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Behavior Interventionist Jobs in Rochester, NY (NOW HIRING)

Easterseals

Behavior Intervention Specialist

Rochester, NY · On-site

$60K - $64K/yr

What You'll Do As Behavior Intervention Specialist, you will develop comprehensive behavioral support plans consistent with OPWDD regulations using positive, proactive approaches, emphasizing the ...

Easterseals

Behavior Intervention Specialist

Rochester, NY · On-site

$60K - $64K/yr

What You'll Do As Behavior Intervention Specialist, you will develop comprehensive behavioral support plans consistent with OPWDD regulations using positive, proactive approaches, emphasizing the ...

Fedcap

Behavior Intervention Specialist

Rochester, NY · On-site

$60K - $64K/yr

What You'll Do As Behavior Intervention Specialist, you will develop comprehensive behavioral support plans consistent with OPWDD regulations using positive, proactive approaches, emphasizing the ...

The Arc

Behavior Intervention Specialist FT

Rochester, NY

$19 - $25.75/hr

As a Behavior Intervention Specialist at The Arc of Monroe you are responsible for assisting in the coordination of behavioral services for adults with intellectual and developmental disabilities.

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Behavior Interventionist information

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How much do behavior interventionist jobs pay per hour?

As of Jul 6, 2026, the average hourly pay for behavior interventionist in Rochester, NY is $22.64, according to ZipRecruiter salary data. Most workers in this role earn between $18.75 and $25.14 per hour, depending on experience, location, and employer.

Is a behavior interventionist the same as a BCBA?

A behavior interventionist is a professional who implements behavior plans and interventions, often working under the supervision of a Board Certified Behavior Analyst (BCBA). A BCBA is a licensed clinician who designs, oversees, and evaluates behavior intervention programs, and typically holds advanced certification and training. The two roles differ in responsibilities, with BCBAs having more advanced qualifications and authority to develop treatment plans.

What is the difference between a behavior interventionist and a RBT?

A behavior interventionist is a broad term for professionals who develop and implement strategies to improve behavior, often working with individuals with developmental or behavioral challenges. A Registered Behavior Technician (RBT) is a specific certification level within the behavior analysis field, requiring training and supervision to deliver ABA therapy under the supervision of a Board Certified Behavior Analyst (BCBA). RBTs typically follow treatment plans created by BCBAs, while behavior interventionists may have varying qualifications and roles depending on the setting.

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

To thrive as a Behavior Interventionist, you need a background in psychology or education, an understanding of Applied Behavior Analysis (ABA), and often a bachelor’s degree in a related field. Familiarity with behavior tracking software, data collection tools, and, in some cases, a Registered Behavior Technician (RBT) certification is valuable. Strong communication, patience, and adaptability are crucial soft skills for building rapport with clients and adjusting interventions as needed. These skills and qualifications are important for effectively supporting individuals with behavioral challenges and ensuring consistent progress toward treatment goals.

What do behavioral interventionists do?

Behavioral interventionists develop and implement strategies to improve behaviors in individuals with developmental or behavioral challenges, often working with children with autism or similar conditions. They collect data, use evidence-based techniques like Applied Behavior Analysis (ABA), and collaborate with families and professionals to support positive behavior change. Certification and training in behavioral techniques are typically required for this role.

What are some common challenges Behavior Interventionists face when working with children with autism, and how are they typically addressed?

Behavior Interventionists often encounter challenges such as managing difficult behaviors, maintaining student engagement, and adapting intervention strategies to each child's unique needs. These challenges are typically addressed through ongoing training, regular supervision from Board Certified Behavior Analysts (BCBAs), and collaboration with other team members such as teachers and parents. Consistent communication and data collection help Behavior Interventionists monitor progress and adjust interventions as needed, ensuring effective support for each child.

What are Behavior Interventionists?

Behavior Interventionists are professionals who work with individuals, often children, to address behavioral challenges and support positive behavior change. They typically implement behavior intervention plans developed by Board Certified Behavior Analysts (BCBAs) using techniques based on Applied Behavior Analysis (ABA). Their work may involve one-on-one sessions, data collection, skill-building activities, and collaboration with families and teachers. Behavior Interventionists often support individuals with autism spectrum disorder or other developmental disabilities, helping them improve social, communication, and daily living skills.

What is the difference between Behavior Interventionist vs Behavior Therapist?

AspectBehavior InterventionistBehavior Therapist
CertificationsBCBA, BCaBA, or related certifications often preferredMaster's degree in psychology, counseling, or related field; licensure may be required
Work EnvironmentSchools, clinics, home settings, or community programsPrivate practice, clinics, hospitals, or schools
Job FocusImplementing behavior plans, data collection, and direct supportAssessing, diagnosing, and providing therapy for behavioral issues

While both roles focus on behavioral support, Behavior Interventionists primarily implement behavior plans and support clients directly, often under supervision. Behavior Therapists typically conduct assessments and provide therapeutic interventions, often requiring advanced degrees and licensure. Understanding these differences helps in choosing the right career path or job search focus.

How to become a certified behavior interventionist?

To become a certified behavior interventionist, individuals typically need to complete a relevant training program, such as the Registered Behavior Technician (RBT) certification, which requires 40 hours of training, passing a competency assessment, and passing the RBT exam. Certification requirements may vary by state or organization, and ongoing supervision or continuing education is often required to maintain certification.
More about Behavior Interventionist jobs
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What cities near Rochester, NY are hiring for Behavior Interventionist jobs? Cities near Rochester, NY with the most Behavior Interventionist job openings:
Behavior Interventionist jobs near you
Behavior Intervention Specialist

Behavior Intervention Specialist

Gates Chili Central School District

Rochester, NY • On-site

$44K/yr

Full-time, Part-time

Medical, Dental, Vision, PTO

Posted 11 days ago

Job description

Position Type:
Student Support Services/Behavior Intervention Specialist
Date Posted:
6/25/2026
Location:
Gates Chili CSD
Closing Date:
07/09/2026
The Gates Chili Central School District is dedicated to fostering curiosity, growth, and diversity within our school community. The District celebrates and embraces differences and strives to dismantle exclusion, bias, racism, and prejudice of all forms.
Position: Behavior Intervention Specialist
Position Purpose:
The Behavioral Intervention Specialist supports students with behavioral and social-emotional needs by developing and implementing effective interventions in collaboration with school staff, families, and outside agencies. This role ensures that behavioral supports are data-driven, consistently applied, and aligned with individual student needs to promote positive outcomes.
Compensation/Pay Range: $44,500 (negotiable based on experience)
Benefits:
Qualifies for District contribution to Health/Vision and/or Dental Insurance
Yes No
Qualifies for Paid Personal Time
Yes No
Qualifies for Paid Sick Time
Yes No
Qualifies for Paid Vacation Time
Yes No
Schedule: Full-time Part-time
10-month (works student calendar)
12-month
Paid hours/day: 7 hour 40 minute day including a duty free lunch of 35 minutes
Essential Functions:
  • Collaborate with school teams to address the mental health and behavioral needs of students.
  • Write, implement, and monitor Functional Behavioral Assessments (FBAs) and Behavior Intervention Plans (BIPs).
  • Deliver training and professional development on positive behavior support strategies and interventions.
  • Provide therapeutic crisis intervention and de-escalation support as needed.
  • Coach staff through in-the-moment support and embedded professional learning opportunities.
  • Partner with families and community agencies to promote consistency across school, home, and external environments.
  • Ensure the consistent implementation of classroom management systems and behavior plans.
  • Monitor and support classroom behavior practices through observation, data review, and consultation with instructional and support staff.
  • Observe students with behavioral challenges and consult with staff to develop effective support strategies.
  • Model behavior interventions and support techniques in classroom settings.
  • Train staff on data collection methods and implementation of individualized behavior programs.
  • Assist in designing and maintaining behavior data collection systems tailored to individual student needs.
  • Collaborate with educators to review student behavioral data and refine intervention strategies based on progress.
  • Perform other duties as assigned to support student success and the school community.
  • Participate in the development, implementation, and review of Individualized Education Programs (IEPs); attend CSE meetings as appropriate.
  • Consult regularly with teachers, parents, and administrators to support individualized programming and school-wide behavioral initiatives.
  • Meet regularly with the Assistant Superintendent for Student Support Services to review district-wide program performance, identify needs, and recommend improvements.
  • Maintain accurate documentation of services, contacts, and student progress.
  • Perform additional duties as assigned by the Assistant Superintendent for Student Support Services.

Additional Duties:
Performs other related tasks as assigned by the Assistant Superintendent for Student Support Services and other central office administrators as designated by the Superintendent.
Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.
Equipment:
Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone.
Travel Requirements:
Travels to school district buildings and professional meetings as required.
Knowledge, Skills and Abilities:
  • Demonstrated experience in writing, implementing, and monitoring Functional Behavioral Assessments and Behavior Intervention Plans
  • Successful experience working with and supporting students with complex behavioral and emotional needs
  • Ability to provide engaging professional development opportunities
  • Ability to establish and maintain collaborative working relationships with administrators, staff and families
  • Knowledge of CRSE and ability to engage with an ethnically and culturally diverse population
  • Knowledge of data information systems, data analysis and the formulation of action plans.
  • Knowledge of applicable federal and state laws regarding education and students.
  • Ability to use computer network system and software applications as needed.
  • Ability to organize and coordinate work.
  • Ability to communicate effectively with students, staff and parents.
  • Ability to engage in self-evaluation with regard to performance and professional growth.

Physical and Mental Demands, Work Hazards:
Works in standard office and school building environments.
Qualifications Profile:
Certification/License:
  • Must be New York State certified as a social worker, psychologist, counselor, or K-12 special education.

Education:
  • MA/MS degree or higher.
  • Successful experience providing mental health support and have a proven history of implementing behavioral interventions
  • At least 5 years of experience in an educational setting or related experience
  • Be knowledgeable about crisis management and interventions

Experience
Prior experience working with a diverse population and students with complex behavioral needs is strongly encouraged.

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