Registered Behavioral Therapist

Registered Behavior Technician (RBT)

Primary Purpose: The School-Based Registered Behavior Technician (RBT) works under the supervision of a Board Certified Behavior Analyst (BCBA) to implement behavior intervention plans and support students with behavior or developmental challenges. The RBT provides direct one-on-one or small group support to students, helping them develop appropriate social, communication, and academic behaviors. The role requires consistent data collection, implementation of behavior management strategies, and collaboration with school staff and families to ensure student success.

Position Details:

• Pay: Starting at $21 (includes supervision)
• Hours: May vary based on location
• Schedule: May vary based on location

Qualifications:

• Active Registered Behavior Technician (RBT) certification from the Behavior Analyst Certification Board (BACB) is required.
• Must have 60+ college credits with a 2.5 GPA or a passing score on the ParaPro exam.
• Or GA Paraprofessional Certification
• Or willing to take the GA Paraprofessional exam (with passing ParaPro scores to obtain position)

Skills & Experience:

• Experience working with children or individuals with special needs, particularly in a school or behavioral setting, is preferred.
• Strong understanding of Applied Behavior Analysis (ABA) principles and strategies.
• Experience implementing behavior intervention plans and using behavior management techniques.
• Ability to collect and analyze data to monitor student progress.
• Strong communication skills, both verbal and written, for collaborating with teachers, parents, and other staff.
• Ability to remain patient, calm, and professional in challenging situations.
• Strong interpersonal skills and a collaborative approach to working within a school team.

Responsibilities:

• Behavior Intervention Support: Implement individualized behavior intervention plans (BIPs) developed by a BCBA to address challenging behaviors and promote positive behavior change in students.
• Direct Student Support: Provide one-on-one or small group instruction to students with behavioral, social, or developmental challenges, focusing on teaching skills such as communication, social interaction, and academic performance.
• Data Collection and Documentation: Collect accurate data on student progress, behavior frequency, and effectiveness of interventions. Maintain up-to-date records as required by the BCBA and the school.
• Behavior Management: Use positive reinforcement and other ABA strategies to encourage appropriate behavior, manage disruptive behavior, and ensure a safe and productive learning environment for students.
• Collaboration with School Staff: Work closely with teachers, special education staff, and other professionals to implement behavioral interventions and ensure that students’ educational goals are met. Communicate regularly with the BCBA to discuss student progress and challenges.
• Parent Communication: Assist in communicating with parents or guardians about student progress, behavior goals, and strategies for consistency between home and school environments.
• Crisis Management: Implement de-escalation strategies as needed to manage crisis situations and maintain a safe environment for all students and staff.
• Assist with IEP Goals: Help students achieve Individualized Education Plan (IEP) goals by implementing the behavior and academic strategies outlined in their IEPs.
• Professional Development: Participate in ongoing training and professional development to stay current with best practices and ABA techniques. Attend regular supervision sessions with the BCBA.
• Maintain Ethical Standards: Follow ethical guidelines set by the Behavior Analyst Certification Board (BACB) and maintain professionalism while working with students, families, and colleagues.

Work Environment:

• Classroom and school settings, with possible work in specialized areas such as therapy rooms or outdoor spaces.
• Interaction with students with a range of behavioral and developmental needs, including those on the autism spectrum or with other behavioral disorders.
• Regular collaboration with school staff, including teachers, special education professionals, and school administrators.
• Ability to lift, carry, or assist students with mobility needs if required.
• Ability to participate in behavior management techniques, including de-escalation or crisis intervention, when necessary.
• Ability to actively engage with students during therapeutic and academic activities, including sitting on the floor or standing for extended periods.

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