Therapy Assistants - Registered Behavior Technician @ Special Services Department

The posting

TERMS OF EMPLOYMENT

Classified Salary Range

Benefits Available

Special Services Department

7.00 hrs per day/181 workdays per year

Shift time is subject to building needs.

Registered Behavior Technicians (RBT)

The School District Registered Behavior Technician (RBT) is a vital member of the special education team, dedicated to supporting students with disabilities within the school district. The Registered Behavior Technician (RBT) is a therapy assistant who practices under the close, ongoing supervision of a BCBA, BCaBA, or FL-CBA. The RBT is primarily responsible for the direct implementation of behavior-analytic services. The RBT does not design intervention or assessment plans. It is the responsibility of the RBT supervisor to determine which tasks an RBT may perform as a function of his or her training, experience, and competence. The BACB certificant supervising the RBT is responsible for the work performed by the RBT on the cases they are overseeing.

GENERAL QUALIFICATIONS

If you do not have the minimum college credits for this position, you may take the Paraeducator Assessment. Complete this FORM if you'd like to be scheduled for the assessment.

1. High school diploma or GED and a minimum of 72 college quarter credits from a nationally accredited institution/pass ETS test required. Must complete 40 hours of training, complete a criminal background check, pass the RBT Competency Assessment, and pass the RBT exam.
2. Previous experience working with individuals with autism or developmental disabilities is desirable, particularly within an educational or school setting.
3. Strong verbal and written communication skills for effective collaboration with team members, parents, and caregivers.
4. Demonstrated empathy, patience, and understanding when working with students and their families.
5. Proficiency in accurately collecting, recording, and analyzing behavioral data.
6. Ability to work effectively as part of a multidisciplinary team and adapt to changing priorities and needs.
7. Maintain a high level of professionalism, confidentiality, and ethical conduct at all times.
8. Capable of engaging in physical activities such as bending, kneeling, and lifting, as required to support students.
9. Bilingual preferred.

ESSENTIAL JOB FUNCTIONS:

1. Implement behavior intervention plans designed by BCBAs to address individual student needs, reduce challenging behaviors, and promote positive behavior patterns, including:
2. Continuous measurement procedures (e.g., frequency, duration).
3. Discontinuous measurement procedures
4. Preference assessments
5. Functional assessment procedures
6. Contingencies of reinforcement
7. Discrete-trial teaching procedures
8. Naturalistic teaching procedures
9. Task analyzed chaining procedures
10. Discrimination training
11. Stimulus control transfer procedures
12. Stimulus fading procedures
13. Prompt and prompt fading procedures
14. Interventions based on modification of antecedents such as motivating/establishing operations and discriminative stimuli
15. Differential reinforcement procedures
16. Extinction procedures
17. Accurately record behavioral data during intervention sessions to track student progress and provide insights for ongoing assessment and modification of intervention plans.
18. Deliver one-on-one or small group instruction to students based on established behavioral and educational protocols.
19. Work collaboratively with teachers, BCBAs, speech therapists, occupational therapists, and other special education professionals to ensure consistent and effective support for students.
20. Maintain detailed and organized records of student progress, behavior observations, and intervention implementation, following established protocols.
21. Regularly communicate with BCBAs, teachers, and parents regarding student progress, challenges, and successes, using clear and professional language.
22. Participate in ongoing training and professional development to enhance skills in behavior management, intervention techniques, and working with individuals with developmental disabilities.
23. Implement crisis intervention strategies as needed while ensuring the safety and well-being of students and others in the school environment.
24. Adhere to the professional and ethical standards outlined by the Behavior Analyst Certification Board (BACB) and other relevant organizations.
25. Modify intervention techniques as needed to accommodate individual student needs and learning styles.
26. Accept responsibility for assignments and outcomes.
27. Work cooperatively with other staff; maintain positive, respectful relationships and engagements.
28. Maintain punctuality and regular attendance.
29. Maintain district assigned email account; read and respond to messages regularly.
30. Other duties as assigned.

The Moses Lake School District #161 does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, honorably discharged veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to the Boys Scouts and other designated youth groups. Inquiries regarding compliance and/or grievance procedures may be directed to the school district’s Title IX, Civil Rights, Affirmative Action, and Equal Opportunity officer, Michelle Musso, 1620 S Pioneer Way, Moses Lake, WA 98837, (509) 766-2650, [email protected]; OR Section 504/ADA Coordinator, Samantha Burgess, 1620 S Pioneer Way, Moses Lake, WA 98837, (509) 766- 2670, [email protected].