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Director Positive Behavior Support Jobs in Texas

Greater Austin YMCA

Behavior Specialist

Austin, TX · On-site

$19.50 - $27/hr

Train staff in: * Positive Behavior Supports * Trauma-Informed Care * TBRI ® Principles ... Collaborate with Regional Directors and Program Leads to build behavior management capacity.

Killeen ISD

Behavior and Autism Specialist

Killeen, TX · On-site

$18 - $24.25/hr

Assists campuses with the development and implementation of positive behavior support, intervention techniques, and positive behavior support plans. Supports campus progress monitoring as needed and ...

Greater Austin YMCA

Behavior Specialist

Austin, TX · On-site

$19.50 - $27/hr

Positive Behavior Supports * Trauma-Informed Care * TBRI Principles * Restorative Practices * De ... Collaborate with Regional Directors and Program Leads to build behavior management capacity.

Adelphi Staffing

Behavior Technicians

Plano, TX · On-site

$20 - $25/hr

Adelphi is seeking Behavior Technicians to provide behavioral support services to students at schools in Plano, Texas. The ideal candidates will assist educational teams with implementing positive ...

Everman ISD

Behavior Technician

Fort Worth, TX · On-site

$17.50 - $22.75/hr

Primary Purpose Provide direct behavioral support and intervention for students with the most ... Knowledge of behavior management strategies and positive behavior supports * Ability to implement ...

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All JobsPositive Behavior Support JobsDirector Positive Behavior Support JobsDirector Positive Behavior Support Jobs in Texas

Director Positive Behavior Support information

What is the difference between Director Positive Behavior Support vs Behavior Analyst?

AspectDirector Positive Behavior SupportBehavior Analyst
CredentialsMaster's degree in psychology, education, or related field; often requires BCBA or BCBA-D certificationMaster's degree in behavior analysis, psychology, or related field; BCBA certification required
Work EnvironmentLeadership role overseeing programs, staff, and policies in educational, healthcare, or community settingsDirect client assessment, intervention planning, and data analysis in clinical or community settings
Employer & IndustryNonprofits, schools, healthcare organizations, government agenciesHealthcare providers, clinics, schools, private practices

The main difference is that the Director Positive Behavior Support focuses on overseeing and managing behavior support programs at an organizational level, while the Behavior Analyst primarily conducts assessments and develops intervention plans directly with clients. Both roles require similar credentials, but their responsibilities and scope differ significantly.

What skills and qualifications are needed to thrive as a director of positive behavior support?

To thrive as a Director of Positive Behavior Support, you need expertise in behavioral analysis, program development, and typically hold a master's degree or higher in psychology, education, or a related field, along with relevant certifications such as BCBA. Familiarity with behavior management software, data analysis tools, and evidence-based intervention systems is essential. Strong leadership, collaboration, and communication skills are crucial for guiding teams and engaging with stakeholders. These skills ensure the effective implementation of behavior support programs that improve outcomes for individuals and organizations.

What does a director of positive behavior support do?

A Director of Positive Behavior Support oversees the development, implementation, and evaluation of behavior support programs within an organization, such as a school district, healthcare facility, or social services agency. They lead a team of professionals who work to create positive environments, support individuals with behavioral challenges, and ensure that interventions are evidence-based and effective. Their responsibilities include training staff, monitoring program outcomes, collaborating with stakeholders, and ensuring compliance with relevant regulations and best practices.

How does a director of positive behavior support collaborate with educators and support staff to implement behavior intervention plans?

A Director of Positive Behavior Support works closely with teachers, counselors, and other support staff to design, implement, and monitor effective behavior intervention plans across school settings. This often involves conducting training sessions, facilitating team meetings, and providing ongoing coaching to ensure consistency in applying positive behavior strategies. The director also gathers and analyzes behavior data to adjust interventions as needed, fostering a collaborative environment where staff feel supported in addressing student needs. Regular communication and feedback loops are essential to ensure all stakeholders are aligned and interventions are effective.
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Director Positive Behavior Support jobs near you

Behavior Specialist

Greater Austin YMCA

Austin, TX • On-site

$19.50 - $27/hr

Full-time

Re-posted 7 days ago

Job description

Why Your Role Matters
The Behavior Specialist serves as the department's subject matter expert in behavior support, social-emotional development, and inclusion practices. This position works directly with program staff, families, schools, and community partners to develop proactive behavior support systems that promote student success and staff confidence. The Behavior Specialist provides coaching, consultation, training, and intervention support across afterschool, summer camp, and early learning programs. The position focuses on building staff capacity to effectively support children with diverse behavioral, emotional, developmental, and social needs while ensuring safe, inclusive, and welcoming environments.
How You Will Make an Impact
  • Develop and implement behavior support strategies, interventions, and individualized behavior plans that promote positive youth development, improve participant outcomes, and reduce challenging behaviors across programs.
  • Provide coaching, training, and ongoing support to Program Leads, Site Leads, and frontline staff to strengthen behavior management practices, trauma-informed approaches, de-escalation techniques, and inclusive program environments.
  • Build collaborative partnerships with families, school personnel, and community resources to address behavioral concerns, support youth success, and enhance family engagement.
  • Analyze behavior and incident data, monitor program quality, and implement continuous improvement strategies that align with YMCA standards, licensing requirements, and organizational goals related to inclusion, belonging, and positive youth development.
  • Conduct observations and assessments of program environments and student behaviors.
  • Create individualized behavior support plans in collaboration with families, school personnel, and program staff.
  • Assist staff in identifying root causes of behavior and implementing preventative interventions.
  • Support crisis intervention and de-escalation efforts when needed.
  • Monitor implementation and effectiveness of behavior support plans.
  • Provide ongoing coaching to Program Leads, Site Leads, and frontline staff.
  • Train staff in:
    • Positive Behavior Supports
    • Trauma-Informed Care
    • TBRI® Principles
    • Restorative Practices
    • De-escalation Techniques
    • Inclusive Program Strategies
  • Model effective behavior management practices in program settings.
  • Develop behavior support resources and training materials.
  • Serve as a liaison between families, school personnel, and YMCA staff regarding behavioral concerns.
  • Participate in parent conferences and collaborative problem-solving meetings.
  • Support staff in developing positive family engagement strategies.
  • Coordinate referrals to community resources when appropriate.
  • Ensure behavior support practices align with YMCA standards, licensing regulations, and grant requirements.
  • Analyze incident and behavior data to identify trends and opportunities for improvement.
  • Support program quality initiatives including YPQA and Summer Learning Program Quality Assessment implementation.
  • Assist in developing systems that promote belonging, inclusion, and positive youth development.
  • Collaborate with Regional Directors and Program Leads to build behavior management capacity.
  • Participate in leadership meetings and strategic planning efforts.
  • Support staff retention by reducing behavior-related stress and burnout.
  • Complete other duties as assigned.

What You Bring to the Y
  • Bachelor's degree in Education, Psychology, Social Work, Counseling, Child Development, Special Education, or related field required.
  • Master's degree preferred.
  • Minimum 3 years of experience working with children and youth in educational, afterschool, camp, or behavioral health settings.
  • Experience developing and implementing behavior intervention plans.
  • Experience coaching adults and facilitating training.

Preferred Qualifications
  • TBRI Practitioner Certification.
  • Experience with Positive Behavioral Interventions and Supports (PBIS).
  • Knowledge of special education and Section 504 accommodations.
  • Bilingual preferred.
  • Ensure Accountability: Hold yourself and others accountable to meet commitments.
  • Collaborate: Build partnerships and work collaboratively with others to meet shared objectives.
  • Communicate Effectively: Clearly convey ideas, instructions, and information in both verbal and written forms, adjusting messaging to suit different audiences and ensuring understanding.
  • Foster Belonging: Recognize the value that different perspectives and cultures bring to an organization.
  • Problem Solving: Assess situations, solve problems, and take action.
  • Build Effective & Inclusive Teams: Build strong identity teams that apply their diverse skills and perspectives to achieve common goals.
  • Plan & Align: Plan and prioritize work to meet commitments aligned with organizational goals.

Physical Requirements:
While performing the duties of this job, the employee is regularly required to sit, stand, walk, bend, talk and occasionally lift and/or move items including equipment, furniture and/or children. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

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