PARAPROFESSIONAL REGISTERED BEHAVIOR TECHNICIAN – SPECIAL EDUCATION

QUALIFICATIONS:

1. A minimum of thirty-six college hours from an accredited college or university is required, pass the Paraprofessional test in the State of Missouri or Missouri 20-hour Online Substitute Training Program, sixty college hours is preferred.
2. A valid Missouri Teaching Certificate is preferred.
3. Valid RBT License preferred
4. Possession of the knowledge, skills, abilities, and physical attributes necessary to perform the essential functions of the position.
5. Such alternatives to the above qualifications as the Board may find appropriate or acceptable.

REPORTS TO:               Building Principal,  Director – Special Education

                                        Direct Supervisor: Board Certified Behavior Analyst/Special Education Teacher

JOB GOAL:                   

To assist the special education teacher and board-certified behavior analyst in helping students develop academic, socioemotional skills, and reduce behavioral challenges so that students can better engage in the school environment and progress on their goals.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skills and abilities required.  Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

1. Prepare for data collection.
2. Implement continuous measurement procedures (e.g., frequency, duration).
3. Implement discontinuous measurement procedures (e.g., partial & whole interval, momentary time sampling).
4. Implement permanent-product recording procedures.
5. Enter data and update graphs.
6. Describe behavior and environment in observable and measurable terms.
7. Conduct preference assessments.
8. Assist with individualized assessment procedures (e.g., curriculum-based, developmental, social skills).
9. Assist with functional assessment procedures.
10. Identify the essential components of a written skill acquisition plan.
11. Prepare for the session as required by the skill acquisition plan.
12. Use contingencies of reinforcement (e.g., conditioned/unconditioned reinforcement, continuous/intermittent schedules).
13. Implement discrete-trial teaching procedures.
14. Implement naturalistic teaching procedures (e.g., incidental teaching).
15. Implement task analyzed chaining procedures.
16. Implement discrimination training.
17. Implement stimulus control transfer procedures.
18. Implement prompt and prompt fading procedures.
19. Implement generalization and maintenance procedures.
20. Implement shaping procedures.
21. Implement token economy procedures.
22. Identify essential components of a written behavior reduction plan.
23. Describe common functions of behavior.
24. Implement interventions based on modification of antecedents such as motivating operations and discriminative stimuli.
25. Implement differential reinforcement procedures (e.g., DRA, DRO).
26. Implement extinction procedures.
27. Implement crisis/emergency procedures according to protocol.
28. Effectively communicate with a supervisor in an ongoing manner.
29. Actively seek clinical direction from supervisor in a timely manner.
30. Report other variables that might affect the client in a timely manner.
31. Generate objective session notes for service verification by describing what occurred during the sessions, in accordance with applicable legal, regulatory, and workplace requirements.
32. Comply with applicable legal, regulatory, and workplace data collection, storage, transportation, and documentation requirements.
33. Describe the BACB’s RBT supervision requirements and the role of RBTs in the service-delivery system.
34. Respond appropriately to feedback and maintain or improve performance accordingly.
35. Communicate with stakeholders (e.g., family, caregivers, other professionals) as authorized.
36. Maintain professional boundaries (e.g., avoid dual relationships, conflicts of interest, social media contacts
37. Maintain client dignity.
38. Participates in required MANDT Training annually.
39. Assists with implementing Board Policy as it relates to seculsion and restraint.

PHYSICAL DEMANDS:                                                     The individual who holds this position is regularly required to walk, hear and speak and must have close moderate and distance vision ability. This individual must be able to travel between district facilities. The position requires a moderate amount of travel and physical activity. This person should be able to lift 50 pounds.

CONDITIONS AND ENVIRONMENT:                         The work environment is consistent with typical office/school environment.

TERMS OF EMPLOYMENT:                                           Salary and work calendar to be established by the Board Of Education. Benefits according to Board policies.

FLSA:                                                                                     Non-Exempt

RETIREMENT:                                                                    Public Education Employee Retirement Systems (PEERS)

CERTIFICATES AND LICENSES:                                     Substitute Certificate

CLEARANCES:                                                                    Criminal Justice Fingerprint/Background Clearance

EVALUATION:                                                                    Performance of this job will be evaluated in accordance with provisions of the Board’s policy on evaluations utilizing the Performance Based Support Staff Evaluation process.