Itinerant Supr. Aide/Registered Behavior Technician

Position Title: Itinerant Supervisory Aide/Registered Behavior Technician

Department: School Buildings/Special Education

Reports To: Special Ed Admin/BCBA

Start Date: As soon as possible

Salary: F Pay Scale with years of experience (minimum $29,710-maximum $43,690)

Term: 200 Days

SUMMARY:

Registered Behavior Technician (RBT®) is a paraprofessional certification in applied behavior analysis. RBTs assist school staff in implementing Applied Behavior Analysis (ABA) practices under the direction and close supervision of a BCBA. The successful applicant will provide support and assistance in the areas of behavior management, communication and academic instruction.

Description

We seek an energetic, enthusiastic registered behavior technician who loves working with all children. Who will provide direct student instruction, and assist staff with implementation, in one-on-one and group settings utilizing a combination of intensive teaching and natural environment teaching arrangements. Follow BCBA direction to implement skills acquisition and behavior change protocols. Assist with preparing materials as necessary. Collect, record, and summarize data on observable student behavior. Assist with skill acquisition and behavioral assessments. Collect data on all programming and document interventions, Progress data, and session notes. Assist with staff training of students' behavior intervention plans and other identified protocols through direct teaching, modeling, and fidelity checks. Immediately report to BCBA any student incidents/variances or complaints. Communicate with staff regarding student progress as instructed by the BCBA. Collaborate with school teams and attend I.E.P. meetings as necessary. Participate in in-service programs and present in-service programs as assigned. Perform other duties as assigned.

ESSENTIAL DUTIES AND RESPONSIBILITIES. Other duties may be assigned.

Communicates, collaborates, and cooperates with colleagues, supervisors, and students.
Assists teacher in routine classroom operation.
• Demonstrates understanding of student's disability and is courteous and fair.
• Demonstrates initiative and creativity with students and their program.
• Adhere to identified schedule and travel between locations to meet the needs of all assigned schools.
• Implement, and train school staff to implement, evidence-based intervention strategies under the direction of the BCBA.
• Keeps records of activity and assists in academic and behavioral data collection.
• Manages and instructs small groups of students when the teacher is not available.
• Assists in functional behavior assessment process and the development of behavior intervention plans.
• Participates in physical activities, which are a part of the students' basic program.
• Be flexible in schedule and activities throughout the day
• Assists with crisis prevention and intervention
• Complete necessary training and in-service as required by the County

SUPERVISORY RESPONSIBILITIES:

Supervises students.

QUALIFICATION REQUIREMENTS: (RBT qualifications preferred upon application, if not held must complete upon acceptance of position to remain in the position)

Have completed high school-level education or equivalent
Pass a criminal background check and an abuse registry check
Obtain 40 hours of qualified training
Successfully complete an RBT initial competency assessment
Pass the RBT exam taken through the BACB
Applicants are responsible for maintaining their RBT credential by receiving ongoing supervision by the BCBA, adhering to ethics set forth by the BACB, and renewing their certification annually.
Perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION and/or EXPERIENCE:

High school diploma or general education degree (GED).

LANGUAGE SKILLS:

Ability to read, write and comprehend simple instructions, short correspondence, and memos. Ability to effectively present information in one-on-one and small group situations to staff, parents, students and administrators.

MATHEMATICAL SKILLS:

Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.

REASONING ABILITY:

Ability to apply common sense understanding to carry out detail but uninvolved written or oral instructions. Ability to deal with problems involving a few concrete variables in standardized situations.

OTHER SKILLS and ABILITIES:

Ability to work with emotionally, physically and/or mentally impaired students. Ability to maintain composure under stressful conditions. Ability to develop effective working relationships with students, staff and the school community. Ability to communicate clearly and concisely, both orally and in writing. Ability to perform duties with awareness of all district requirements and Board of Education policies. Understanding of confidentiality and commitment to abide by confidentiality regulations.
PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The employee must frequently lift and/or move up to 20 pounds such as adaptive equipment and supplies. The employee must frequently push/pull up to 90 pounds such as grocery carts filled with supplies or student wheel chairs. While performing the duties of this job, the employee is regularly required to reach with hands and arms. The employee frequently is required to stand, walk, and talk or hear. The employee is occasionally required to sit, to use hands and fingers to handle or feel objects, tools, or controls; climb or balance; and stoop, kneel, crouch, or crawl. The employee is occasionally required to bend at the trunk more than the average person. Specific vision abilities required by this job include close vision, and peripheral vision. The employee needs to be able to tell where a sound is coming from and hear in a noisy environment.

WORK ENVIRONMENT:

The work environment characteristics described here are
representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is usually loud. The employee is frequently exposed to infection at a greater risk than the average person. The employee must work with public and other staff, continuously meeting multiple demands from several people.