Long-term Substitute - Behavior Technician

Summary

The Long-term Substitute - Behavior Technician covers the absence of the Behavior Technician. The Behavior Technician will assist within the district's specialized programs and will assist learners with daily instructional and non-instructional activities, providing skills instruction and behavior reduction protocols to learners with disabilities under the supervision of the classroom teacher and behavior specialist.

Qualification Requirements

• Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Essential Duties and Responsibilities

• Collaboration: Develops positive, effective working relationships with learners and staff. Assists educators in routine classroom operation, daily activities and assignments. Maintains classroom by assisting educator with daily organization. Acts as a liaison between resource and content area classroom. Assist paraprofessionals in other programs when needed.
• Communication: Prompts safe and socially acceptable replacement behaviors in order to build a repertoire of communication, social interaction, and problem-solving skills. Establishes & maintains relationship with learners by pairing self as a reinforcer. Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
• Creativity: Demonstrates initiative and creativity with learners and their program(s). Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
• Critical Thinking: Fades prompts appropriately to promote both successful and independent responding. Increases the frequency or duration of safe and appropriate replacement behaviors by providing access to reinforcers (desired items/actions, attention, or removal of demands/aversive situations). Consistently regulates behavior management of learner at the direction of the special education educator and in accordance with learner's behavioral plan. Reasons, interprets, and analyzes information to generate new knowledge and understanding.
• Reflection: Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities. Maintains and acquires technical knowledge by attending required trainings and passing competency assessments.
• Responsibility: Provides skills instruction and behavior reduction protocols to learners with disabilities under the supervision of the classroom educator and behavior specialist within the district's specialized programs. Accurately collects observable behavior data including Antecedent-Behavior-Consequence, count, frequency, duration, latency, inter-response time, event, and interval-based recording. Implements learners positive behavior support plans with fidelity as specified by educator and support staff. Provides structure by consistently conducting daily lesson plans set up by educator. Provides playground and noon duty supervision as directed by the building principal.

Physical Demands and Work Environment

• While performing the essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms. While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear. The specific vision abilities required for this role include close and peripheral vision. The employee may frequently lift up to ~25 pounds without assistance. The employee may occasionally lift up to ~50 pounds without assistance. The employee may have to push/pull up to ~120 pounds while performing the duties of the role. The employee may frequently be required to sit on, and rise from, the floor. The employee may perform a two-person transport, restraint, or lift (with training provided). The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions. The employee will work in an environment that has a quiet to loud noise level.

Education and/or Experience

• A High School Diploma or General Education Degree (GED).
• An Associate's Degree is preferred.
• Experience working in an elementary school setting is preferred.
• Experience working with complex learner behaviors is preferred.