Behavior Technician

Behavioral Support Technician

Primary Purpose: Provide direct behavioral support and intervention for students with the most significant behavioral needs, including students who may demonstrate physical aggression, verbal aggression, elopement, or other behaviors that interfere with learning and safety. Implement behavior intervention strategies and behavior intervention plans under the supervision of a Board-Certified Behavior Analyst (BCBA) to support student access to instruction and progress toward individualized goals.

Qualifications:

• Education/Certification: High school diploma or GED required Must obtain and maintain certification as a Registered Behavior Technician through the Behavior Analyst Certification Board within the district-designated timeframe Successful completion of district-approved crisis prevention and intervention training RBT certification preferred
• Special Knowledge/Skills: Knowledge of behavior management strategies and positive behavior supports Ability to implement behavior intervention plans with consistency and fidelity Ability to collect and maintain accurate behavioral data Ability to follow written and verbal instructions from supervising professionals Effective communication and teamwork skills Ability to maintain confidentiality of student information
• Experience: Experience working with students with disabilities, autism, or behavioral needs preferred

Major Responsibilities and Duties:

• Behavioral Support: Implement behavior intervention plans (BIPs) and strategies. Provide direct one-to-one or small group behavioral support to students with significant behavioral needs. Support students in developing replacement behaviors, self-regulation skills, and appropriate communication strategies. Utilize reinforcement systems and behavior strategies to increase positive student behaviors.
• Data Collection: Collect, record, and report behavioral data accurately and consistently. Assist with monitoring student progress toward behavioral goals. Maintain required documentation in accordance with district and special education guidelines.
• Safety and Crisis Response: Follow district procedures for de-escalation and crisis intervention. Support the maintenance of a safe learning environment for students and staff. Implement trained crisis management strategies when required.
• Collaboration: Work collaboratively with special education teachers, general education teachers, campus administration, and related service providers. Communicate regularly with the supervising BCBA regarding implementation of strategies and student progress. Participate in staff meetings, training, and professional development as required.

Supervisory Responsibilities: None.

Working Conditions:

• Mental Demands: Maintain emotional control under stress; ability to remain calm and respond appropriately during behavioral crises.
• Physical Demands: Frequent standing, walking, bending, lifting, and positioning. Ability to respond to student behaviors that may include physical aggression or attempts to leave assigned areas. Ability to implement trained safety procedures and crisis intervention strategies when necessary.
• Environment: Work may occur in general education classrooms, special education classrooms, behavior support classrooms, or other campus locations depending on student needs.

Everman Independent School District