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Behavioral Intervention Jobs in Michigan (NOW HIRING)

Crescent Academy

Behavior Interventionist

Southfield, MI

$18 - $24.25/hr

Provide direct behavioral intervention services to students exhibiting challenging behaviors. * Develop positive behavior support plans and individualized behavior intervention plans (BIPs)

Partner Solutions

Behavior Interventionist

Southfield, MI · On-site

$18 - $24.25/hr

Provide direct behavioral intervention services to students exhibiting challenging behaviors. * Develop positive behavior support plans and individualized behavior intervention plans (BIPs)

Crescent Academy

Behavior Interventionist

Southfield, MI

$18 - $24.25/hr

Provide direct behavioral intervention services to students exhibiting challenging behaviors. * Develop positive behavior support plans and individualized behavior intervention plans (BIPs)

Crescent Academy

Behavior Interventionist

Southfield, MI · On-site

$18 - $24.25/hr

Provide direct behavioral intervention services to students exhibiting challenging behaviors. * Develop positive behavior support plans and individualized behavior intervention plans (BIPs)

Oakland Schools

Behavior Intervention Specialist

Waterford, MI · On-site

$19.75 - $26.25/hr

The Behavior Intervention Specialist must be equipped with the knowledge and skills necessary to assist individuals, groups and systems through the application of positive behavior supports. The ...

Oakland Schools

Behavior Intervention Specialist

Pontiac, MI · On-site

$19.50 - $26.25/hr

School District of the City of Pontiac The Behavior Intervention Specialist must be equipped with the knowledge and skills necessary to assist individuals, groups and systems through the application ...

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Behavioral Intervention information

What are behavioral interventionists?

Behavioral interventionists are professionals who work with individuals, often children with autism or other developmental disorders, to help them improve specific behaviors and skills. They use evidence-based techniques, such as Applied Behavior Analysis (ABA), to teach positive behaviors and reduce challenging ones. Behavioral interventionists typically work under the supervision of a Board Certified Behavior Analyst (BCBA) and may provide therapy in homes, schools, or clinical settings. Their goal is to support clients in achieving greater independence and success in their daily lives.

What is the difference between Behavioral Intervention vs Behavior Technician?

AspectBehavioral InterventionBehavior Technician
CredentialsBCBA, BCaBA, or related certificationsRegistered Behavior Technician (RBT)
Work EnvironmentSupervised settings, clinics, schools, or homesDirect client support under supervision
Job RoleDesigns and oversees behavior plansImplementing behavior plans and data collection
Industry UsageBehavioral health, autism services, educationAutism therapy, behavioral support

Behavioral Intervention involves developing and managing behavior plans, often requiring advanced certifications like BCBA. Behavior Technicians primarily implement these plans under supervision, focusing on direct client support. Both roles are integral to autism and behavioral health services, but they differ in responsibilities and required credentials.

What are some common challenges faced when working as a Behavioral Interventionist, and how can they be managed?

Behavioral Interventionists often encounter challenges such as managing difficult behaviors, maintaining client engagement, and adapting strategies for individual needs. These challenges can be managed through ongoing communication with supervisors, regular team meetings, and continuous professional development. Utilizing evidence-based practices and collaborating closely with families and other professionals also helps in delivering consistent support and achieving positive outcomes for clients.

What degree does a behavior interventionist need?

A behavior interventionist typically needs at least a bachelor's degree in psychology, education, or a related field. Some positions may require or prefer a master's degree or additional certification, such as Registered Behavior Technician (RBT) certification, depending on the setting and responsibilities.

What work does a behavioral interventionist do?

A behavioral interventionist develops and implements strategies to improve behaviors, often for individuals with developmental or behavioral challenges. They observe, assess, and modify behaviors using evidence-based techniques, typically working in clinical, educational, or home settings and may require certification in behavior analysis or related fields.

What are some examples of behavioral interventions?

Behavioral intervention specialists implement strategies such as positive reinforcement, token economies, social skills training, and behavior modification plans to improve specific behaviors. These interventions are often used in settings like schools or clinics and require skills in data collection and behavior analysis. They aim to increase desirable behaviors and reduce problematic ones based on principles of applied behavior analysis (ABA).

What jobs fall under behavioral care?

Jobs under behavioral care include roles such as Behavioral Interventionist, Behavior Therapist, Applied Behavior Analysis (ABA) Therapist, and Behavioral Specialist. These positions typically involve developing and implementing behavior modification plans, often requiring certification in behavior analysis and working with individuals with developmental or behavioral challenges in clinical or educational settings.

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

To thrive as a Behavioral Interventionist, you need a background in psychology or education, knowledge of Applied Behavior Analysis (ABA), and relevant credentials such as an RBT certification. Familiarity with data collection software, behavior tracking systems, and intervention planning tools is typically required. Strong communication, patience, and problem-solving skills help foster positive client relationships and adapt interventions to individual needs. These skills are crucial for effectively supporting clients in achieving behavioral goals and ensuring measurable progress.
What are popular job titles related to Behavioral Intervention jobs in Michigan? For Behavioral Intervention jobs in Michigan, the most frequently searched job titles are:
What job categories do people searching Behavioral Intervention jobs in Michigan look for? The top searched job categories for Behavioral Intervention jobs in Michigan are:
Behavioral Intervention jobs near you
Infographic showing various Behavioral Intervention job openings in Michigan as of July 2026, with employment types broken down into 2% As Needed, 75% Full Time, 18% Part Time, and 5% Contract. Highlights an 95% Physical, 2% Hybrid, and 3% Remote job distribution.
Behavioral Intervention Coach

Behavioral Intervention Coach

Northeast Michigan Community Service Agency

Gaylord, MI

$18 - $24/hr

Full-time

Posted 19 days ago

Northeast Michigan Community Service Agency rating

5.2

Company rating: 5.2 out of 10

Based on 11 frontline employees who took The Breakroom Quiz

Job description

About Us:
Northeast Michigan Community Service Agency, Inc. (NEMCSA) is a private, nonprofit Community Action Agency, whose Mission is to provide quality programs and services to strengthen and enhance the self-sufficiency of individuals, families and communities through the best use of human and financial resources, focusing on those who are experiencing an economic hardship.
What You'll Do:
The Mental Health/Behavior Specialist conducts mental health activity under the guidance of the Mental Health Professional and Regional Manager working directly with Head Start and/or Early Head Start staff in an identified geographic area. This position works closely with staff to identify children's behavioral and mental health concerns and to implement program practices responsive to those concerns.
Mental Health Support:
  • Participate in a one hour bi-weekly reflective supervision/consultation with the Mental Health Professional via phone conferencing;
  • Provide reflective consultation to area teachers in a cluster format as determined by the Area Manager;
  • Conduct mental health consultation activities: discuss identified children during case consultation with behaviors and mental health concerns and possible strategies for supporting their social-emotional health (to include any child scoring an 'area of concern' on the e-DECA screen);
  • Respond to concerns about a child's mental health through observation ofindividual children in the classroom and/or in the home as requested via referral/request;
  • Facilitate a Positive Behavior Support plan meeting with parents and staff, when appropriate;
  • Conduct intake observation (in home and/or classroom) to determine Plan of Action;
  • Engage families whenever possible as partners in the process of assessment and intervention;
  • Facilitate referral to outside mental health services as needed;
  • Communicate with the Regional Manager as necessary to support the position and its delivery of mental health services.
Classroom Support:
  • Utilize the CSEFEL T-POT observation tool to provide feedback to staff on overall social-emotional environment, guidance techniques, relationship-building interactions, and other areas;
  • Ensure staff understands the referral process and data collections systems and provide guidance as needed;
  • Conduct follow-up observations as determined by Regional Manager or requested by the Regional Team.
Staff/ Professional Development:
  • Provide small group trainings for parents or staff as determined by the Regional Manager and/or requested by the Regional Team;
  • Demonstrate a working knowledge of current theory and practice in areas of child development, trauma-informed care, family dynamics, parenting issues, and community and local systems;
  • Provide ongoing training and modeling of the CSEFEL model; use/demonstrate use of Deveraux resources as well as activities for use found on the e-DECA system;
  • Have a sound understanding of the requirements of the HS Program Performance Standards/GSRP programs and early childhood general/special education as it relates to interventions in the classroom. Provide on-going training to staff as needed;
  • Provide services within the context of multi-cultural understanding and competence that enhance families' support of their child's learning experience;
  • Attend staff meetings and agency training as requested, as well as pertinent conferences and seminars;
  • Participate in regular Child Assistance Team meetings.
Communication/Collaboration:
  • Provide case consultation to Regional Teams in a group cluster format as determined;
  • Participate in the Regional Team meeting at start-up to schedule group consultation and general classroom observation and again mid-year to discuss effectiveness of the service and to plan future mental health activities;
  • Demonstrate functional computer literacy and skills;
  • Complete required documentation of relevant activities and submit records and reports in a timely and accurate manner;
  • Maintain adequate safeguards for the privacy and confidentiality of information.

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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