Registered Behavior Technician Academy

Job Description

Qualifications

• •Strong interpersonal and communication skills
• •Effective data collection and documentation practices
• •Ability to implement behavior intervention plans with fidelity
• •Proficiency in using behavior tracking and timekeeping systems
• •Ability to manage challenging behaviors using approved intervention strategies
• •Organizational skills for managing tasks, schedules, and documentation
• •Crisis response and de-escalation techniques
• •Team collaboration and professional conduct KNOWLEDGE:
• •Applied Behavior Analysis (ABA) principles and practices
• •Positive Behavioral Interventions and Supports (PBIS)
• •Functional Behavior Assessments (FBA) and Behavior Intervention Plans (BIPs)
• •Ethical standards and confidentiality practices (e
• •Agency policies, procedures, and regulatory requirements
• •RBT certification standards and scope of practice
• •Understanding of developmental disabilities and autism spectrum disorder

Benefits

• •5 hours/week) that aligns with the academic calendar
• •Flexibility is also required for varied shifts, community-based travel, and vocational site coverage

Responsibilities

• •The Registered Behavior Technician (RBT) serves in a hybrid role that combines direct Applied Behavior Analysis (ABA) service delivery with leadership, training, and administrative support responsibilities
• •Working under the guidance of a Board Certified Behavior Analyst (BCBA), classroom teacher or program supervisor, the RBT supports the educational and residential needs of children and adolescents with autism spectrum disorder (ASD) and intellectual and developmental disabilities (IDD)
• •This position plays a key role across the agency's school and residential programs and contributes to the implementation of evidence-based practices, including Positive Behavioral Interventions and Supports (PBIS)
• •The RBT also assists with oversight of support staff and ensures compliance with certification standards and programmatic expectations set by supervising BCBAs
• •RBTs support the agency as a whole and are embedded within both school and residential settings to ensure consistent behavioral support and high-quality care
• •Positions aligned with school-based or transitional programming follow a Monday to Friday 219-day schedule that aligns with the academic calendar
• •Flexibility is also required for varied shifts, community-based travel, and vocational site coverage
• •Positions based in a residential setting require flexibility to meet the needs of a continuously operating program
• •Positions aligned with school-based or transitional programming follow a 219-day schedule (37
• •Implement individualized behavior support and skill acquisition plans as developed and directed by Board Certified Behavior Analysts (BCBAs) or BCaBAs
• •Apply evidence-based, positive behavior support strategies to promote skill development and maintain a safe, supportive environment
• •Provide direct behavioral support across varied settings, including classrooms, residential programs, vocational sites, and community-based locations
• •Accurately and consistently collect and record data related to behavior, skills, and progress toward individualized goals; organize and enter data as required
• •Assist with assessments related to preferences, skills, and behaviors under the guidance of behavioral leadership
• •Follow feedback from BCBA leadership to ensure high-quality service delivery and adherence to Applied Behavior Analysis (ABA) best practices
• •Participate in regular supervision with BCBAs, including observations, evaluations, and competency assessments
• •Monitor and redirect behaviors using approved techniques; assist in crisis response situations following agency protocols
• •Maintain confidentiality and adhere to ethical and professional standards, including those outlined by the Behavior Analyst Certification Board (BACB)
• •Support the daily care, safety, dignity, and well-being of individuals served, including participation in community outings, transitions, and routines
• •Respond to behavioral crises using agency-approved de-escalation strategies and techniques in alignment with Physical and Psychological Management Training (PMT)
• •Collaborate effectively with educators, behaviorists, caregivers, and other team members
• •Support accurate documentation of practices and report concerns or incidents in a timely manner
• •Provide guidance and on-the-job coaching to direct care staff as needed; assist with onboarding and training of new team members
• •Monitor staff attendance and program coverage, and support use of timekeeping procedures to ensure continuity of care
• •Maintain current certifications and attend all required training, meetings, and professional development opportunities
• •Serve in a substitute or backup capacity when necessary to maintain operations
• •Perform other duties as assigned to support individuals and the program
• •Maintain active certification in agency-approved crisis intervention training, including all required levels of Physical and Psychological Management Training (PMT)
• •Apply training techniques appropriately to ensure the safety and well-being of individuals served, staff, and others in the environment
• •Demonstrate competency in de-escalation strategies, safe physical interventions, and adherence to agency protocols
• •Leadership and mentoring skills to support and guide other staff
• •Basic medical and safety protocols relevant to children and adolescents with ASD/IDD
• •Emergency response procedures and incident documentation protocols <