Registered Behavior Therapist $24hr - 4 Day Week

Primary Purpose:

A Registered Behavior Technician (RBT) performs a variety of activities in support of instructional programs for students eligible under an Individualized Education Program (IEP) and assists teachers and staff in the development and implementation of programs and materials to enhance the students' learning experiences. The RBT is a paraprofessional who works under the close, ongoing consultation of a District Behavior Specialist. The RBT is primarily responsible for the direct implementation of behavior plans, analytic techniques, and evidence-based practices. This position reports to the Director of Special Education. This is a roving position.

Qualifications:

Education/Certification:

Associate's degree, two years of study at an institution of higher learning, or have met formal academic assessment as required by the Every Student Succeeds Act (ESSA)

Valid Texas educational aide certificate

Certification issued by the Board of the Association for Behavior Analysis (BACB)

Special Knowledge/Skills:

Ability to work with children with disabilities

Ability to follow verbal and written instructions

Ability to communicate effectively

Knowledge of general office equipment

Experience:

Experience working with children with disabilities and behavioral needs

Major Responsibilities and Duties:

• Adapts classroom activities, assignments, and/or materials under the direction of the teacher and/or therapist for the purpose of providing an opportunity for all students to participate in classroom activities.
• Work with one or more special or general education students to address behavioral needs or disorders.
• Implements individualized instructional programs (such as discrete trial training, social skills development, behavior plan), developed by the Behaviorist or other appropriate staff, within the student's school and home setting.
• Prepares materials necessary for implementing individualized behavior-related programs.
• Supports students in transition to general education through the use of inclusion support techniques, i.e. shadow prompting.
• Consults with classroom teachers about upcoming assignments and necessary accommodations and modifications for students.
• Prepares materials and equipment needed for curriculum accommodations and modifications.
• Collects daily progress data on assigned students and reports on that data to IEP team members.
• In collaboration with a designated District Behavior Specialist, models techniques and procedures for general education teachers related to appropriate interventions.
• Assists in training general and special education staff on techniques to address student behavioral needs.
• Consults with designated District Behavior Specialist, IEP team members, and other appropriate staff on a regular basis.

Other Functions

• Performs other job-related duties as assigned and may assist other personnel as required for the purpose of supporting them in the completion of their work activities.
• Provides first aid and non-medical assistance (e.g., changing diapers and clothing, positioning students on orthopedic equipment, lifting students, stretching) for the purpose of providing appropriate care for ill, medically fragile, and/or injured students, and maintaining students' personal hygiene.

MINIMUM REQUIREMENTS

Skills, Knowledge, and Abilities SKILLS are required to perform multiple tasks, with the potential to upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: adhering to safety practices; operating standard office equipment, including using pertinent software applications; and preparing and maintaining accurate records. Problem solving is required to identify issues and create action plans, requiring independent interpretation of guidelines and problem-solving with equipment.

KNOWLEDGE is required to perform basic mathematical functions; basic understanding of curriculum and instructional materials used at various grade levels; knowledge of basic English language and math concepts, including calculations using fractions, percentages, and/or ratios; read a variety of manuals, write documents following prescribed formats, and/or present information to others; and understand complex, multi-step written and oral instructions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: instructional procedures and practices; age-appropriate student activities; safety practices and procedures; conflict resolution; and stages of child development/behavior.

ABILITIES are required to instruct and plan learning activities under the guidance of appropriate staff or specialists, such as a board certified behavior analyst, perform simple clerical tasks, operate standard office machines and equipment, communicate instructional modifications and accommodations as requested for individual students or small groups of students; schedule activities; gather and/or collate data; and use basic, job-related equipment; work with others in a variety of circumstances; and, work with a wide diversity of individuals. Specific ability-based competencies required to satisfactorily perform the functions of the job include: adapting to changing work priorities; communicating with diverse groups; maintaining confidentiality; working as part of a team; and working with constant interruptions. Must be able to provide own transportation between multiple District school sites during the workday.

Responsibility

This is an advanced instructional support position. To function at this level, the incumbent must have the background, training, and experience to work with minimal supervision in the student's school. Responsibilities include: working under direct supervision using standardized routines; leading, guiding, and/or coordinating with others. Working Environment The usual and customary methods of performing the job's functions require the following physical demands: frequent standing, walking, lifting, and bending; occasional climbing, crawling, or stooping, and the ability to work in an indoor/outdoor work environment.

Other

• Maintain confidentiality.
• Participate in staff development training programs, faculty meetings, and special events as assigned.
• All other duties as assigned by the Director of SPED, Principal, and Teacher.

Supervisory Responsibilities:

None.

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Personal computer and peripherals, and other instructional equipment

Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion: Frequent walking

Lifting: Regular light lifting and carrying (less than 15 pounds); may require occasional heavy lifting (45 pounds or more) and positioning of students with physical disabilities, controlling behavior through physical restraint, assisting no ambulatory students, and lifting and moving adaptive and other classroom equipment

Environment: Work inside, may work outside; regular exposure to noise; exposure to biological hazards

Mental Demands: Maintain emotional control under stress; may work prolonged or irregular hours