Registered Behavior Technician

Monarch Academy-Registered Behavior Technician

Monarch Academy is seeking full-time Registered Behavior Technicians (RBTs) to join our specialized educational team serving students with autism and complex support needs. RBTs work collaboratively with teachers, BCBAs, related service providers, and administrators to provide individualized academic, behavioral, communication, and functional support. RBTs implement evidence-based practices to increase student independence, communication, engagement, and success across the school day.

Qualifications:

• Current Registered Behavior Technician (RBT) certification through the Behavior Analyst Certification Board (BACB), or ability to obtain certification within the required timeframe.
• Must meet Illinois requirements for paraprofessionals by holding a valid Educator License with Stipulations (ELS) Paraprofessional (PARA) endorsement in good standing with the Illinois State Board of Education and registered with the DuPage Regional Office of Education.
• High school diploma or equivalent required.
• Experience working with students with autism, developmental disabilities, or complex support needs preferred.
• Knowledge of Applied Behavior Analysis (ABA), behavior support strategies, data collection, and augmentative and alternative communication (AAC) systems preferred.
• Ability to implement individualized instructional and behavioral plans with consistency and fidelity.
• Ability to collaborate effectively with teachers, BCBAs, related service providers, and other members of a multidisciplinary team.
• Ability to remain calm, flexible, and responsive in a dynamic educational environment.

Essential Duties & Responsibilities:

• Implement individualized instructional activities, behavior support plans, and classroom routines under the direction of the classroom teacher and BCBA.
• Provide direct instructional, behavioral, communication, and functional support to students with autism and complex support needs.
• Implement Behavior Intervention Plans (BIPs), reinforcement systems, and behavior support strategies.
• Collect and document student behavioral and instructional data.
• Support students using AAC systems, visual supports, and individualized instructional materials.
• Promote student independence through effective prompting, teaching strategies, and positive behavior supports.
• Assist students with daily living skills, including personal care, toileting, feeding, mobility, and self-care needs as appropriate.
• Support classroom routines, transitions, lunch, recess, arrival, dismissal, and other school activities.
• Prepare instructional materials and assist in maintaining a structured, organized learning environment.
• Collaborate with classroom teams and related service providers to support student growth and progress.
• Participate in professional development, coaching, team meetings, and ongoing training.
• Maintain confidentiality of student information.
• Perform other duties as assigned.

Supervisory Responsibilities:

• Maintain active supervision of students across instructional and non-instructional settings.
• Monitor student safety and communicate concerns, progress, and incidents to appropriate team members.
• Implement crisis prevention and intervention procedures using approved training and protocols.

Physical Demands:

• Ability to stand, walk, bend, kneel, crouch, and sit on the floor for extended periods.
• Ability to actively engage with students throughout the school day.
• Ability to assist students with personal care, mobility, positioning, and other physical support needs.
• Ability to safely respond to behavioral crises using CASE-approved procedures and training.
• Ability to occasionally lift, carry, push, or pull up to 50 pounds with or without reasonable accommodation.

Work Environment:

• Work is performed in a specialized public day school serving students with autism and complex support needs.
• Work occurs in classrooms, therapy spaces, sensory areas, hallways, cafeterias, playgrounds, and other educational settings.
• Staff collaborate with a multidisciplinary team including teachers, RBTs, BCBAs, related service providers, nurses, and administrators.
• Work may involve exposure to challenging behaviors, including aggression, elopement, self-injury, and other disability-related behaviors.
• Staff receive ongoing training, coaching, and support in ABA practices, communication supports, instructional strategies, and student safety.

CASE: Cooperative Association for Special Education