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

To thrive as a Behavioral Engineer, you need a solid background in behavioral science, psychology, data analysis, and often a relevant degree in these fields. Familiarity with A/B testing platforms, behavioral analytics tools, and programming languages like Python or R is typically required. Strong interpersonal communication, problem-solving, and creativity help translate behavioral insights into practical interventions. These skills are crucial for designing solutions that effectively influence user behavior and drive desired outcomes in various applications.

How does a Behavioral Engineer typically collaborate with cross-functional teams to implement behavior change strategies?

Behavioral Engineers work closely with product managers, UX/UI designers, data analysts, and marketing teams to design and implement interventions that drive user behavior. They often participate in brainstorming sessions, share research insights, and help translate behavioral theories into practical solutions. Regular collaboration ensures that interventions are not only theoretically sound but also aligned with business goals and user needs. Feedback loops with these teams are crucial for refining strategies based on user data and outcomes.

What is behavioral engineering?

Behavioral engineering is the systematic application of behavioral science principles and techniques to influence people's actions, decisions, and habits. Professionals in this field design interventions, environments, or systems that encourage desired behaviors, often using insights from psychology, behavioral economics, and data analysis. This work can be applied in areas like health, education, workplace productivity, or technology to drive positive change and improve outcomes. The goal is to understand why people behave the way they do and to create solutions that make it easier for them to make beneficial choices.

What is the difference between Behavioral Engineering vs Behavioral Analyst?

AspectBehavioral EngineeringBehavioral Analyst
Required CredentialsTypically requires a degree in psychology, behavioral science, or related field; certifications like BCBA may be preferredRequires a master's degree in psychology, behavior analysis, or related field; BCBA certification often necessary
Work EnvironmentDesigns and implements behavioral interventions across various settings, including schools, workplaces, and healthcareEvaluates and analyzes behavioral data to develop intervention plans, often working in clinical or educational settings
Employer & Industry UsageUsed by organizations aiming to modify behaviors through engineered solutions, often in behavioral health or organizational developmentEmployed by clinics, schools, or private practices to assess and treat behavioral issues

Behavioral Engineering focuses on designing systems and interventions to modify behavior proactively, while Behavioral Analysts assess and analyze behavior to develop targeted treatment plans. Both roles require similar credentials but differ in their approach—engineering versus analysis—serving complementary functions in behavioral change strategies.

What are popular job titles related to Behavioral Engineering jobs in Minnesota? For Behavioral Engineering jobs in Minnesota, the most frequently searched job titles are:
What job categories do people searching Behavioral Engineering jobs in Minnesota look for? The top searched job categories for Behavioral Engineering jobs in Minnesota are:
What cities in Minnesota are hiring for Behavioral Engineering jobs? Cities in Minnesota with the most Behavioral Engineering job openings:
Behavioral Engineering jobs near you
Infographic showing various Behavioral Engineering job openings in Minnesota as of May 2026, with employment types broken down into 2% As Needed, 76% Full Time, 12% Part Time, 4% Temporary, and 6% Contract. Highlights an 78% Physical, 2% Hybrid, and 20% Remote job distribution.
Special Education Behavioral Programming Supervisor - #107122

Special Education Behavioral Programming Supervisor - #107122

Rochester Public Schools

Rochester, MN

Full-time

Posted 6 days ago

Rochester Public Schools rating

8.8

Company rating: 8.8 out of 10

Based on 7 frontline employees who took The Breakroom Quiz

17th of 542 rated elementary and secondary schools

Job description

WORK YEAR: Full-time, 260 days per year; 8 hours per day; 8:00 a.m. - 4:45 p.m. Monday-Friday


WORK CALENDAR: 260 day Calendar


CLASSIFICATION: ROPE; Exempt: C-4-5

Click link below to review the 2024-2026 Rochester Operations Professional Employees Work Unit Agreement containing salary schedule.

ROPE Work Unit Agreement 2024-2026


REPORTS TO: Assistant Director of Special Education


If you have questions regarding a job posting, contact the Office of Human Resources @ 507-328-4321 or email ariana.perrigo@rochesterschools.org


POSITION OVERVIEW:

  • Ensure continuity of behavioral programming across Setting 3 and Setting 4 programs, including transitions and consistent data expectations.
  • Align behavioral practices and systems across early childhood through grade 12.
  • Provide oversight and coordination of the elementary BAHM team and secondary behavior team.


Training and Staff Support

  • Serve as district lead for CPI and Ukeru training, including certification and ongoing staff coaching on prevention and de-escalation strategies.


Special Education Compliance

  • Support teams with manifestation determinations and special education discipline procedures in accordance with IDEA (34 CFR §300.530–300.536) and Minnesota Statute 125A.091
  • Oversee restrictive procedures reporting, ensuring compliance with Minnesota Statutes 125A.0941–125A.0942, including documentation, parent notification, and staff training requirements.
  • Provide support during conciliation processes and dispute resolution related to behavioral programming and services.
  • Support teachers with due process compliance with the IEP/BIP process as they support special education teams.


Data and Program Monitoring

  • Establish expectations for behavioral data collection and progress monitoring within specialized programs.
  • Review data trends to monitor program effectiveness and support continuous improvement.
  • Establish and communicate behavioral processes related to student transitions specific to LRE requirements in behavioral programming across Setting 3, Setting 4, and transitions to Setting 2 from these settings.


QUALIFICATIONS:

  • Director of Special Education
  • Valid Minnesota special education license or related professional licensure.
  • Experience supporting students with significant behavioral needs in E-22 special education settings.
  • Knowledge of behavior programming, crisis prevention systems, and special education compliance requirements, IDEA, MN SPED Statute and Rules.
  • Strong collaboration, leadership, and problem-solving skills


Commitment to Equity:

Rochester Public Schools is committed to diversifying its workforce to better reflect the community we serve. We believe the practices used in recruiting, interviewing, hiring, supporting, and promoting staff must include and honor, at every level, those who represent the diverse identities of our schools and community.

https://www.rochesterschools.org/equity-statement


Common and Shared Accountabilities for All Positions

Employees of the Rochester Public School District #535 are expected to support the goals, model and promote an environment that is respectful for all, and work collaboratively with other staff to focus on the needs of the learner. A quality, customer focus that conveys a welcome attitude, an adaptability to change, and a desire for continuous improvement is also expected of all employees. In addition, staff are to respect confidential matters, encourage a safe and secure environment throughout the schools, and be dependable and accountable employees.


District Information: To learn more about Rochester Public Schools, visit www.rochesterschools.org.


All qualified applicants will be considered without regard to protected characteristics such as race, color, religion, sex, national origin, age, or disability.