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No Experience Positive Behavior Support Jobs in Virginia

Rivermont Schools

Special Education Teacher

Roanoke, VA · On-site

$49K - $64K/yr

Minimum 1 year of classroom experience supporting students with autism, EBD, or related ... Familiarity with IEP development, ABA principles, and positive behavior support strategies * Valid ...

Rivermont Schools

Special Education Teacher

Roanoke, VA · On-site

$50K - $70K/yr

Minimum 1 year of classroom experience supporting students with autism, EBD, or related ... Familiarity with IEP development, ABA principles, and positive behavior support strategies * Valid ...

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All JobsPositive Behavior Support JobsNo Experience Positive Behavior Support JobsNo Experience Positive Behavior Support Jobs in Virginia

No Experience Positive Behavior Support information

What is the difference between No Experience Positive Behavior Support vs Behavior Technician?

AspectNo Experience Positive Behavior SupportBehavior Technician
Required CredentialsTypically no formal certification needed; on-the-job training providedOften requires certification such as CPI or behavior intervention training
Work EnvironmentSupports individuals with behavioral challenges in educational or community settingsWorks directly with clients in schools, clinics, or residential facilities
Employer & Industry UsageUsed by agencies focusing on positive behavior interventions, often entry-levelCommonly employed in healthcare, education, and behavioral health sectors

In summary, No Experience Positive Behavior Support roles typically require less formal certification and focus on implementing positive strategies, while Behavior Technicians usually have specific certifications and work directly with clients to modify behaviors. Both roles are vital in behavioral support but differ in training requirements and job scope.

What cities in Virginia are hiring for No Experience Positive Behavior Support jobs?

Cities in Virginia with the most No Experience Positive Behavior Support job openings:

No Experience Positive Behavior Support jobs near you
Infographic showing various No Experience Positive Behavior Support job openings in Virginia as of August 2026, with employment types broken down into 1% As Needed, 76% Full Time, 19% Part Time, and 4% Contract. Highlights an 93% Physical, 1% Hybrid, and 6% Remote job distribution.

Behavior Interventionist (Elementary)

Buena Vista, VA • On-site

Buena Vista City Public Schools
51 - 200 employees
Learn more about Buena Vista City Public Schoolsexternal

$18.25 - $24.50/hr

Full-time

This job post has expired today. Applications are no longer accepted.

Job description

Position Type:
Student Support Services
Date Posted:
7/8/2026
Location:
F.W. Kling Elementary School
Job Title: Behavior Interventionist (Elementary)
Position Summary
The Behavior Interventionist provides direct behavioral support to elementary students exhibiting challenging behaviors that interfere with academic achievement, social-emotional development, and school success. Working collaboratively with teachers, administrators, school counselors, psychologists, and families, the Behavior Interventionist implements evidence-based behavioral interventions, supports positive school climate initiatives, and assists in developing students' behavioral skills to promote success in the least restrictive environment.
Essential Duties and Responsibilities
  • Provide direct behavioral intervention and support to students individually and in small groups.
  • Implement positive behavior support strategies and evidence-based interventions to increase appropriate behaviors and reduce challenging behaviors.
  • Assist teachers and staff in implementing classroom behavior management techniques and proactive behavioral supports.
  • Collaborate with school teams to develop, implement, and monitor behavior intervention plans (BIPs).
  • Support the collection, organization, and analysis of behavioral data to monitor student progress and guide intervention decisions.
  • Participate as a member of multidisciplinary teams, including eligibility, IEP, manifestation determination, and problem-solving meetings when appropriate.
  • Assist in conducting Functional Behavioral Assessments (FBAs) under the direction of qualified personnel.
  • Model effective behavioral strategies and de-escalation techniques for school staff.
  • Provide coaching and consultation to teachers regarding classroom management and behavioral interventions.
  • Respond to behavioral crises using approved crisis prevention and intervention techniques.
  • Build positive relationships with students while promoting self-regulation, social skills, and appropriate coping strategies.
  • Maintain accurate documentation of interventions, student progress, and behavioral data.
  • Communicate effectively with parents, teachers, administrators, and related service providers regarding student progress.
  • Maintain confidentiality of student records and information in accordance with federal and state regulations.
  • Perform other duties as assigned by the Director of Special Education or building administrator.

Qualifications
Required:
  • High school diploma required; Associate's or Bachelor's degree in education, psychology, social work, human services, or a related field preferred.
  • Experience working with elementary-aged children exhibiting behavioral, emotional, or social challenges.
  • Knowledge of positive behavior supports, classroom management strategies, and trauma-informed practices.
  • Strong interpersonal, communication, and problem-solving skills.
  • Ability to build rapport with students while maintaining consistent behavioral expectations.
  • Ability to collect and document behavioral data accurately.
  • Ability to work collaboratively as part of a multidisciplinary team.

Preferred:
  • Experience implementing behavior intervention plans (BIPs).
  • Knowledge of Functional Behavioral Assessments (FBAs) and behavior data collection methods.
  • Experience working with students receiving special education services.
  • Training in crisis prevention and intervention techniques (e.g., MANDT, CPI, or similar).
  • Knowledge of IDEA, Section 504, and behavior supports within a school setting.

Knowledge, Skills, and Abilities
  • Knowledge of child development and elementary student behavior.
  • Understanding of evidence-based behavioral interventions and positive behavior supports.
  • Ability to de-escalate challenging behaviors while maintaining student dignity and safety.
  • Ability to collaborate effectively with teachers, administrators, and families.
  • Strong organizational skills and attention to detail.
  • Ability to maintain professionalism and confidentiality.

Equipment
Use standard office equipment, such as personal computers and copiers.
Travel Requirements
Travel between schools, or between schools and central offices, may be required for certain positions.
Knowledge, Skills and Abilities
  • Ability to carry out instructions furnished in written or oral form.
  • Ability to add, subtract, multiply and divide, and perform arithmetic operations as needed to assist students.
  • Ability to understand, apply and use personal computers and software applications (e.g., Word, Excel).
  • Ability to work with a diverse group of individuals.
  • Ability to maintain confidentiality of information regarding students, employees and others.
  • Ability to establish a supportive and compassionate relationship with students with special needs.
  • Ability to establish and maintain cooperative working relationships with students, staff and others contacted in the course of work.
  • Ability to report work orally or in writing to supervisor as required.
  • Effective writing and verbal communication skills.

Physical and Mental Demands, Work Hazards
Works in standard office and school building environments.
Ability to work outdoors during outdoor student activities.
Note: Also see the Summary of Physical, Sensory and Environmental Requirements Needed to Perform Essential Job Duties for this position.
Qualifications Profile:
Any combination of education and experience providing the required skill and knowledge for successful performance would be qualifying. Typical qualifications would be equivalent to:
  • High School diploma or equivalent.
  • Successful completion of college level coursework or passing of examination as required by the No Child Left Behind Act.
  • Prior experience working with special needs children desirable.

FLSA Status: Non-exempt

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