Registered Behavior Technician BASIC FUNCTION
- The job of Registered Behavior Technician was established for the purpose of supporting instructional programs for students who have been diagnosed with an autism spectrum or related disorders, and assisting teachers and staff in development and implementation of program and materials to enhance the student's learning experiences. Under the general direction of the assigned administrator or certificated staff member, implements individualized instructional programs within school settings for children who have been diagnosed with an autism spectrum or related disorders, prepares appropriate materials, supports children as they transition into general education settings, collects daily progress data, and consults with the student's IEP team on a regular basis.
- Representative
- DUTIES: The Registered Behavior Technician (RBT) is a paraprofessional who practices under the close, ongoing supervision of a BCBA (Board Certified Behavior Analyst). The RBT is primarily responsible for the direct implementation of behavior-analytic services.
- Works 1:1 or in small group settings, mostly site based. May occasionally be required to substitute at other school sites. Implements individualized instructional program (such as discrete trial training, social skills development, behavior plan), developed by the Behaviorist or other appropriate staff, within thestudent's school setting. Prepares materials necessary for implementing individualized program as stated above. Supports student in transition to general education through use of inclusion support techniques such as shadow prompting. Consults with the classroom teacher about upcoming assignments and necessary accommodations and modifications for the student. Prepares materials and equipment needed for curriculum accommodations and modifications. Collects daily progress data on assigned students and reports on that data to supervisors and the IEP team. Assists in training general education staff members on autism/related disorders and appropriate interventions. Consults with IEP team members and other appropriate staff on a regular basis. Performs job-related duties as assigned.
- Additional
- Functions
- AS
- Required
- AND
- ASSIGNED: An additional 5% shall be added to the employee's compensation for performing the duties outlined below: 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. May provide specialized physical health care services (e.g., tube feeding, colostomy bags, suctioning tracheotomy tubes) under the supervision of a credentialed school nurse, public health nurse or licensed physician, within the parameters of California law, for the purpose of providing care for ill and/or medically fragile students.
- SKILLS,
- Knowledge
- AND
- ABILITIES: SKILLS are required to perform multiple tasks with a potential need 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; 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 is moderate. 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 certificated staff or other appropriate specialist, perform simple clerical tasks, operate standard office machines and equipment, communicate satisfactorily in oral and written form, establish and maintain effective working relationships with others, and deliver instructional modifications and accommodations as requested for individual students; schedule activities; gather and/or collate data; and use basic, job-related equipment; work with others in a variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods; 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.
Responsibilities
This is an advanced instructional support position. To function at this level, the incumbent must have the background, training, and experience to work with only minimal supervision in the student's school, and community settings. Responsibilities include: working under direct supervision using standardized routines; leading, guiding, and/or coordinating others; operating within a defined budget. Utilization of some resources from other work units is often required to perform the job's functions. There is a continual opportunity to have some impact on the organization’s services.
Minimum Qualifications
EXPERIENCE: Previous experience working with children; plus satisfactory completion of (or agreement to complete) training program in autism interventions including: discrete trial teaching, social skills facilitation, behavior intervention, making curricular modifications and accommodations, structured teaching, visual communication systems, inclusion support strategies, and data collection procedures (or demonstration of equivalent level of competency as measured by district-administered test). EDUCATION: High school diploma or equivalent. Completion of an A. A. degree or two years of college is preferred. EQUIVALENCY: A combination of education, training and/or job experience necessary to perform the essential functions the job. REQUIRED TESTING: Pre-employment Proficiency Test may be required. CLEARANCES: Meet employment requirements as applicable with state, federal, and local laws, and Board Policy. CERTIFICATES AND LICENSES: Behavior Technician Certification, First Aid/CPR, Restraint Training (District designated), valid CDL and evidence of insurability. Certification as a Registered Behavior Technician is an online 40-hour course which may be completed at the District's cost during the probationary period. TERMS OF EMPLOYMENT: 10 month position
Benefits
Medical, Dental and Vision Benefits are provided by the District in accordance with current contract language between CSEA and Livermore Valley Joint Unified School District
Salary Range
CSEA Salary Schedule: Level 19 Salary Schedule: FLSA STATUS: Non-exempt Work Environment: Requires light to moderate physical effort which may include frequent standing, walking, lifting, and bending; occasional climbing, crawling or stooping, running; use of medium weight tools and materials; and the ability to work in an indoor/outdoor work environment. A pre-placement physical examination may be required.CSEA Salary Schedule 26.27
