Description
TITLE: REGISTERED BEHAVIORAL TECHNICIAN (RBT)
QUALIFICATIONS:
High School Diploma, or higher degree.
Registered Behavioral Technician (RBT) certification or desire to work toward receiving your RBT certification with guidance provided by a Board Certified Behavior Analyst.
One (1) years of direct ABA experience, preferred.
Such alternatives to the above qualifications as the board may find appropriate and acceptable.
KNOWLEDGE, SKILLS, AND ABILITIES:
Ability to proficiently execute behavioral interventions utilizing principles of Applied Behavioral Analysis (ABA) including positive reinforcement, teaching in small steps, prompting, and repeated practice to facilitate the development of language, social interactions, independent living skills, and other aptitudes. Commitment to ongoing training and development as it relates to ABA skills, professional development, ethics, and technology, and training in order to perform job responsibilities to required standards. Ability to interpret and implement behavioral protocols and written plans. Ability to develop and maintain professional relationships with students, co-workers, supervisors, and community members. Effective time management skills and the ability to manage multiple tasks at one time. Ability to communicate, interact, and work effectively and cooperatively with people from diverse ethnic and educational backgrounds. Ability to accept constructive feedback and develop knowledge and skill sets accordingly. Ability to drive to various schools. Advanced oral and written communication, presentation/training, critical thinking, problem solving, and organizational skills. Ability to adhere to organizational policies and procedures and abide by code of ethics as indicated by the Behavior Analyst Certification Board. Have knowledge of State and Federal laws and regulations governing Exceptional Student Education, school systems and programs including current trends in education methods for students with exceptional needs. Ability to manage confidentiality in all aspects of a job in accordance with the FERPA laws. Ability to promote and follow Board of Education, Superintendent, school and department policies and procedures.
REPORTS TO: Director of Exceptional Student Education and Student Services
Supervision by the Board Certified Behavior Analyst/Behavior Specialist
SUPERVISES: Not Applicable
JOB GOAL: Provide social skills instruction and behavior reduction protocols based upon the principles of Applied Behavior Analysis to children with Autism, Social Emotional Disabilities, and related developmental disabilities, collect data on programs, assist with teachers and staff training, and assist with behavioral assessments, support classrooms and model behavioral supports and interventions to school staff in a school setting under the supervision of the Board Certified Behavior Analyst/Behavior Specialist.
PERFORMANCE RESPONSIBILITIES:
Planning/Preparation
Meet regularly with the BCBA to review data and determine effectiveness of interventions.
Update and maintain calendar for student support, behavior intervention and/or direct therapy.
Prepare and assist in creating instructional materials (e.g. visual supports, DTT materials, Task Boxes).
Administrative/Management
Establish and maintain effective and efficient record keeping procedures.
Maintain accurate records and data collection to document students’ progress, including requirements for Medicaid.
Use time effectively.
Establish and maintain a positive, organized and safe environment for students.
Use technology resources effectively.
Assessment/Evaluation
Follow the direction of the BCBA to assist in the assessment process through direct and indirect measurement procedures.
CONTINUED: REGISTERED BEHAVIORAL TECHNICIAN (RBT)
Collect and display data in a way that allows for decisions and recommendations to be made for program development.
Intervention/Direct Services
Follow the prescribed behavioral skill acquisitions and behavior reduction protocols.
Implement activities focused on improving socially appropriate behavior skills and address specific problem behaviors.
Implement strategies and procedures which align to the Behavior Intervention Plan which are directed toward improving daily living skills, work readiness/performance, play skills or enhancing educational performance skills.
Provide recommendations of ABA strategies with direct supervision from the BCBA and seek assistance when asked questions outside of scope of practice.
Recommend changes in clients’ school environments, consistent with their needs and capabilities as directed by the BCBA.
Recognize overt indicators of student distress or abuse and take appropriate intervention, referral, or reporting action.
Provide for student services as recommended in the IEP, under the supervision of the BCBA/Behavioral Specialist.
Use safe and appropriate handling procedures when working with students.
Collaboration
Communicate effectively, orally and in writing, with other professionals, students, parents, and community.
Correspond with school and district staff, as appropriate.
Participate in IEP meetings and other student-related conferences, as needed.
Consult with teachers, parents, and supervising BCBA to ensure that students’ needs are being met.
Establish and maintain a positive, collaborative relationship with students’ families to increase student achievement.
Participate in appropriate activities (workshops and professional development) for the continuing improvement of professional knowledge.
Staff Development
Model professional and ethical conduct at all times.
Adhere to the BACB Ethical Guidelines for RBT Credential.
Perform all professional responsibilities as directed by the supervising BCBA or Director of ESE/SS.
Maintain credential for RBT by meeting the BACB Guidelines.
Maintain credential for district crisis management.
Professional Responsibilities
Prepare required reports, update and display data in timely manner.
Maintain all appropriate records.
Maintain confidentiality of student and other professional information.
Comply with policies, procedures, and programs.
Support school and district goals and priorities.
Ensure that student growth and achievement are continuous and appropriate for age group and student program classification.
Perform other tasks consistent with the goals and objectives of this position.
PHYSICAL REQUIREMENTS: Medium Work: The work is performed in schools with frequent periods of light to moderate physical activity. Exerting up to 50 pounds of force occasionally and/or up to 20 pounds of force frequently and/or up to 10 pounds of force as needed to move objects such as students and equipment. In an emergency, Registered Behavioral Technician may be required to restrain a physically active individual as a temporary safety precaution.
TERMS OF EMPLOYMENT:
Salary and benefits shall be paid consistent with the district’s board-approved salary schedule. Length of work year and hours of employment shall be those established by the district.
CONTINUED: REGISTERED BEHAVIORAL TECHNICIAN (RBT)
EVALUATION: Performance of this position will be evaluated by the immediate supervisor in accordance with provisions of the Board’s policy on evaluation of personnel.
ADOPTED: 3/5/2019