Behavior Technician

Ottawa Area Center

Allendale Charter Township (MI)

On-site

USD 32,000 - 37,000

Full time

3 days ago

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Job summary

Ottawa Area ISD is seeking a Behavior Technician for Ottawa Area Center in Allendale, Michigan. You will provide building-wide behavioral support, implement individualized plans, and collaborate with behavior specialists to maintain fidelity of interventions.

Responsibilities include data collection, fidelity checks, crisis response, MTSS and PBSP collaboration, staff coaching, and supporting program improvement while ensuring state compliance.

Qualifications

High School Diploma or equivalent; associate degree or specialized training preferred.
Experience in K-12 education with diverse behavioral needs preferred.
Certification or training in CPI or trauma-informed crisis intervention preferred.
Current First Aid / CPR certification or ability to obtain within 6 months.

Responsibilities

Provide behavioral support across classrooms, modeling and coaching staff.
Implement behavior intervention plans and record data for decisions.
Respond to behavioral crises and apply de-escalation procedures.
Collaborate with teachers, families and specialists for MTSS/ PBSP reviews.
Support student transitions and data-driven program improvements.

Skills

Data collection

Crisis de-escalation

Team collaboration

Communication skills

Training/coaching

Education

High School Diploma

Associate’s degree preferred

Tools

Google Workspace

Spreadsheets

Electronic documentation systems

Behavior data platforms

Job description

Behavior Technician

Ottawa Area ISD Ottawa Area Center - Allendale, Michigan Open in Google Maps

This job is also posted in Ottawa Area ISD

Job Details

Job ID: 5963900

Application Deadline: Posted until filled

Posted: Oct 19, 2026 4:00 AM (UTC)

Starting Date: Nov 9, 2026

Job Description

Job Title:Behavior Technician

Reports to: Program Director - Ottawa Area Center (OAC)

Position Summary

The Behavior Technician provides building-wide behavioral support to ensure the effective implementation and fidelity of individualized behavior plans. This role responds to a wide range of student behavioral needs, including crisis situations, to maintain a safe and supportive learning environment. Responsibilities include collecting, monitoring, and reviewing behavioral data, facilitating fidelity checks, and ensuring compliance with state guidelines and intervention plans. The position collaborates with behavior specialists, consultants, and staff by providing training, coordination, and support in implementing behavior strategies and systems such as PBSPs and MTSS. Additionally, the Behavior Technician contributes to continuous program improvement by supporting data analysis, scheduling, and consistent application of evidence-based behavioral interventions.

Essential Functions/Responsibilities

Provide behavioral support services across multiple classrooms and programs, assisting students with behavioral, social, communication, and functional skill development and works under the guidance of the Behavior Specialist

Implement behavior intervention plans, positive behavior supports, Skills Based Training (SBT), and other evidence-based strategies to improve student outcomes and promote skill acquisition.

Model behavior intervention strategies and provide coaching, guidance, and support to behavior assistants, paraprofessionals, and other staff to ensure consistency and fidelity of implementation.

Serve as a first responder to behavioral crises and assist staff in implementing approved de-escalation, safety, and crisis intervention procedures.

Monitor, collect, review, and maintain behavioral data, incident reports, Emergency Seclusion and Restraint (ESR) documentation, and related records to support data-driven decision-making and compliance requirements.

Support behavior plan implementation through fidelity checks, data review, progress monitoring, and collaboration with behavior specialists and educational teams.

Participate in PBSP reviews, MTSS meetings, debriefings, and other student support meetings to provide behavioral insight and recommendations.

Support student transitions, generalization of skills across settings, community-based instruction, and vocational or independence-focused activities.

Assist with training and ongoing professional development of staff by facilitating meetings, modeling effective practices, and providing feedback related to behavior supports.

Collaborate with teachers, administrators, related service providers, families, and behavior specialists to promote safe, supportive, and effective learning environments.

Provide direct assistance to students with daily living, hygiene, feeding, safety, and behavioral support needs as assigned.

Perform other functions as assigned.

These functions and responsibilities are judged to be "essential functions" in terms of the Americans with Disabilities Act (ADA). The above statements are intended to describe the general nature and level of work being performed by a person in this position. They are not to be construed as an exhaustive list of all functions that may be performed by such a person.

Employment Qualifications

Education:

High School Diploma or equivalent, and specialized or technical training required. Associate’s degree and training and specialized certification / licensing preferred.

Experience:

Requires one (1) to three (3) years of related experience. Experience working in a K–12 school or educational setting with students with differing abilities, cognitive impairments, and/or various behavioral needs is preferred.

Supervisory Responsibilities:

None.

Certificates, Licenses, and/or Registrations:

Current certification in First Aid and CPR, or the ability to obtain certification within six (6) months of hire is required. Current certification in Crisis Prevention Institute (CPI) or another district-approved crisis prevention/intervention program, or the ability to obtain certification within six (6) months of hire is required. Registered Behavior Technician (RBT) credential through the Behavior Analyst Certification Board (BACB), or successful completion of an approved RBT training program is preferred. Certification or training in trauma-informed crisis intervention is preferred. Certification in emotional or behavioral support strategies for individuals with disabilities is preferred.

Required Knowledge, Skills, and Abilities

Knowledge of behavior intervention principles, positive behavior supports, data collection methods, and behavior plan implementation.

Knowledge of crisis prevention, de-escalation techniques, CPI/Ukeru practices, and risk assessment strategies.

Ability to collect, review, and maintain accurate behavioural data, incident reports, and compliance documentation.

Strong verbal and written communication skills and the ability to collaborate effectively with students, staff, families, and multidisciplinary teams.

Ability to provide coaching, modeling, and support to staff implementing behaviour intervention strategies.

Knowledge of IEPs, EIPs, PBSPs, MTSS processes, and behaviour support systems.

Basic proficiency with Google Workspace, spreadsheets, electronic documentation systems, and behaviour data platforms.

Ability to adapt quickly, manage multiple priorities, and respond effectively in high-stress or rapidly changing situations.

Ability to safely support students who exhibit challenging behaviours while maintaining professionalism and adherence to established procedures.

Strong organizational, problem-solving, and time-management skills.

Ability to work independently and collaboratively while supporting multiple students, classrooms, and program needs.

Physical Requirements

Ability to perform physical activities associated with supporting children, youth, and/or adult students in educational settings, including standing, walking, bending, reaching, and moving between floor-level and standing positions.

Ability to safely assist students with mobility, positioning, transfers, personal care, and behavioural support needs as required by assigned duties.

Ability to lift, move, or support students, equipment, and instructional materials. Physical demands vary by assignment and student needs and may include lifting or assisting individuals weighing up to 100 pounds or more, with the use of mechanical lifts, transfer devices, and team-lift procedures when appropriate.

Work Environment

The noise level in the work environment is usually moderate to loud. This is not a virtual position.

Compensation