co-workers, parents, healthcare workers, and others to ensure an appropriate learning experience for all students. Works with team members to determine an appropriate sequence of events leading towards increased independence and greater inclusion in various settings. Implements student program objectives in various settings such as, but not limited to: classrooms, playgrounds, individual settings, job sites, community forums, and educational trips outside the classroom. Actively participates in department, student planning, and committee meetings as requested by supervising educator. Proactively models positive, constructive behavior to others. May assists the teacher in the learning environment by: Preparing instructional materials for assigned students. Organizing classrooms and setting up learning centers prior to and after activities. Helping to supervise students while they are in the lunchroom, library, music, P.E., assemblies, free play activities, and halls. Observing learning activities, acknowledging student requests for help, and referring student needs to the teacher as appropriate. Assisting in educational demonstrations for the class or small groups. Remains current on district programs and best practices in the profession; may be required to attend training. General Responsibilities: Oversees the needs of assigned student(s) under the direction of a certified educator and under general coordinated supervision by the Principal and the Director of Student Support Systems. Regular attendance in accordance with established work schedule. Qualification Requirements: To perform this job successfully, an individual must demonstrate a high degree of interpersonal and communication skills, an acute attention to detail, and flexibility and adaptability. Education and/or Experience: Bachelor's Degree in education, psychology, mental health, or similar discipline preferred. A minimum of an Associate's Degree or sixty (60) or more college level credits is required. One or more years of successful experience in a school or similar work setting where demonstrated knowledge of psychology, mental health, or similar disciplines have been applied. Demonstrated knowledge of disabilities, laws, teaching principles and methods, and instructional programming is preferred. Certifications: Crisis Prevention Intervention (CPI), Cardiopulmonary Resuscitation (CPR), and First Aid certification is required. Completion of Interventionist training coursework within six months of employment is expected. Language Skills: Demonstrated knowledge of English: meaning and spelling of words, and rules of composition and grammar. The ability to read and interpret documents such as: safety rules, operating and maintenance instructions, procedure manuals, and policies is required. Ability to write routine reports and correspondence. Ability to effectively present information and respond to questions from individuals and groups is required. Mathematical Skills: The ability to understand basic math concepts and applications. Must be able to calculate figures and amounts such as percentages, area, circumference, and volume. Reasoning Ability: Ability to assess situations, define problems, draw valid conclusions or solutions, and implement decisions. Ability to interpret instructions in various formats. Other Skills and Abilities: Demonstrated knowledge in instructional strategies, developmental learning, communication strategies, use of age-appropriate materials and specialized instructional techniques (vocational skills, social skills, speech-language skills). Knowledge of learning disabilities, cognitive impairments, autism spectrum disorders, communication impairments. Knowledge of special education teaching methods, theories and laws. Good understanding of standard classroom operations and teaching methods; good ability to establish and maintain effective working relationships with others. Ability to communicate clearly and concisely both in oral and written form and demonstrated active listening and advocacy skills. Ability to plan, organize, and manage time effectively. Ability to perform duties with awareness of all District requirements and Board policies. Knowledgeable of Microsoft Office products, internet and email systems, and mastery of the subject matter being taught. Demonstrated ongoing commitment to workplace diversity, sustainability, and delivering exceptional customer service. Physical Demands: The physical demands described here are typical of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to sit, stand, kneel, bend, crouch, stoop, walk, run, climb stairs in multi-level school environment, and transverse school grounds. Ability to reach with hands, grasp objects, and finger keyboards and equipment is required. The employee is required to talk, see, and hear. Specific vision abilities required by this job include near, far and peripheral vision, and the ability to adjust focus. The position requires meeting deadlines and interacting with others. The employee is responsible for assisting others in the safety, well-being, and monitoring work output of students. The incumbent is expected to lift 40 pounds or more while assisting students. Possess the physical strength and stamina to safely restrain, move, or carry a student or transport items. Possess strength and stamina to be able to remain in a seated or stationary position for up to 90 minutes at a time throughout the workday. Work Environment : The work environment characteristics described here are typical of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment varies, but is usually moderate. Outside the classroom and during some activities, the noise level will be moderate to loud. Occasionally there will be exposure to outside weather conditions. Terms of Employment: Per the SBEA, ESP Master Agreement Evaluation: Annually Date Approved: June 11, 2015 DY The information contained in this is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individual currently holding this position and additional duties may be assigned. The Board reserves the right to waive the essential requirements contained in this job description.

The Barre Unified Union School District seeks a Behavior Specialist to use applied behavioral analysis to determine the need for intervention plans for students with behavioral, developmental, social, and/or emotional challenges and to develop, implement, and evaluate behavior management plans and support the effective delivery of the plans. To provide teachers and other teams with sufficient support to successfully maintain students in the mainstream. To develop data collection procedures and to record data and document interventions. Responsibilities include: Promote the use of Developmental Designs ( DD ) and Responsive Classroom ( RC ) throughout the school. Assess students' current developmental levels in consultation with administrators, teachers, student support staff, and others to develop appropriate behavior intervention plans. Develop behavior intervention plans based on the individualized needs of the student and family and oversees implementation through supervision of Behavior Interventionists. Collaborate with teachers and other appropriate staff members to plan for and assist with the implementation of the specified behavior management strategies in the classroom, in unstructured settings, and in one-to-one situations. Communicate behavior intervention plan with students, family members, and agency personnel, if any. Confer with program specialists to complete appropriate SEL and/or behavioral assessments, documentation, and activities related to the intervention plan. Support and oversee documentation and recording behavioral data points and outcomes, maintains student records. Produce related reports to inform ongoing behavior intervention service planning and review. Completes required state reporting. Collaborate on an ongoing basis with the administration, classroom teachers, special educators, school counselors, social workers, support personnel, and/or students' teams. As directed, participate in EST, 504, IEP evaluation, and team meetings to assist in developing student plans and assessing student progress, problems, and needs. Intervene as appropriate to avoid negative or explosive student behavior and deals with such behavior if needed using non-aversive restraint techniques in accordance with established protocols. Qualifications: Bachelor's Degree or equivalent with a concentration in psychology, counseling, mental health, special education, or a combination of education and experience from which comparable knowledge and skills are acquired. 3 - 5 years of experience working in schools and with comprehensive behavior programming, FBA eligible. Certifications and Licenses: BCBA, ABA, or equivalent (preferred). A valid Vermont driver's license is required. Handle With Care training is required. Proven ability to communicate and work effectively and respectfully with students, faculty/staff, parents, administrators, and the community is required. Please include three written letters of recommendation. For complete job description, click here.

Soar Learning Center, an Independent School and Day Treatment program located in beautiful Saint Albans Bay, Vermont, is looking for passionate, motivated individuals to join our team as Behavior Interventionists. If you're ready to make a meaningful difference in the lives of students and their families, Soar could be the place for you! At Soar, we provide therapeutic and behavioral support to K-12 students during the academic school year, along with a four-week summer program. Our small class sizes and interdisciplinary team approach allow us to create a nurturing, structured environment that helps students thrive. What You'll Do: As a Behavior Interventionist, you'll play a key role in implementing individualized behavior plans, supporting students both academically and emotionally. You'll work closely with students ranging from elementary to high school age, helping them develop coping strategies, navigate challenges, and build on their strengths. Key responsibilities include: Assisting with the delivery of behavior support in a small classroom setting Managing crisis situations calmly and effectively Communicating clearly and compassionately with students and team members Collecting data and writing daily progress notes Collaborating as part of a fast-paced, interdisciplinary team We're looking for individuals with strong problem-solving skills, excellent written and verbal communication abilities, and a commitment to helping students reach their full potential. Interventionists enjoy an exceptional compensation package, including about 10 weeks of paid vacation and generous tuition reimbursement! Come see what we're all about and join one of Vermont's most effective and successful alternative school programs! At NCSS, we offer a comprehensive benefits package that includes perks such as medical and dental coverage, an employer-matched retirement plan, and educational support. Additionally, for those who qualify, this position provides an opportunity for $5,000 in student loan forgiveness upon the successful completion of your 6-month introductory period. We invite you to become a valued member of our team at NCSS, a 2025 Best Places to Work in Vermont! EOE Hiring rate is based on experience, education, and internal equity. Final compensation will be determined in accordance with NCSS policy and applicable laws. Qualifications Bachelor's Degree; or equivalent combination of related education, training and experience.