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How much do paraprofessional behavior intervention jobs pay per hour?

As of Sep 13, 2026, the average hourly pay for paraprofessional behavior intervention in the United States is $16.47, according to ZipRecruiter salary data. Most workers in this role earn between $14.42 and $18.75 per hour, depending on experience, location, and employer.

What is a paraprofessional behavior interventionist?

A Paraprofessional Behavior Interventionist is a support staff member who works under the supervision of teachers and specialists to assist students with behavioral, social, or emotional challenges in educational settings. They help implement behavior intervention plans, monitor student progress, and provide one-on-one or small group support. Their role is essential in creating a safe, supportive learning environment and helping students develop positive behaviors and coping strategies.

What are the most common challenges paraprofessional behavior interventionists face when supporting students with behavioral needs?

Paraprofessional Behavior Interventionists often encounter challenges such as managing unpredictable behaviors, maintaining consistency with intervention plans, and balancing support among multiple students. It is important to remain patient, flexible, and communicate effectively with teachers, therapists, and families to ensure strategies are aligned. Building trust with students and celebrating small successes can help foster a positive learning environment and make interventions more effective.

What are the key skills and qualifications needed to thrive as a paraprofessional behavior interventionist, and why are they important?

To thrive as a Paraprofessional Behavior Interventionist, you need a solid understanding of behavioral intervention strategies, experience with special education, and typically a high school diploma or relevant certification. Familiarity with data collection tools, behavior tracking software, and Applied Behavior Analysis (ABA) principles is often required. Patience, strong communication, and the ability to build rapport with students are critical soft skills in this role. These competencies are essential for effectively supporting students' behavioral needs, promoting positive learning environments, and collaborating with educational teams.

What is the difference between Paraprofessional Behavior Intervention vs Paraprofessional Special Education?

AspectParaprofessional Behavior InterventionParaprofessional Special Education
CertificationsTypically requires paraprofessional certification or related training in behavior interventionRequires paraprofessional certification, often with additional special education training
Work EnvironmentFocuses on implementing behavior plans, often in clinical or school settingsSupports students with diverse needs across classrooms and school environments
Employer & IndustrySchools, behavioral clinics, therapy centersPublic and private schools, special education programs
Search & Comparison IntentOften searched together due to overlapping roles in supporting students with behavioral or educational needs

While both roles support students in educational settings, Paraprofessional Behavior Intervention specializes in implementing behavior plans and interventions, often requiring specific training in behavior management. Paraprofessional Special Education provides broader support for students with various disabilities, assisting in general classroom activities and individualized education plans.

How to become a paraprofessional behavior intervention?

To become a paraprofessional behavior intervention specialist, candidates typically need a high school diploma or equivalent and may be required to complete specific training or certification in behavior management or special education. Some positions prefer or require an associate degree or coursework in related fields, and strong communication and patience are essential skills for working with individuals with behavioral needs.

What cities are hiring for Paraprofessional Behavior Intervention jobs?

Cities with the most Paraprofessional Behavior Intervention job openings:

What states have the most Paraprofessional Behavior Intervention jobs?

States with the most job openings for Paraprofessional Behavior Intervention jobs include:

What are popular job titles related to Paraprofessional Behavior Intervention jobs?

For Paraprofessional Behavior Intervention jobs, the most frequently searched job titles are:

Infographic showing various Paraprofessional Behavior Intervention job openings in the United States as of August 2026, with employment types broken down into 1% As Needed, 73% Full Time, 24% Part Time, 1% Temporary, and 1% Contract. Highlights an 80% Physical, 1% Hybrid, and 19% Remote job distribution, with an average salary of $34,266 per year, or $16.5 per hour.

Paraprofessional, Behavior Support

Grand Junction, CO • On-site

Mesa County Valley School District 51
See more jobs at Mesa County Valley School District 51external

$14.50 - $19/hr

Full-time

Re-posted 3 hours ago

Job description

Position Type:
School Support Staff/Paraprofessional, Behavior
Date Posted:
9/1/2026
Location:
R-5 High School
Date Available:
2026-27
Closing Date:
9/15/2026
Job Title: Paraprofessional, Behavior Support
Pay Program: Support Staff, Non-Exempt
Pay Range: Range 7 $18.73 - $20.87 *Pending board approval
Work Year: Student Contact Days (175 Days / 7 Hours)
Reports to: Building Leader
Direct Reports: This position has no supervisory responsibilities.
Summary
Operating under the direction of the Building Leader, this position provides direct support to students experiencing behavioral and/or social-emotional challenges to promote their full participation in the school environment. This position implements individual behavior plans with fidelity, reinforces pro-social and replacement behaviors, supports de-escalation, assists in crisis response, and ensures safe supervision in a variety of school settings. The position also collects behavior data, supports the development of Multi-Tiered System of Supports (MTSS)-aligned goals, and collaborates closely with special educators, behavior specialists, counselors, and administrators to support consistent and effective behavior interventions across the building.
Essential Responsibilities - To perform this job successfully, an individual must be able to perform each essential responsibility satisfactorily. The requirements listed below 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. Frequency of responsibility, percent of time and work year may vary based on department or building assignment.
Job Responsibility Description
1. Behavior and Trauma Support
  • Provide direct support to individual students or small groups experiencing behavioral or trauma-related challenges.
  • Reinforce behavior skills and coach students in safe, appropriate, and pro-social behaviors.
  • Implement behavior intervention plans, replacement behaviors, and safety plans as directed.
  • Support students during behavioral escalations using approved de-escalation strategies and assist with recovery and reintegration.
  • Apply district-approved restraint and seclusion protocols, as required, in accordance with training and district policy.

2. Student Supervision and Safety
  • Supervise students across school environments, including classrooms, hallways, lunch, recess, arrival/dismissal, and designated support spaces.
  • Reinforce school-wide behavior expectations and discipline practices.
  • Promote safe interactions and positive peer engagement.

3. Behavior Data and Skill Support
  • Collect, record, and summarize data on observable student behavior using district-approved tools.
  • Assist with information gathering for functional behavior assessments and intervention planning.
  • Document interventions and track progress toward MTSS-aligned goals.
  • Share relevant data and observations with appropriate staff to support plan adjustments.
  • Support student skill development outlined in behavior or intervention plans.

4. Collaboration and Communication
  • Communicate regularly with special educators, behavior specialists, counselors, and administrators regarding student progress and needs.
  • Participate in behavior support, planning, and MTSS meetings as assigned.
  • Support consistent implementation of behavior interventions across settings and staff.

5. Other Duties
  • Additional tasks, duties, and responsibilities may be assigned as needed/requested.

Education and Experience
Acceptable demonstration of acceptable education and/or experience will be at the sole discretion of the District
  • High school diploma or equivalent required
  • Associate's degree, completion of at least 48 semester hours of college coursework, or a passing score on the WorkKeys assessment (or other approved assessment) required for Title I schools
  • Two years of experience working with children and/or students required
  • Prior experience working with behaviorally-challenged children preferred
  • Bilingual (English/Spanish) language skills required when assigned to a bilingual program

Licenses, Registrations or Certifications
  • Criminal background check required for hire
  • Valid Colorado driver's license or valid Colorado identification required
  • Must be able to lift 35 pounds. Lift test required at time of hire
  • Quality Behavior Solutions certification (QBS) must be obtained within 60 days of hire
  • CPR, First Aid preferred or receive within 90 days of employment

Knowledge, Skills and Abilities
  • Knowledge of behavior intervention strategies and positive behavior support frameworks.
  • Knowledge of Individual Behavior Intervention Plans (BIPs), safety plans, and MTSS processes.
  • Ability to support teacher-directed instruction and reinforce academic and behavioral expectations.
  • Skill in using positive behavior supports, de-escalation techniques, and calm conflict intervention.
  • Ability to build supportive, respectful relationships with students and maintain appropriate boundaries.
  • Ability to adapt to changing needs, manage frequent interruptions, and maintain focus in a busy school environment.
  • Ability to supervise students safely in a variety of settings and respond appropriately in crisis or emergency situations.
  • Ability to follow district safety procedures and report concerns promptly.
  • Ability to be adaptable and flexible with collaborative critical thinking and problem-solving capabilities
  • Clear and effective written and verbal communication skills
  • Strong customer service skills, with the ability to provide support in a professional and approachable manner
  • Commitment to handling sensitive and confidential information with the highest ethical standards
  • Strong interpersonal skills to collaborate with staff and various stakeholders
  • Ability to lead, communicate, interact and work effectively and cooperatively with people from diverse ethnic and educational backgrounds
  • Ability to follow applicable federal, state, local laws and Board of Education policies, in addition to building and department procedures
  • Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment and report unsafe conditions to the appropriate administrator
  • Basic operating knowledge of computers, district-approved devices, and common educational technology tools.
  • Ability to use email, word processing, spreadsheets, and other standard office software.
  • Ability to operate typical office equipment such as copiers, printers, and telephones.

Salary & Benefits:
View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits

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