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Behavior Modification Assistant Jobs in Iowa (NOW HIRING)

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$17

How much do behavior modification assistant jobs pay per hour?

As of May 31, 2026, the average hourly pay for behavior modification assistant in Iowa is $16.58, according to ZipRecruiter salary data. Most workers in this role earn between $16.06 and $17.21 per hour, depending on experience, location, and employer.

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

To thrive as a Behavior Modification Assistant, you need a background in psychology or behavioral sciences, knowledge of behavior intervention strategies, and often a relevant certification such as Registered Behavior Technician (RBT). Familiarity with data collection software, behavior tracking systems, and intervention planning tools is typically required. Patience, strong communication, and empathy are vital soft skills for building rapport and effectively supporting clients. These competencies ensure effective implementation of behavior plans and foster positive client outcomes in therapeutic or educational settings.

What are some common challenges Behavior Modification Assistants face when supporting clients, and how can they effectively address them?

Behavior Modification Assistants often encounter challenges such as client resistance to change, inconsistent responses from caregivers, and managing emotionally charged situations. To address these, it's important to build strong rapport with clients, use consistent reinforcement strategies, and maintain clear communication with the interdisciplinary team. Regular training, supervision, and open collaboration with behavior analysts and family members also help ensure effective support and positive outcomes.

What are Behavior Modification Assistants?

Behavior Modification Assistants are professionals who support individuals—often children or adults with behavioral challenges—by implementing strategies designed to improve positive behaviors and reduce problematic ones. They work under the supervision of psychologists, behavior analysts, or therapists, and may assist in schools, clinics, or residential settings. Their duties often include observing behavior, recording data, assisting with interventions, and helping to reinforce behavior plans developed by licensed professionals. They play a vital role in helping clients achieve greater independence and improved quality of life. Training and qualifications can vary, but most positions require specialized training or certification in behavioral interventions.

What is the difference between Behavior Modification Assistant vs Behavior Therapist?

AspectBehavior Modification AssistantBehavior Therapist
CredentialsHigh school diploma or equivalent; some roles may require certificationMaster's degree in psychology, counseling, or related field; licensure often required
Work EnvironmentSchools, clinics, or community programs assisting with behavior plansPrivate practice, clinics, or hospitals providing therapy sessions
Employer & IndustryEducational and behavioral health organizationsHealthcare, mental health clinics, or private practices
Common Search & ComparisonOften compared for entry-level roles or support positionsCompared for licensed, clinical roles involving therapy

The main difference is that Behavior Modification Assistants typically support behavior plans under supervision and may require less formal education, while Behavior Therapists are licensed professionals providing direct therapy with advanced degrees. Both roles work in behavioral health settings but differ in responsibilities and qualifications.

What are popular job titles related to Behavior Modification Assistant jobs in Iowa? For Behavior Modification Assistant jobs in Iowa, the most frequently searched job titles are:
What job categories do people searching Behavior Modification Assistant jobs in Iowa look for? The top searched job categories for Behavior Modification Assistant jobs in Iowa are:
What cities in Iowa are hiring for Behavior Modification Assistant jobs? Cities in Iowa with the most Behavior Modification Assistant job openings:
Behavior Modification Assistant jobs near you
Infographic showing various Behavior Modification Assistant job openings in Iowa as of May 2026, with employment types broken down into 1% Locum Tenens, 6% As Needed, 34% Full Time, 53% Part Time, 4% Temporary, and 2% Contract. Highlights an 94% Physical, and 6% Remote job distribution, with an average salary of $34,479 per year, or $16.6 per hour.
PARA EDUCATOR - SPECIAL EDUCATION - 7 HRS/DAY

PARA EDUCATOR - SPECIAL EDUCATION - 7 HRS/DAY

Davenport Community Schools

Davenport, IA • On-site

$18.53/hr

Full-time

Posted 4 days ago

Davenport Community School District rating

8.7

Company rating: 8.7 out of 10

Based on 6 frontline employees who took The Breakroom Quiz

23rd of 542 rated elementary and secondary schools

Job description

Position Type:
Paraeducator/Paraeducator
Date Posted:
2/12/2026
Location:
Wood Jr High
Date Available:
ASAP
Closing Date:
OPEN UNTIL FILLED
Current paras use the internal application to apply.
All other current district employees (not paras), or external applicants apply online by completing the external application.
  • INTERNAL APPLICANTS: OPEN 2/12/2026 THRU 2/18/2026 @ 4PM
  • EXTERNAL APPLICANTS (if no internal applicants): OPEN UNTIL FILLED
  • WAGES: $18.53/HR New Hires: Entry level rate $14.53/hr.; Current employees in the bargaining unit: Please refer to the salary schedule established by the applicable bargaining group. This special education position meets the $4.00 Special Education Differential pay that is outlined in the Memorandum of Agreement between DCSD and the Davenport Association of Para Educators.

Duties & Responsibilities: (Essential Functions of Position, Major Responsibilities, Summary of Key Duties, Special Assignments, Relationships)
Provide research based social skills instruction and intervention under supervision of certified teacher.
• Must be willing to attend any additional required evening trainings or meetings during the school year or during the summer.
• Must be willing to accept feedback from specialists and special education facilitator regarding implementation and use feedback to implement changes in instruction.
  • MUST be willing to follow directives of classroom teacher, building administration, and district administration.
  • Must be willing and able to work with students who are explosive in nature and engage in physical and verbal aggression towards others.

*Work with students with learning, behavior, physical, and/or cognitive disabilities, mild, moderate and/or severe; including students diagnosed with Autism and Spectrum Disorder.
  • PROVIDE SERVICES FOR SPECIAL EDUCATIONSTUDENTS AS NEEDED IN THE SPECIAL OR GENERAL EDUCATION SETTING.
  • UNDER DIRECTION OF SPECIAL EDUCATION TEACHER, PROVIDE ACADEMIC ASSISTANCE, BEHAVIOR INTERVENTIONS, AND INSTRUCTION OF SOCIAL SKILLS AND DAILY LIVING SKILLS.
  • ATTEND FIELD TRIPS WITH STUDENT AS NECESSARY.
  • Regular attendance at work is required in order to meet the services in the IEP and in order to ensure the provision of FAPE (free appropriate public education).
  • Ability to analyze given situation and respond appropriately
  • Must be able to interact appropriately with all students as a potpourri of assistance is required
  • Must be a team player to assist in all aspects needed within the classroom, cafeteria, hallway, as examples
  • Must have good "people" skills to work with students, others in the classroom and the building
  • Accompany students to and from the bus
  • Supervise students in classroom, at lunch/breakfast, in the building, on field trips and at work sites.
  • Work individually with one student or a small group of students as assigned by special education teacher or principal.
  • Accompany students to the restroom and assist in the restroom.
  • Assist students with changing clothes and other hygiene needs.
  • Accompany one or more students to and assist them in physical education
  • Accompany one or more students to and from the bus.
  • Ability to work with one or more students on classroom assignments
  • Ability to accompany one or more students to general education classes and assist the student(s) as needed and as directed by special education teacher or principal based upon IEP.
  • Ability to manage the environment and protect student(s) during the school day.
  • Must be able to follow multiple behavior plans for students at the same time, AND must be able to implement changes to those plans when directed and follow through for each student.
  • Must be able to recognize the need for and initiate activities with student(s).
  • Ability to be flexible with assignment, changing duties when needed and directed by the building principal, teacher and/or facilitator
  • Personal qualities need to include ability to nurture, patience, dependability, and the ability to accept responsibility with the students.
  • Ability to climb stairs
  • Ability to walk long distances in the building and out in the community
  • Ability to navigate (with training) the City Bus System
  • Ability to follow specific procedures in teaching new skills as directed by the teacher
  • Accompany one or more students to community and building work sites and provide instruction, supervision and behavior modification while on the site independently.
  • Ability to do accurate data collection and graphing as guided by the teacher
  • Ability to complete necessary paperwork accurately and timely, as guided by the teacher.
  • Must be flexible in the day-to-day schedule
  • Successful candidate must possess strong inter-personal skills with a proven record of building rapport with culturally diverse students to ensure each child reaches his/her full potential.
  • Must be willing to support Davenport's multi-tiered system of supports (MTSS) for both behavior and academics
  • All Para Educators receiving the Special Education differential pay will be required to sign the vacancy notice for the position, acknowledging willingness to perform duties, responsibilities, and expectations listed.
  • All employees working with/for the Special Education students will be required to pass the Medicaid Fraud background check, prior to hire, successfully bidding, and/or transferring to a special education position. This check is run several times a year. If at any time your name appears on the Medicaid Fraud listing, you will be notified and may be removed from your current position.
  • Ability to physically restrain students if trained to do so and as needed based upon the building principals directives
  • Assignments will be changed on a daily basis to meet the needs of individual and/or groups of special education students.
  • Ability to remain calm and respectful when students are in crisis
  • Engage in collaborative work and contribute to team planning.
  • Position may require lifting.
  • Position may require toileting, diapering, hygiene care, and/or supervision in the restroom.
  • Position may require extended standing or sitting.
  • Position may include riding bus with student(s).
  • Ability to participate in and direct extensive physical activities
  • Supervise students in out of classroom activities during the assigned work day
  • Ability to model positive attitude and team cooperation for the student.
  • Must accept direction from special education teachers
  • Must maintain confidentiality
  • OTHER DUTIES AS ASSIGNED BY ADMINISTRATION.

Physical Requirements of Position: (HBV X Yes No)
(The physical demands described here are representative 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 regularly required to sit, stand, speak, hear, see, and walk to carry out routine duties. Must be able to occasionally lift, move, or push items of 50 lbs such as assisting children or moving/rearranging furniture. Must be able to supervise students in all types of weather, meet multiple demands from several people, and interact with the public and other staff.
Must be able to implement Crisis Prevention Intervention strategies, including appropriate physical restraint procedures and escorting.
Work Environment: (The work environment characteristics described here are representative 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.)
Noise level is quiet to loud. Work may be indoors and/or outdoors. Work may be in non-air conditioned rooms. Tobacco and alcohol-free environment. Fast-paced atmosphere with constant contact with students, staff, or the public. Direct responsibility for the safety, well-being, and work output of student.
Special Qualification Desired: (Personal Qualities, Education, Skills Needed, Experience, Etc.)
  • ABILILITY TO WORK WITH STUDENTS with SIGNIFICANT ACADEMIC, BEHAVIOR, and SOCIAL SKILLS DIFFICULTIES.
  • Have a genuine care and concern for all students and a willingness to help them succeed.
  • DEMONSTRATED ABILITY TO FOLLOW DIRECTIVES OF CERTIFIED STAFF.

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