17 Behavior Intervention Specialist Interview Questions and Answers

Behavior intervention specialists work one-on-one with students who have emotional or behavioral disorders in order to help them learn new skills and improve their behavior. This is a challenging but rewarding job, and in order to be successful, you’ll need to be able to answer some tough interview questions.

To help you get ready, we’ve compiled a list of the most common questions behavior intervention specialists are asked in job interviews, along with sample answers.

Are you familiar with the Individuals with Disabilities Education Act (IDEA) and other laws that govern special education?

The interviewer may ask this question to assess your knowledge of special education laws and regulations. This can help them determine whether you are qualified for the position, as it shows that you have a strong understanding of how these policies work. In your answer, try to explain what IDEA is and why it’s important. You can also mention any other relevant legislation if you’re familiar with it.

Example: “I am very familiar with the Individuals with Disabilities Education Act (IDEA) and all of its amendments. I think it’s important to understand the legal framework that governs special education because it helps me make sure my students receive the best possible care. For example, when I was working at my previous school, we had a student who needed an aide in their classroom. The school district sent out a notice asking for volunteers, and I signed up right away because I knew that I could provide the support they needed.”

What are the most effective strategies for managing the behaviors of a student who is having a meltdown?

This question can give the interviewer insight into how you handle challenging situations with students. Use your answer to highlight your problem-solving skills and ability to remain calm in a crisis.

Example: “I have found that it’s important to remain calm when working with students who are having meltdowns because their behaviors are often a result of them feeling overwhelmed or anxious. I try to use strategies like deep breathing exercises, positive reinforcement and timeouts to help these students regain control of themselves. These techniques allow me to redirect the student’s attention while also teaching them new ways to cope with stress.”

How would you handle a situation where a parent is resistant to your recommendations for addressing their child’s behavior issues?

As a behavior intervention specialist, you may encounter situations where parents are resistant to your recommendations for addressing their child’s behavioral issues. An interviewer may ask this question to assess how you handle these challenging conversations and ensure that the parent follows through with your recommendations. In your answer, try to emphasize your ability to communicate clearly and diplomatically while also ensuring that the parent understands why you recommend certain interventions.

Example: “I have encountered this situation in my previous role as a behavior intervention specialist, and I always make sure to explain my reasoning thoroughly when recommending an intervention plan. If a parent is still resistant after hearing my explanation, I will offer to meet with them again or refer them to someone else who can help them understand why I made the recommendation. Ultimately, I want to ensure that all students receive the support they need to succeed at school.”

What is your process for identifying and prioritizing the needs of each of your students?

The interviewer may ask you this question to learn more about your methods for working with students and their families. Use examples from your experience to explain how you assess the needs of each student and develop a plan to meet those needs.

Example: “I begin by meeting with each student and their parents or guardians to discuss their goals for the school year. I also review any previous assessments that have been completed, such as an initial evaluation or progress reports. From there, I create individualized plans for each student based on their unique needs. For example, one student I worked with last year had difficulty following directions in class. We developed a behavior management plan together that included positive reinforcement when he followed directions and time-outs when he didn’t.”

Provide an example of a time when you successfully implemented a change in a student’s behavior through positive reinforcement.

This question can help interviewers understand your ability to implement positive reinforcement in a student’s life. Use examples from your experience that show you have the skills and knowledge to use positive reinforcement as part of an intervention plan.

Example: “In my last role, I worked with a student who had a challenging time transitioning between classes. The student would often get distracted during class and lose focus on what was being taught. To address this issue, I created a reward system where the student could earn points for good behavior and academic performance. For every 10 points they earned, they could choose a small prize from a treasure box. This helped motivate the student to work hard and stay focused throughout the day.”

If a student has a history of aggression, how do you maintain a safe environment for them and others?

This question can help interviewers understand how you plan for and respond to challenging situations. Use your answer to highlight your ability to assess a situation, develop strategies and implement them effectively.

Example: “I have worked with students who have aggressive behaviors in the past, so I know that it’s important to maintain a safe environment for everyone involved. In my experience, there are many factors that contribute to aggression, including sensory issues, anxiety or frustration. When working with these students, I first try to identify what may be triggering their behavior. Then, I work with parents and teachers to create an individualized behavioral intervention plan.”

What would you do if you noticed a student isolating themselves from their peers?

This question can help interviewers understand how you might handle a challenging situation. Your answer should show that you have the skills to identify and solve problems with students.

Example: “I would first try to find out why the student is isolating themselves from their peers. I would talk to them about what they like doing, who they spend time with outside of school and what activities they enjoy. Then, I would work with teachers and parents to plan fun activities for the whole class so the student has more opportunities to interact with their peers.”

How well do you handle stress while working with challenging students?

Stress is a common problem for educators, especially those who work with students with behavioral issues. Employers ask this question to make sure you have the skills and abilities needed to manage stress while working in their school district. Use your answer to explain that you know how to handle stressful situations effectively. Share one or two strategies you use to reduce stress when it arises.

Example: “I understand that working with challenging students can be stressful at times. However, I am committed to finding ways to reduce my stress levels so I can remain calm and focused on helping students learn. One way I do this is by taking short breaks throughout the day. Another method I use is deep breathing exercises. These methods help me stay positive and productive even when things get hectic.”

Do you have any experience working with students who are deaf or hard of hearing?

This question can help interviewers understand your experience working with students who have unique needs. If you do not have any experience, consider describing a time when you worked with a student who had special needs and how you helped them succeed in the classroom.

Example: “I haven’t worked specifically with deaf or hard of hearing students, but I have worked with students who have other types of disabilities that require specialized care. For example, I once worked with a student who was nonverbal and used sign language to communicate. I learned basic American Sign Language so I could better support this student and ensure they were getting the education they needed.”

When working with students who have severe behavioral issues, do you find it helpful to seek outside support?

This question can help an interviewer determine how you handle challenging situations and whether you have a support system in place. Use your answer to highlight your ability to work independently, but also show that you know when it’s appropriate to ask for help.

Example: “I find it helpful to seek outside support when I’m unsure of the best way to handle a situation or if I need additional resources to help me meet my students’ needs. In my last role, I worked with several students who had severe behavioral issues, including one student who was nonverbal. I found it especially helpful to consult with other teachers and specialists about ways to communicate with this student so we could better understand their needs.”

We want to ensure that our students are happy and engaged. How would you make sure that they are having fun while learning new skills?

This question can help the interviewer get a better idea of your teaching style and how you plan lessons. Use examples from previous experiences to show that you know how to make learning fun for students while still helping them develop important skills.

Example: “I believe that it’s important to have fun in the classroom, but I also think it’s crucial to teach students new skills in an engaging way. For example, when I was working with my last group of students, we were learning about different types of animals. Instead of just reading off a list of facts, I had the kids act out each animal as we went through the list. They loved this activity so much that they asked me to do it again during our next lesson.”

Describe your experience working with children who have special needs.

This question can help the interviewer determine your experience with working with children who have special needs. It can also show them how you might fit in with their team and school. When answering this question, it can be helpful to mention any specific skills or techniques you’ve used to work with these students.

Example: “I worked as a behavior intervention specialist for five years at an elementary school that served many students with special needs. I helped create individualized plans of care for each student based on their unique learning styles and behavioral challenges. This allowed me to develop strategies and interventions that could best support each child’s development.”

What makes you the best candidate for this position?

Employers ask this question to learn more about your qualifications and why you are the best person for the job. Before your interview, make a list of all your skills and experiences that relate to this position. Think about what makes you unique compared to other candidates.

Example: “I am passionate about working with children who have special needs. I feel like my background in teaching students with autism would be an asset to this school district because I know how to create positive learning environments for these kids. I also think my communication skills are excellent, which is important when working with parents and teachers. I can explain behavioral interventions clearly so everyone understands.”

Which teaching methods do you prefer to avoid?

Interviewers may ask this question to learn more about your teaching style and preferences. They want to know if you prefer a specific method or if you’re flexible in your approach. When answering, consider which methods you’ve used in the past and why you preferred them over others. You can also mention any methods that you haven’t tried but would like to try in the future.

Example: “I find it most effective when I have one-on-one time with students. This allows me to get to know each student’s unique needs and preferences while giving them my full attention. However, I understand that some students need group activities to help them learn. In these cases, I make sure to give everyone individual attention during small group activities.”

What do you think is the most important thing to remember when working with students?

This question can help the interviewer get to know you as a person and how you interact with students. It also helps them understand what your priorities are when working in this role. When answering, it can be helpful to mention something that is important to you personally or professionally.

Example: “I think the most important thing to remember when working with students is their individuality. Every student has different needs and strengths, so I try to make sure I am always adapting my teaching style to meet each of their unique situations. This allows me to create individualized lesson plans for each student while still maintaining consistency.”

How often do you make updates to your behavior intervention plan?

This question can help interviewers understand your ability to adapt and change plans as needed. Your answer should include a specific example of when you made an update to a plan, the reason for the change and how it helped students succeed.

Example: “I make changes to my behavior intervention plan every time I meet with parents or guardians. This is usually once per month, but if there are any major issues that come up during the month, I will adjust the plan sooner. For instance, last year one student was having trouble transitioning from recess to class because he would get distracted by other kids on the playground. We adjusted his behavior intervention plan so that he had more time to transition between activities.”

There is a conflict between two students. How do you handle it?

This question can help an interviewer assess your conflict resolution skills. Use examples from past experiences to show how you resolve conflicts and maintain a positive learning environment for students.

Example: “In my last role, two students were arguing over who got to use the computer first during independent work time. One student was taking longer than usual to complete their assignment because they had to wait for the computer. I asked both students if they would be okay with sharing the computer for the rest of the day. They agreed, and we set up a schedule so that each student could have equal access to the computer. This helped solve the problem without disrupting other students.”