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Behavior Assistant Jobs in Oregon (NOW HIRING)

Everstream Analytics

OR · On-site

Conduct research on industry trends, competitor analysis, and customer behavior. Assist in analyzing data and generating reports to identify opportunities and make data-driven marketing decisions.

Legacy Health

Behavioral Health Assistant

Portland, OR

$21.70 - $29.39/hr

If you thrive in a collaborative environment and are passionate about supporting the safe and efficient flow of patient care, consider joining us as a Behavioral Health Assistant . This is your ...

Legacy Health

Behavioral Health Assistant

Portland, OR

$21.70 - $29.39/hr

If you thrive in a collaborative environment and are passionate about supporting the safe and efficient flow of patient care, consider joining us as a Behavioral Health Assistant . This is your ...

Sunrise ABA

Behavior Technician

Salem, OR · On-site

$18.25 - $23.75/hr

Monitor and report changes in client behavior and progress to the supervising BCBA. * Assist in the preparation of progress reports and attend team meetings to discuss client development.

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Behavior Assistant information

See Oregon salary details

$11

$22

$34

How much do behavior assistant jobs pay per hour?

As of Jul 14, 2026, the average hourly pay for behavior assistant in Oregon is $22.51, according to ZipRecruiter salary data. Most workers in this role earn between $17.79 and $24.66 per hour, depending on experience, location, and employer.

What are the key skills and qualifications needed to thrive as a Behavior Assistant, and why are they important?

To thrive as a Behavior Assistant, you need a background in psychology or education, knowledge of behavioral intervention techniques, and often a Registered Behavior Technician (RBT) certification. Familiarity with data collection systems, Applied Behavior Analysis (ABA) tools, and behavior tracking software is typically required. Strong communication, patience, and teamwork skills help in building rapport with clients and collaborating effectively with therapists and families. These competencies are crucial for delivering effective interventions and supporting positive behavioral change in clients.

What are Behavior Assistants?

Behavior Assistants are professionals who support individuals with behavioral challenges, often in educational, clinical, or home settings. They work under the supervision of Board Certified Behavior Analysts (BCBAs) or other qualified professionals to implement behavior intervention plans. Their responsibilities include observing clients, collecting data, reinforcing positive behaviors, and helping teach new skills. Behavior Assistants play a key role in supporting individuals with autism or other developmental disorders to improve their social, academic, and daily living skills.

What is the role of a behavioral assistant?

A behavioral assistant supports individuals with behavioral or developmental challenges by implementing behavior plans, providing positive reinforcement, and assisting with daily activities. They often work under the supervision of a behavior analyst or therapist and may use tools like data collection to track progress.

Is being a BHT a stressful job?

Being a Behavior Assistant (BHT) can be stressful due to the demanding nature of working with individuals with behavioral challenges and the need for patience and consistency. The job often requires strong communication skills, emotional resilience, and the ability to handle unpredictable situations, which can contribute to stress levels.

How does a Behavior Assistant typically collaborate with Board Certified Behavior Analysts (BCBAs) and other team members?

Behavior Assistants work closely under the supervision of Board Certified Behavior Analysts (BCBAs) to implement individualized behavior intervention plans. They regularly communicate progress, challenges, and observations to the BCBA, who adjusts strategies as needed. Behavior Assistants also coordinate with teachers, therapists, and family members to ensure consistency in behavior management across different settings. This collaborative environment fosters professional development and allows Behavior Assistants to learn from experienced team members while supporting the client's growth.

What do I need to become a behavioral assistant?

To become a behavioral assistant, candidates typically need a high school diploma or equivalent, and some roles require post-secondary education or certification in behavior analysis or related fields. Relevant skills include patience, communication, and the ability to implement behavior plans under supervision. Certification such as Registered Behavior Technician (RBT) may be required or preferred depending on the employer.

What is the difference between Behavior Assistant vs Behavior Technician?

AspectBehavior AssistantBehavior Technician
Required CredentialsHigh school diploma or equivalent; some roles may require certificationHigh school diploma; often requires certification (e.g., RBT)
Work EnvironmentSchools, clinics, or home settings working under supervisionClinics, schools, or residential settings with direct client interaction
Employer & Industry UsageEducational and healthcare organizations, ABA therapy providersABA therapy providers, healthcare facilities, educational programs
Common Search & Comparison IntentUnderstanding entry-level roles assisting behavior analystsSeeking detailed job responsibilities and certification info

The main difference between a Behavior Assistant and a Behavior Technician lies in their certification requirements and scope of practice. Behavior Technicians typically hold certification such as RBT and have more direct responsibilities in implementing behavior plans. Behavior Assistants often work under supervision with less formal certification, focusing on supporting Behavior Technicians and behavior analysts in various settings.

What is the highest salary for a behavior technician?

The highest salaries for behavior technicians can reach around $50,000 to $60,000 annually, depending on experience, certifications, and location. Advanced roles or those with specialized skills may offer higher compensation, especially in healthcare or educational settings.
What are the most commonly searched types of Behavior jobs in Oregon? The most popular types of Behavior jobs in Oregon are:
What are popular job titles related to Behavior Assistant jobs in Oregon? For Behavior Assistant jobs in Oregon, the most frequently searched job titles are:
What job categories do people searching Behavior Assistant jobs in Oregon look for? The top searched job categories for Behavior Assistant jobs in Oregon are:
What cities in Oregon are hiring for Behavior Assistant jobs? Cities in Oregon with the most Behavior Assistant job openings:
Behavior Assistant jobs near you
Infographic showing various Behavior Assistant job openings in Oregon as of July 2026, with employment types broken down into 72% Full Time, 23% Part Time, and 5% Nights. Highlights an 100% In-person job distribution, with an average salary of $46,818 per year, or $22.5 per hour.
Behavior Intervention Specialist - 1.0 FTE - Bridlemile K-5

Behavior Intervention Specialist - 1.0 FTE - Bridlemile K-5

Portland Public Schools

Portland, OR • On-site

$25.09 - $31.73/hr

Full-time

Medical, Dental, Vision, Life, Retirement

Posted 26 days ago

Portland Public Schools (Oregon) rating

7.4

Company rating: 7.4 out of 10

Based on 16 frontline employees who took The Breakroom Quiz

159th of 574 rated elementary and secondary schools

Job description

Posting Timeline
This job is open until filled. Applications will be reviewed as received. Portland Public Schools reserves the right to make a hiring decision at any point during the posting period.
Position Details
BASIC FUNCTION
The Behavior Intervention Specialist works with students in classrooms containing both Gen-Ed and SPED populations, who have emotional and behavioral disabilities as well as students with intellectual disabilities from grade K through 12. The position is responsible for providing individual and small group behavior intervention, both verbal and physical, and at times may be dysregulated. Must be able to collect and chart behavioral and academic data, and provide support to educators regarding student management issues, behavioral problems and academic tracking.
The position works predominantly with individuals who demonstrate moderate to high-risk behaviors. They serve as the primary person in situations that require physical intervention with students. Individuals in this position must be able to carry out the physical demands of dynamic high-level holding positions and have the ability to adapt both verbal, nonverbal and haptic communication to facilitate de-escalation and the care, welfare, safety and security of PPS students and staff following all district policies and procedures.
Team members are trained in standard non-violent crisis intervention (NCI), as well as Advance and Applied Physical skills. This provides the additional problem-solving matrices around physical intervention principles as well as a firm grounding in the program philosophy that is critical to the emotional, physical and mental
well-being of all.
REPRESENTATIVE DUTIES
  1. Work closely with the Student Management Specialist and Educators to support behavior and academic interventions to better meet students' needs.
    Work with referred students (i.e. defined case load) and their educator for the purpose of coaching and modifying inappropriate behavior. Apply physical intervention principles when responding to physical risk behaviors while evaluating whether the chosen response is safe, effective, acceptable and transferrable.
  2. Executes defined coaching process to support routine and spontaneous breaks for defined student case load that assist in the reintegration of students into the educational setting.
  3. Problem solves in the moment with educators to create alternative behavior.
  4. Assist in developing programs and/or activities to promote positive student behavior, "restorative justice" sessions, as well as intervention strategies.
  5. Staff and maintain a behavior or therapeutic intervention room containing a combination of de-escalation space and refocusing activities, where coaching and in some cases physical intervention is required on a regular and frequent basis throughout the day.
  6. Has minimal to no direct contact with parents of students; parent contact happens through educators with coach input.
  7. Collect and review data related to school behavior plans and academic progress.
  8. Responsible for all electronic behavior data collection that support IEP progress tracking. Completes and mails out incident reports and summarizes for classroom teams and administration.
  9. Responsible for creating, implementing and monitoring individual contracts and safety plans in collaboration with the Student Climate Specialist, administration, Counselor, Qualified Mental Health Professional (QMHP), and Special Education personnel.
  10. Facilitates structured groups for students, such as but not limited to "structured lunch" and/or "meaningful work" programs (to learn pro-social behavior).
  11. Demonstrate a commitment to the Portland Public Schools Equity Initiative by developing a thorough knowledge and application of the district Racial Educational Equity Policy and other board policies; participate in staff development, in-services and trainings related to diversity, equity and inclusion in the workplace and in K - 12 education; model appropriate behaviors; develop, recommend and implement improvements to educational practices with awareness and understanding of their impact in a racially and culturally diverse community.
  12. Perform other related duties as assigned by the principal.

KNOWLEDGE AND ABILITIES
  • Knowledge and demonstrated competency in utilization of therapeutic approach in the de-escalation continuum (escalation, de-escalation, establish therapeutic rapport).
  • Ability to communicate effectively with others.
  • Ability to interact with difficult students in a positive manner.
  • Ability to collect and summarize data clearly and concisely in written form.
  • Ability to work with QMHP and educators to form interventions based on behavioral data.
  • Ability to remain professional and not personalize threatening behavior by students (verbal and physical).
  • Ability to complete CPI training, and carry out CPI therapeutic interventions, obtain first aid certification.

EDUCATION AND EXPERIENCE
  • Two (2) years, full-time, college coursework to meet the ESSA requirements (official transcripts must be provided prior to hire), OR completion of the Para Professionals exam with passing score upon recommendation for hire. PPS offers a FREE Paraeducator Assessment for applicants who do not meet the minimum college credits. For applicants who opt to take the assessment, employment is contingent on receiving a passing score.
  • A combination of at least two (2) years work, education, training or experience in a special education school, classrooms, or similar mental health program; and has the competency necessary to contribute empathetic insight individually and as a member of a collaborative team, may substitute for the above requirements.
  • Demonstrated experience and competence in working successfully as a team member with professional staff; excellent organizational skills, as well as oral and written communication skills.
  • Bachelor's degree is preferred.
  • Training or experience in behavior or therapeutic intervention is preferred.

Special Requirements:
Some positions in this classification may require the use of a personal automobile and possession of a valid Class C Oregon driver's license.
COMPENSATION: $25.09 - $31.73 per hour.
WORK YEAR: 192 days
FTE: 1.00
Portland Public Schools (PPS) is seeking talented people from diverse backgrounds and experiences to lead change and inspire PPS students. At PPS, every employee, despite having different roles, is an educator. We hope to attract talented educators who model the core PPS Educator Essentials . With the District's focus on eliminating systemic racism and its adverse impact on student learning, we seek to hire individuals who bring to our district a deep commitment to racial equity and social justice.
The District is committed to equal opportunity and nondiscrimination in all its educational and employment activities. The District prohibits discrimination based on perceived or actual race; national or ethnic origin; color; sex; religion; age; sexual orientation; gender expression or identity; pregnancy; marital status; veteran's status; familial status; economic status or source of income; mental or physical disability or perceived disability; or military service.
504 Coordinator: Katie Loewen, kloewen@pps.net , 503-916-3337 x63337
ADA Coordinator: Jey Buno, jbuno@pps.net , 503-916-3360
D irector of Civil Rights: Dr. Bobby Cruz, bcruz@pps.net , 503-839-3660
Accessibility Statement
Benefits Information
Portland Public Schools (PPS) offers several competitive and comprehensive benefit packages to employees. Fringe benefits include medical, dental, vision, prescription, life and disability insurance, employee assistance program, 403(b) retirement savings plan and various leave and professional development programs. Depending on the insurance option selected by the employee, there may be an employee contribution toward insurance.
Portland Public Schools is a public employer and participates in the Public Employees Retirement System (PERS/OPSRP). Eligible employees are required by statute to contribute 6% of salary on a pre-tax basis to OPSRP/IAP, after serving six months under a PERS employer.
For more information about additional benefits or compensation options by employee group, please visit our website at: https://www.pps.net/Page/1635

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