ZipRecruiter

Log In

1

Director Positive Behavior Support Jobs in Chicago, IL

Specialized Education Services

Behavior Aide

Darien, IL · On-site

$15.25/hr

Paid training, tuition reimbursement, and credentialing support. * Data-driven, evidence-based learning and instructional models, including SESI's own positive behavioral interventions and support ...

previous pagenext page

Showing results 21-40

All JobsPositive Behavior Support JobsDirector Positive Behavior Support JobsDirector Positive Behavior Support Jobs in Chicago, IL

Director Positive Behavior Support information

See Chicago, IL salary details

$46.9K

$119K

$202.9K

How much do director positive behavior support jobs pay per year?

As of Sep 7, 2026, the average yearly pay for director positive behavior support in Chicago, IL is $119,002.00, according to ZipRecruiter salary data. Most workers in this role earn between $87,000.00 and $130,800.00 per year, depending on experience, location, and employer.

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.

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.

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.

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 are the most commonly searched types of Positive Behavior Support jobs in Chicago, IL?

The most popular types of Positive Behavior Support jobs in Chicago, IL are:

What are popular job titles related to Director Positive Behavior Support jobs in Chicago, IL?

For Director Positive Behavior Support jobs in Chicago, IL, the most frequently searched job titles are:

What job categories do people searching Director Positive Behavior Support jobs in Chicago, IL look for?

The top searched job categories for Director Positive Behavior Support jobs in Chicago, IL are:

What cities near Chicago, IL are hiring for Director Positive Behavior Support jobs?

Cities near Chicago, IL with the most Director Positive Behavior Support job openings:

Director Positive Behavior Support jobs near you
Infographic showing various Director Positive Behavior Support job openings in Chicago, IL as of June 2026, with employment types broken down into 7% As Needed, 72% Full Time, 14% Part Time, and 7% Temporary. Highlights an 95% Physical, 1% Hybrid, and 4% Remote job distribution, with an average salary of $119,002 per year, or $57.2 per hour.

Registered Behavior Technician

Cooperative Association for Special Education

Glen Ellyn, IL • On-site

$18 - $23.50/hr

Other

Re-posted 13 days ago

Job description

Position Type:
Support Staff/Special Education Assistant
Date Posted:
7/27/2026
Location:
CASE
Date Available:
August 2026
Closing Date:
When filled
JOB DESCRIPTION
POSITION: Monarch Academy-Registered Behavior Technician
TERM: 1.0 FTE, 10 Months, 180 work days
REPORTING STRUCTURE: Principal
LOCATION: Monarch Academy, CCSD93, Bloomingdale, IL
Position Summary
Monarch Academy is seeking full-time Registered Behavior Technicians (RBTs) to join our specialized educational team serving students with autism and complex support needs. RBTs work collaboratively with teachers, BCBAs, related service providers, and administrators to provide individualized academic, behavioral, communication, and functional support. RBTs implement evidence-based practices to increase student independence, communication, engagement, and success across the school day.
Qualifications
  • Current Registered Behavior Technician (RBT) certification through the Behavior Analyst Certification Board (BACB), or ability to obtain certification within the required timeframe.
  • Must meet Illinois requirements for paraprofessionals by holding a valid Educator License with Stipulations (ELS) - Paraprofessional (PARA) endorsement in good standing with the Illinois State Board of Education and registered with the DuPage Regional Office of Education.
  • High school diploma or equivalent required.
  • Experience working with students with autism, developmental disabilities, or complex support needs preferred.
  • Knowledge of Applied Behavior Analysis (ABA), behavior support strategies, data collection, and augmentative and alternative communication (AAC) systems preferred.
  • Ability to implement individualized instructional and behavioral plans with consistency and fidelity.
  • Ability to collaborate effectively with teachers, BCBAs, related service providers, and other members of a multidisciplinary team.
  • Ability to remain calm, flexible, and responsive in a dynamic educational environment.
Essential Duties & Responsibilities
  • Implement individualized instructional activities, behavior support plans, and classroom routines under the direction of the classroom teacher and BCBA.
  • Provide direct instructional, behavioral, communication, and functional support to students with autism and complex support needs.
  • Implement Behavior Intervention Plans (BIPs), reinforcement systems, and behavior support strategies.
  • Collect and document student behavioral and instructional data.
  • Support students using AAC systems, visual supports, and individualized instructional materials.
  • Promote student independence through effective prompting, teaching strategies, and positive behavior supports.
  • Assist students with daily living skills, including personal care, toileting, feeding, mobility, and self-care needs as appropriate.
  • Support classroom routines, transitions, lunch, recess, arrival, dismissal, and other school activities.
  • Prepare instructional materials and assist in maintaining a structured, organized learning environment.
  • Collaborate with classroom teams and related service providers to support student growth and progress.
  • Participate in professional development, coaching, team meetings, and ongoing training.
  • Maintain confidentiality of student information.
  • Perform other duties as assigned.
Supervisory Responsibilities
  • Maintain active supervision of students across instructional and non-instructional settings.
  • Monitor student safety and communicate concerns, progress, and incidents to appropriate team members.
  • Implement crisis prevention and intervention procedures using approved training and protocols.
Physical Demands
  • Ability to stand, walk, bend, kneel, crouch, and sit on the floor for extended periods.
  • Ability to actively engage with students throughout the school day.
  • Ability to assist students with personal care, mobility, positioning, and other physical support needs.
  • Ability to safely respond to behavioral crises using CASE-approved procedures and training.
  • Ability to occasionally lift, carry, push, or pull up to 50 pounds with or without reasonable accommodation.
Work Environment
  • Work is performed in a specialized public day school serving students with autism and complex support needs.
  • Work occurs in classrooms, therapy spaces, sensory areas, hallways, cafeterias, playgrounds, and other educational settings.
  • Staff collaborate with a multidisciplinary team including teachers, RBTs, BCBAs, related service providers, nurses, and administrators.
  • Work may involve exposure to challenging behaviors, including aggression, elopement, self-injury, and other disability-related behaviors.
  • Staff receive ongoing training, coaching, and support in ABA practices, communication supports, instructional strategies, and student safety.
    To view Essential Job Responsibilities and/or to apply visit AppliTrack at: www.applitrack.com/casedupage/onlineapp

Attachment(s):
  • RBT Job Description_2026.pdf

Apply