Description
Implement behavior intervention plans for preschool-aged children with developmental, learning, emotional, or physical disabilities; teach social, communication, and self-regulation skills; collect behavior data; and collaborate with families and school teams to promote safe, inclusive participation and readiness for later grades.
- • Arrange learning environments to reduce triggers and support engagement, movement, and safety.
- • Support children's basic needs when necessary to maintain safety and therapeutic routines.
- • Use nonverbal cues, visuals, and calming strategies to provide comfort and positive reinforcement.
- • Confer with parents, guardians, teachers, counselors, or administrators to address behavioral concerns and progress.
- • Develop and update individualized behavior intervention plans (BIPs) aligned with IEP goals.
- • Design and implement strategies to meet diverse behavioral and sensory needs.
- • Apply evidence-based interventions (e.g., ABA, positive behavior supports) to build communication, attention, and self-regulation.
- • Encourage persistence with challenging tasks through shaping, prompting, and reinforcement.
- • Set and communicate clear behavioral expectations, routines, and goals to students and families.
- • Establish and enforce behavior procedures using proactive, least-restrictive practices.
- • Teach and monitor safe use of classroom materials and equipment.
- • Adapt curriculum and activities to reduce problem behavior and increase access to instruction.
- • Coach teachers and aides to implement behavior supports with fidelity.
- • Observe and collect data on behavior, engagement, and social interaction.
- • Organize and facilitate play-based activities that target turn-taking, sharing, and cooperative skills.
- • Plan and lead experiential activities that practice coping skills and generalize replacement behaviors.
- • Prepare visual schedules, choice boards, and sensory tools to support regulation and independence.
- • Develop session objectives and behavior targets consistent with program guidelines.
- • Use technology and interactive tools to teach skills and monitor progress.
- • Conduct small-group or one-on-one social stories and modeling sessions.
- • Follow feeding, toileting, or sensory protocols in coordination with care plans when appropriate.
- • Teach foundational social, communication, and self-help skills to replace challenging behaviors.
- • Teach and reinforce socially acceptable behavior using differential reinforcement and behavior-specific praise.
- • Build students’ self-advocacy, independence, and goal-setting skills at a developmentally appropriate level.
- • Assist with functional behavior assessments by gathering ABC data and conducting observations.
- • Attend professional meetings, trainings, or supervision to maintain and improve competencies.
- • Collaborate with school teams to develop, evaluate, or refine behavior supports within preschool programs.
- • Participate in IEP meetings with families and professionals to craft behavior goals and supports.
- • Maintain and organize intervention materials, incentives, and sensory supplies.
- • Support inclusion by coordinating transitions and accommodations in general education settings.
- • Maintain accurate notes, charts, and records in accordance with laws and program policies.
- • Meet with families to review progress and model home strategies using community resources as needed.
- • Display visual aids and student work that reinforce expectations and social-emotional learning.
- • Provide guidance and task plans to teacher assistants or volunteers supporting behavior interventions.
- • Prepare progress reports, incident reports, and data summaries for stakeholders.
- • Implement assistive and visual supports and help students access facilities safely.
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Tasks & skills:
O*NET occupational data (work activities, skills, knowledge).
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This site includes information from O*NET by the U.S. Department of Labor, Employment and Training Administration (USDOL/ETA), used under the CC BY 4.0 license. Career Clutch has modified some of this information for student readability. USDOL/ETA has not approved, endorsed, or tested these modifications. O*NET® is a trademark of USDOL/ETA.
Last reviewed: Jan 2026
