Job Title: Registered Behavior Technician (RBT)

Department: Student Services / Special Education

Reports To: Lead Board Certified Behavior Analyst (BCBA) & Building Administrator

FLSA Status: Non-Exempt

Employment Type: Full-Time / 10-Month Position (School Year Calendar)

Position Summary

The Registered Behavior Technician (RBT) delivers direct behavioral support and skill-acquisition instruction to students receiving special education services in a Virginia public school setting. Operating under the direct clinical supervision of a Board Certified Behavior Analyst (BCBA) and building administrators, the RBT implements individualized Behavior Intervention Plans (BIPs), supports positive classroom climate initiatives, collects objective behavioral data, and assists students with academic and social-emotional regulation.

Essential Duties and Responsibilities

Direct Client Services & Plan Implementation

Implement individual Behavior Intervention Plans (BIPs) designed by the supervising BCBA using evidence-based Applied Behavior Analysis (ABA) procedures.
Deliver targeted skill-acquisition programs including functional communication, task completion, social interaction, self-monitoring, and emotional regulation.
Support students in general education, special education, and specialized program classrooms to promote learning in the Least Restrictive Environment (LRE).
Facilitate behavioral redirection and task stamina during individual, small-group, and unstructured school settings (e.g., cafeteria, recess, transitions, and field trips).

Data Collection & Documentation

Collect and graph quantitative data daily (e.g., frequency, duration, latency, and interval-recording protocols) on target behaviors and skill acquisition goals.
Maintain objective, accurate, and detailed progress logs in alignment with district record-keeping standards.
Assist the BCBA with data organization required for Functional Behavior Assessments (FBAs), IEP updates, and annual progress reviews.

Crisis Prevention & Management

Utilize approved crisis management and de-escalation protocols (e.g., Crisis Prevention Intervention [CPI] or MANDT) to ensure the physical safety of students and staff.
Respond to acute behavioral incidents adhering strictly to student safety guidelines, district policy, and Virginia Board of Education regulations governing restraint and seclusion.

Collaboration & Professional Practice

Maintain continuous communication with the supervising BCBA, classroom teachers, special education teams, and school administrators.
Participate in multidisciplinary IEP team meetings, manifestation determinations, or consultative debriefs as requested by supervisors.
Adhere to the Ethics Code for Behavior Technicians established by the Behavior Analyst Certification Board (BACB) and maintain strict student privacy under FERPA guidelines.

Minimum Qualifications

Education: High school diploma or equivalent required; Associate degree or 60+ college credit hours in Special Education, Psychology, Human Services, or related field preferred.
Certification: Active credential as a Registered Behavior Technician (RBT) in good standing with the Behavior Analyst Certification Board (BACB).
Crisis Training: Current certification in a recognized crisis prevention/de-escalation program (e.g., CPI, MANDT, or district-approved equivalent), or ability to complete training within 90 days of employment.
State Requirements: Successful completion of Virginia Department of Education (VDOE) background checks, including fingerprinting, Child Protective Services (CPS) registry clearance, and a negative TB screening.

Knowledge, Skills, and Abilities

ABA Principles: Sound knowledge of reinforcement schedules, prompting hierarchies, shaping, chaining, and extinction protocols.
Technical Skills: Proficiency with digital data collection software, electronic spreadsheets, and educational technology tools.
Communication: Strong verbal and written communication skills for writing objective clinical notes and conferring with multidisciplinary school teams.
Adaptability: Ability to exercise emotional self-regulation, patience, and sound judgment under high-stress or challenging situations.

Physical Requirements and Working Conditions

Physical Agility: Ability to stand, walk, bend, stoop, kneel, reach, and run after or safely redirect active students throughout the school day.
Lifting: Ability to lift, carry, or position up to 25–50 pounds as needed for student support or specialized equipment handling.
Environment: Works primarily indoors across standard public school environments (classrooms, hallways, gyms, playgrounds). May involve travel between school buildings within the district.