Registered Behavior Technician

Berkeley Unified School District; Berkeley (CA); On-site; USD 50,000 - 70,000; Full time

Job summary

Berkeley Unified School District is seeking a Behavior Intervention Assistant to support BCBA-led programs for students with behavioral needs across district sites. You will help implement plans, collect data, and coach staff on ABA strategies.

Responsibilities include modeling for teachers, assisting with incident interventions, and promoting positive reinforcement. Travel between sites is required as needed to support student goals.

Qualifications

• High School Diploma and two years of experience working with TK-12 students with behavioral challenges and/or special needs in an educational, clinical, or therapeutic setting.
• BACB certification as RBT or BCaBA is required.
• Certification in district-approved crisis management program (or obtained within first 90 days).
• Valid First Aid and CPR certificates.

Responsibilities

• Assist with implementing and monitoring Behavior Intervention Plans (BIPs) and skill acquisition programs under the close, ongoing guidance of a BCBA.
• Read and identify the essential components of a written Behavior Intervention Plan and Individualized Education Program as it relates to behavior areas of need.
• Provide modeling and training to teachers and instructional assistants on how to implement Behavior Plans.
• Describe behavior functions and appropriate reactive strategies for staff to use.
• Modeling scenarios across environments and assist staff in implementing reactive procedures for problem behavior.
• Effectively communicate with team members and assist BCBA with observations and data collection for assessments.
• Collect and monitor on-going behavior data and samples; assist teachers and staff on data collection measures; assist BCBA in analyzing and interpreting data.
• Provide feedback/explanation to case managers/teachers about interventions; educate staff on basic ABA skills/principles and evidence-based practices.
• Travel to multiple sites as necessary; assist in identification, implementation, and monitoring of positive reinforcement strategies.
• Work with student individually and in groups at various locations; intervene in emergency situations involving behaviors that may cause harm.

Skills

ABA knowledge

Data collection

Staff training

Behavior plans

Emergency intervention

Communication

Education

High School Diploma

Two years experience with behavior challenges (TK-12)

Tools

Microsoft Office

Google Drive

Job description

BASIC FUNCTION:

Under the direct supervision of the Board-Certified Behavior Analyst (BCBA), assists in the development and implementation of behavior intervention programs for students with challenging behavioral needs at various sites throughout the district, monitors and collects data on behavior and documents progress, and collaborates with school staff to coach and implement behavior interventions.

REPRESENTATIVE DUTIES:

ESSENTIAL DUTIES:

• Assist with the implementation and monitoring of Behavior Intervention Plans (BIPs) and skill acquisition programs under the close, ongoing guidance of a BCBA.
• Read and identify the essential components of a written Behavior Intervention Plan and Individualized Education Program as it relates to behavior areas of need.
• Provide modeling and training to teachers and instructional assistants on how to implement Behavior Plans
• Describe behavior functions and appropriate reactive strategies for staff to use
• Modeling scenarios across environments
• Assist staff in implementing reactive procedures for problem behavior
• Effectively communicate with team members
• Assist BCBA with observations and data collection for assessments
• Collect and monitor on-going behavior data and samples
• Assist teachers and staff on behavior data collection measures
• Assist BCBA in analyzing and interpreting data
• Provide feedback/explanation to case managers/teachers about interventions
• Educate staff on general Applied Behavioral Analysis (ABA) skills/principles and evidence-based practices
• Travel to multiple sites as necessary
• Assist in the identification, implementation, and monitoring of positive reinforcement strategies
• Work with student individually and in groups at various locations, assisting with specific instructional and behavior goals.
• Intervene in emergency situations involving behaviors that have potential to cause harm to self or others.
• Participate in ongoing related training as required and provided by the school district
• Assist classroom teacher in reinforcing classroom and school-wide expectations to help promote a positive learning environment and make progress on student goals.
• Assist students with personal hygiene including bathing, brushing teeth and grooming as required; assist students with eating activities; toilet students and change diapers and soiled clothing as required
• Assist in maintaining the health and safety of students by following health and safety practices and procedures
• Assist students to perform and develop independent living and self-help skills such as shopping, counting money, cleaning and related activities as assigned; assist students to develop social, vocational and job searching skills as assigned
• Escort students during the regular duty day as assigned to and from designated locations; accompany students on fieldtrips, recreational therapy activities, social events and during outdoor activities; may accompany students to District-sponsored events or recreational functions and ride school buses.
• Additional related tasks as assigned by the BCBA and/or supervisor

KNOWLEDGE AND ABILITIES:

KNOWLEDGE OF:

Knowledge of Applied Behavior Analysis (ABA) and experience in developing and evaluating programs based upon the principles of ABA child guidance and prompting procedures

Understanding of and familiarity with the characteristics for a wide range of disabilities including (but not limited to) autism, intellectual disability, emotional disturbance, and ADHD

Guidance principles and practices related to students with special needs Training and modeling techniques for instructional staff

Basic subjects taught in local schools, including basic and advanced arithmetic, grammar, spelling, language, history, science and reading

Basic instructional methods and techniques

Correct English usage, grammar, spelling, punctuation and vocabulary Challenges and concerns of students with special needs

Classroom procedures and appropriate student conduct Safe practices in classroom and playground activities

Operation of standard office and classroom equipment including a computer Oral and written communication skills

Interpersonal skills using tact, patience and professionalism Basic record-keeping and report preparation techniques Serving students with disabilities in inclusion settings

ABILITY TO:

Demonstrate proficiency in reading, writing, and mathematical skills

Understand the needs of special education students and effectively relate to learning situations Establish and maintain accurate records and files and develop comprehensive reports

Maintain the security and confidentiality of specified records and information

Exercise tact, patience, courtesy, and good judgment in dealing with students and support staff Respond appropriately in emergency/unforeseen situations

Establish and maintain effective work relationships with those contacted in the performance of required duties

Adapt behavior intervention strategies across a variety of educational settings

Demonstrate sufficient physical mobility and strength to restrain, as needed, adolescent students who may be acting out frustration and/or anger

Physical, mental, and emotional stamina to endure many hours under sometimes stressful conditions Proficient skills to use standard software applications, e.g. Microsoft Office Suite, Google Drive Applications

EDUCATION AND EXPERIENCE:

Any combination equivalent to: High School Diploma and two years of experience working with TK-12 students with behavioral challenges and/or special needs in an educational, clinical, or therapeutic setting

LICENSES AND OTHER REQUIREMENTS:

Maintain Behavior Analyst Certification Board (BACB) certification as Registered Behavior Technician (RBT) OR Board-Certified assistant Behavior Analyst (BCaBA)

Certification in District-approved crisis management program (or obtained within the first 90 days of employment)

Valid first aid and CPR certificates

WORKING CONDITIONS:

ENVIRONMENT:

Classroom and other indoor and outdoor learning environments Interactions with dissatisfied, hostile and irate individuals Subject to demanding time lines and constant interruptions

PHYSICAL DEMANDS:

Dexterity of hands and fingers to operate standard office and classroom equipment Sitting or standing for extended periods of time Bending at the waist and/or kneeling to assist students Lifting, carrying, pushing and/or pulling students weighing up to 50 pounds and with assistance for over 50 pounds Seeing to read a variety of materials and monitor student activities Hearing and speaking to exchange information

HAZARDS:

Contact with dissatisfied, assaultive or abusive individuals. Exposure to blood-borne pathogens and infectious diseases Extended viewing of computer monitor. Potential physical hazards involved in intervening in fights and other anti-social and violent behaviors

EXAMINATION INFORMATION:

The first step is an application screening to determine whether applicants meet the minimum qualifications listed in the job description. Qualified applicants will be invited to participate in the following two-part examination process: First Examination: Training and Experience Assessment - Qualifying Pass/Fail The Training and Experience (T&E) assessment will evaluate each candidate’s complete application, including employment history, education, training, and responses to the required supplemental questions. The supplemental questions align with the approved duties and qualifications for the position. Candidates must receive a Pass rating on the T&E assessment to proceed to the second examination. Second Examination: 100% of Final Examination Score Candidates who pass the T&E assessment will be invited to participate in a second examination. The second exam may consist of a written exam, an oral exam, a performance exam, a structured interview (SI), or a qualification appraisal interview (QAI). The second examination will determine 100% of the candidate’s numerical examination score and placement on the eligibility list. The passing score will be set between 50 and 99, under the direction of the Personnel Director, based on factors specific to the examination and recruitment. Once established, the passing score will be applied uniformly to all candidates.

EXAMINATION WEIGHT

FIRST EXAMINATION: T&E — Qualifying Pass/Fail SECOND EXAMINATION: 100% of the final examination score Candidates must pass each examination component to proceed. Candidates who do not pass will be notified of their results and applicable review or appeal rights. OTHER: Proof of identification for completion of Form I-9, Employment Eligibility Verification, must be submitted at the time of processing for employment.

SALARIES:

All salaries, as stated, are based on present information and are subject to change. The hiring rate shall be the first step of the schedule, except for classes where recruitment efforts have indicated difficulty in recruiting at that step. Appointments are made at the minimum salary shown in the posting, and increases are granted at intervals based on anniversary date.

Notification of Non‑Discrimination Policy:

The Berkeley Unified School District is committed to providing equal opportunity for all individuals in district programs and activities. Accordingly, BUSD programs and activities shall be free from discrimination, harassment, intimidation and bullying based on actual or perceived ancestry, age, color, disability, gender, gender identity, gender expression, nationality, race or ethnicity, religion, sex, sexual orientation, or association with a person or group with one or more of these actual or perceived characteristics. The Board shall promote programs that ensure that discriminatory practices are eliminated in all district activities. (Board Policy 0410, Board Policy 1311, Board Policy 4030, Board Policy 5145.3, Board Policy 5145.7) The Board also prohibits retaliation against any district employee or job applicant who complains, testifies or in any way participates in the district's complaint procedures instituted pursuant to this policy. (Board Policy 4030) Complaint forms are available at school sites and on the district webpage at www.berkeleyschools.net/complaints. For inquiries or concerns regarding BUSD nondiscrimination policy 5145.3 or the filing of discrimination complaints, please contact: Jasmina Viteskic, Title IX Coordinator/Compliance Officer 2020 Bonar Street Room 116, Berkeley, CA 94702 Phone: [phone] Email: [e-mail] More information is available at www.berkeleyschools.net/non-discrimination/.