Registered Behavior Technician

A Step Up Academy is seeking a dedicated and passionate Registered Behavior Technician (RBT) to join our team at our special education school designed to cater to the unique needs of students with autism. As an integral part of our committed staff, the RBT will play a key role in implementing behavior intervention strategies, providing support, and fostering a positive learning environment for students with autism.

Job Summary: The Registered Behavior Technician (RBT) will work with students with autism in a highly structured, managed, and organized educational setting. The RBT’s role is primarily to support behavioral needs in the educational setting in regards to fidelity and implementation of behavior plans, supporting other staff members in the classroom through modeling and training. Additionally, the RBT should have experience in and is responsible for planning and carrying out programming in correlation with VB-MAPP, PEAK, Daily Living curriculum, and other research-based programs and curricula focused on functional performance measures. The RBT is knowledgeable about each cohort students’ data collection plan and supports other classroom staff with efficient and consistent data collection. Additionally, the Registered Behavior Technician will implement, monitor, and track instruction and behavioral support and progress under the guidance of the Teacher and Behavior Team.

Certifications and Qualifications:

Minimum of at least two years of collegiate level academic work or a Bachelor’s degree preferably in the field of Human Services (education, psychology, social work, etc.)

Registered Behavior Technician (RBT) Certification(Active)

Current (dated within a year of hire) Act 34, 114, and 151 clearances

Negative TB test dated within three months of hire

Essential Duties:

• Support behavioral needs in the educational and community setting in regards to fidelity and implementation of behavior plans through daily and weekly monitoring and collaboration with Teacher, Behavior Interventionists, Behavior Specialists and Director of Behavioral Programming.
• Support other staff members in the classroom through modeling and training.
• Plan and carry out programming in correlation with VB-MAPP, PEAK, Daily Living curriculum, and other research-based programs and curricula focused on functional performance measures.
• Participates in internal and/or external training as designated by the Director of Behavioral Programming in the area of behavioral programming. (VB-MAPP, PEAK, crisis prevention, etc.)
• Plan and support other classroom staff with efficient and consistent data collection.
• Implement, monitor, and track instructional and behavioral support and progress under the guidance of the Teacher, Behavior Interventionists, Behavior Specialists and Director of Behavioral Programming.
• RBT, under the direction of the teacher, Behavior Interventionists, Behavior Specialists and Director of Behavioral Programming, will be responsible for implementing and ensuring fidelity with positive behavior support plans, one-to-one behavioral/instructional support, and collaborating with various professionals on behalf of each student to ensure academic success. Specific duties include, but are not limited to:
• Support students in large group,small group, and 1:1 settings including the use of assistive technology and AAC devices.
• Support students in large group activities including lunch, recess, and special activities under the direction of the Behavior Specialist.
• Support students and facilitate interactions with peers during inclusion activities.
• Implement Positive Behavior Support Plans for students under the direction of the Behavior Specialist
• Assist and lead use of Crisis Prevention Intervention strategies and procedures as needed for individual student behavior needs and crisis situations.
• Act as a model for the use of proactive relational and environmental supports for students and instructional staff
• Assist with adaptive/self-help skill instruction for students according to their individual needs/IEP goals or SDI, instruction on skills includes but not limited to toilet training, brushing teeth, feeding, and dressing skills.
• Collaborate with related service providers (speech, OT, PT, Vision, behavior, etc) to ensure generalization of skills and implementation/use of assistive technology.
• A strong understanding and demonstrated commitment to ASUA’s philosophy of a collaborative approach to academic, behavioral, and clinical programming rooted in supportive and caring delivery of services and trauma-informed care.
• Maintain active certification in ASUA approved crisis prevention management program.
• Travel between campuses as needed and directed.
• Duties can be performed in the building, community, or in other off-campus locations.

Competencies Required:

• Competence in collecting data with fidelity and assessing student progress towards IEP goals and objectives.
• Ability to engage students through a variety of instructional strategies.
• Competence in assessing student progress towards IEP goals and objectives and adjusting instructional practice to ensure success.
• A general understanding of all current legislation surrounding special education and any changes made to it.
• Excellent interpersonal and communication skills and a strong desire to work as part of a collaborative team of professionals and with families.
• Demonstrated ability to follow established policies and procedures.
• Expected to possess and use sufficient judgment to handle a crisis
• Ability to interface and maintain effective relationships with students, staff, administrators, parents/guardians, and guests.
• Ability to handle multiple, simultaneous, and complex tasks and projects efficiently and effectively without constant supervision.
• High degree of cultural competency and demonstrated success in working with individuals from diverse backgrounds.Competence in collecting data with fidelity and assessing student progress towards IEP goals and objectives.
• Ability to work under pressure and in stressful situations, which may include crisis situations involving deescalation, verbal aggression, physical aggression, property destruction, and use of CPI protocols under the direction of the Behavior Interventionists, Behavior Specialists and Director of Behavioral Programming and/or Associate Head of School and within the ethical guidelines of CPI.

Physical Requirements:

Sitting, standing, lifting and carrying (up to 50 pounds), reaching, squatting, climbing stairs, kneeling, and moving light furniture may be required. Adequate vision and hearing ability for communicating effectively with staff, students, and visitors.

A Step Up Academy reserves the right to update, revise or change this job description and related duties at any time.

Job Type: Full-time

Pay: $50,000.00 per year

Benefits:

• Dental insurance
• Health insurance
• Life insurance
• Paid time off
• Parental leave
• Tuition reimbursement
• Vision insurance

Patient demographics:

• Adolescents
• Children

Schedule:

• 8 hour shift
• Day shift
• Monday to Friday

Travel requirement:

• No travel

Work setting:

• In-person
• Private school
• School

License/Certification:

• RBT Certification (Required)

Work Location: In person