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| Instructional Spec |
0833 |
Not Applicable |
| Behavior Interventions Specialist |
BD |
12 |
| Summary Description: Under the direction of the Director of the Department of Special Education Compliance, the Behavior Intervention Specialist provides division-level leadership, professional learning, and technical assistance to ensure the appropriate, consistent, and legally compliant implementation of behavioral interventions across schools.
The specialist supports school-based staff in the application of evidence-based behavioral practices grounded in Applied Behavior Analysis (ABA), with a particular emphasis on supporting students with autism and other developmental disabilities. This includes guidance on the development and implementation of Functional Behavior Assessments (FBA), Behavior Intervention Plans (BIP), and proactive, preventative behavioral supports.
The specialist provides training and consultation to schools on the proper use of restraint, exclusion, and seclusion in accordance with the Code of Maryland Regulations (COMAR) 13A.08.04, the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, and Montgomery County Public Schools (MCPS) policies, regulations, and procedures.
Under direction, the specialist assists in the continuous monitoring of compliance with federal, state, and local regulations governing behavioral interventions for all students. This includes analyzing data, supporting schools in maintaining accurate documentation, and assisting in the development of corrective actions when needed. The specialist also supports internal audits and contributes to compliance reviews to ensure adherence to COMAR 13A.08.04 and related legal requirements.
Additionally, the specialist assists in conducting internal investigations related to the implementation of behavioral interventions, including the use of restraint, exclusion, and seclusion, and provides recommendations to improve practices, strengthen staff capacity, and reduce the need for restrictive interventions.
This role requires certification and expertise in Applied Behavior Analysis (ABA) to support the implementation of evidence-based behavioral strategies, promote positive behavioral supports, and guide school teams in developing and implementing effective behavior intervention plans.
Physical Demands: As required by the duties and responsibilities of the job.
Special Requirements: None
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KNOWLEDGE SKILLS ABILITIES: The Behavior Intervention Specialist demonstrates thorough knowledge of the organization of Montgomery County Public Schools (MCPS) and MCPS policies, procedures, and regulations related to student behavior, safety, and special education services. The position requires comprehensive knowledge of federal and state laws and regulations, including the Code of Maryland Regulations (COMAR), the Individuals with Disabilities Education Act (IDEA), the Americans with Disabilities Act (ADA), and Section 504 of the Rehabilitation Act, particularly as they relate to behavioral interventions and the use of exclusion, restraint, and seclusion. Demonstrated knowledge of federal guidance and state regulations regarding the behavioral interventions as described in COMAR 13.A.08.04 and restorative justice practicesThe specialist must hold current certification in Applied Behavior Analysis, such as Board-Certified Behavior Analyst (BCBA) or equivalent ABA certification, and demonstrate advanced expertise in the application of ABA principles across school settings. This includes extensive experience conducting Functional Behavior Assessments (FBA), developing and monitoring Behavior Intervention Plans (BIP), and implementing evidence-based behavioral strategies, with a strong emphasis on supporting students with autism and other developmental disabilities. The specialist must be skilled in promoting positive behavioral supports, de-escalation practices, and proactive, preventative approaches to student behavior.The role requires strong knowledge of the MCPS K–12 curriculum and special education programs, including Individualized Education Programs (IEPs), learning theory, differentiated instruction, multicultural education, assessment practices, and evidence-based instructional strategies for students with disabilities. The specialist must demonstrate the ability to support and coach school-based teams, adapt instructional and behavioral supports to meet diverse student needs, and collaborate effectively with students, staff, administrators, and families.The position also requires demonstrated ability to develop, implement, and evaluate comprehensive professional learning plans focused on behavioral supports, autism-specific strategies, de-escalation techniques, and the appropriate use of exclusion, restraint, and seclusion The specialist must be proficient in the use of the Maryland Online IEP system.Additionally, the Behavior Intervention Specialist must demonstrate strong analytical and organizational skills, including the ability to collect, analyze, and interpret data using tools such as Access and Excel, standardized audit instruments, and data reporting systems to monitor compliance, measure outcomes, and inform continuous improvement. The role requires the ability to collaboratively resolve conflicts, exercise independent judgment and initiative, and effectively utilize technology for communication, reporting, and presentations.Excellent oral and written communication, interpersonal, and problem-solving skills are essential. The specialist must also demonstrate knowledge and application of the six performance standards of the MCPS Teacher Professional Growth System (TPGS) to support professional practice, accountability, and continuous improvement across schools. |
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Education Training Experience: Bachelor’s degree from an accredited college or university in special education with coursework in ABA, supervised fieldwork (1,000-1300 hours), passing score on ABA/BCBA exam holding an active certification or be eligible to obtain certification. Master’s degree in ABA preferred. Proven experience in the successful application of learning theory, differentiated instruction, child development, applied behavior analysis, designing behavior plans, conducting FBA’s and leading system work required. At least 5 years of experience in training school-based staff members in the use of evidence based behavioral strategies, de-escalation techniques, and proactive prevention strategies. Experience in securing and managing grants to support professional learning initiatives is preferred. Demonstrated experience with data monitoring. Experience with organizational communications, public relations, and community relations is desirable. Other combinations of applicable education, training, and experience that provide the knowledge, abilities, and skills necessary to perform effectively in the position may be considered.CERTIFICATE AND LICENSE REQUIREMENTS: Meets the Maryland State Department of Education certification requirements for Standard Professional Certification I (SPC I) in special education. This role requires certification and expertise in Applied Behavior Analysis (ABA). Meets the Crisis Prevention Institute (CPI) certified trainer requirements or a comparable equivalent certification to CPI. Certification in a content area is desirable. Maryland APC for special education or related field preferred. |
| No |
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Example Duties:(The job duties listed are typical examples of the work performed by this job classification. Not all duties assigned are included, nor are all duties listed performed in every office.)• At the central office level, the specialist provides leadership and systems-level support to schools by designing, coordinating, and evaluating division-wide behavior strategies that promote student success. This includes building capacity among school-based teams to effectively support students with complex behavioral needs, particularly students with autism, and ensuring alignment of practices with district priorities and compliance requirements.• Provides division-level leadership in the design, implementation, and evaluation of comprehensive behavior support systems across schools, with an emphasis on students with autism and complex behavioral needs. • Delivers coaching and technical assistance to school-based teams on the application of Applied Behavior Analysis (ABA) principles, including conducting Functional Behavior Assessments (FBA) and developing effective Behavior Intervention Plans (BIP). • Supports schools in implementing evidence-based behavioral strategies, including positive behavioral interventions and supports (PBIS), de-escalation techniques, and proactive prevention practices. • Collaborates with school administrators, special education teams, and related service providers to ensure consistent, high-quality behavioral programming aligned with district expectations and legal requirements. • Develops, facilitates, and evaluates professional learning for staff on topics such as ABA strategies, autism supports, behavior intervention planning, crisis prevention, and the appropriate use of exclusion, restraint, and seclusion. • Monitors and supports compliance with federal, state, and local regulations (e.g., IDEA, ADA, Section 504, COMAR) related to student behavior and special education services. • Analyzes school- and district-level behavioral data to identify trends, guide decision-making, and improve outcomes for students with disabilities. • Assists schools in developing systems for progress monitoring and data-based decision-making related to student behavior and intervention effectiveness. • Provides direct consultation and problem-solving support for complex student cases, including students exhibiting significant behavioral challenges or requiring intensive interventions. • Supports the development and implementation of Individualized Education Programs (IEPs) with a focus on measurable behavioral goals, appropriate supports, and alignment with assessment data. • Builds capacity of school teams to implement autism-specific strategies, including structured teaching, communication supports, and social-emotional interventions. • Collaborates with families/guardians to support understanding of behavioral interventions and promote consistency between school and home. • Facilitates conflict resolution and supports mediation efforts related to student behavioral programming and services. • Develops and contributes to grant proposals and other funding opportunities to expand behavioral supports and professional learning initiatives. • Creates and maintains guidance documents, tools, and resources to support consistent implementation of behavioral practices across the district. • Conducts site visits, program reviews, and audits to ensure fidelity of implementation and compliance with district and legal standards. • Utilizes data systems and technology tools (e.g., Excel, Access, IEP platforms) to track, report, and present outcomes related to behavioral services. • Stays current on research and best practices in ABA, autism, and behavioral interventions, and integrate new learning into district initiatives. • Performs other duties as assigned to support the mission and goals of the central office and school system. |
