Intensive Neurobehavioral Class Behavior Technician Level 3

VIA Centers for Neurodevelopment•Charlottesville, VA

7d•Onsite

About The Position

The Intensive Neurobehavioral Classroom (INC) Behavior Technician provides clinical and educational programming to students with autism and other neurodevelopmental disorders within a classroom of up to eight students using the principles of applied behavior analysis, with a focus on the assessment and treatment of severe challenging behavior.

Requirements

Valid driver’s license required
High school diploma or equivalency required
Registered Behavior Technician (RBT) certification required
Fluency in Safety-Care implementation
Excellent attention to detail
Strong data collection and documentation skills
Ability to implement complex behavior intervention plans
Ability to remain calm and effective during crisis situations
Strong teamwork and collaboration skills
Effective verbal and written communication
Flexibility and adaptability in dynamic environments
Proficient in the following skills: Behavior management, Functional communication training, Rapport building, Mand training

Nice To Haves

Bachelor's degree preferred
Prior experience working directly with students admitted to the Intensive Neurobehavioral Classroom (for internal candidates)
Experience supporting individuals with severe aggression, self-injurious behavior, property destruction, or elopement
Experience in educational, clinical, residential, or neurobehavioral settings serving individuals with significant behavioral support needs

Responsibilities

Assists in creating materials as instructed by Behavior Analyst (BCBA) or Special Education Teacher
Ensures that materials are well organized, complete, and replaced as needed
Alerts BCBA or Special Education Teacher if materials may need to be ordered prior to running out
Implements individualized behavior intervention plans
Implements proactive and reactive behavior support procedures
Maintains Safety-Care fluency and participates in coordinated responses during behavioral crises
Implements de-escalation strategies independently
Recognizes signs of behavioral escalation and seeks support when necessary
Implements instructional sessions independently
Runs educational programs accurately
Takes advantage of natural teaching opportunities
Implements additional protocols accurately (e.g., medicine, diet, toileting)
Supervises higher ratios of learners during lunch or other non-instructional periods
Provides instruction in 2:1; 1:1, 1:2, or small group arrangements
Assists with implementation of functional assessments
Maintains home/school contact (e.g., daily communication logs)
Participates in classroom, team, and all-staff meetings as requested
Participates in incident debriefings and team problem-solving discussions
Coordinates and collaborates with learner’s related service personnel as applicable
Communicates effectively with supervisors and team members regarding student progress and safety concerns
Maintains weekly schedule and communicates availability to supervisor as required
Collects behavioral and instructional data accurately, quickly, and consistently
Maintains accurate graphs in electronic data collection system
Updates all program information in data sheets and/or electronic data collection system in a timely manner
Alerts BCBA or Special Education Teacher if data is variable or if no progress has been made for assigned students
Arrives on time for work
Shows flexibility and adaptability
Has a positive attitude towards students, staff members, and stakeholders
Adheres to safety protocols
Makes prudent use of sick/personal time
Assists with special projects and assignments as requested
Takes on additional responsibilities when work is complete
Assists in keeping common spaces clean and organized
Accepts feedback and constructive criticism
Adheres to the mission, vision, and values of VIA
Safely transports learners to other school for instruction as requested/required
Uses discretion with prompts while in inclusion setting
Promotes independence in inclusion settings
Modifies school curriculum when necessary
Facilitates communication with peers in inclusion setting
Facilitates communication with inclusion staff
Collects data when necessary in inclusion setting
Notifies supervisor when support programs are needed
Represents VIA with professionalism
Support community-based instruction and inclusion opportunities
Safely transports learners to community settings as requested/required
Uses discretion with prompts while in public
Promotes independence and competence with skills
Takes advantage of natural teaching opportunities in public
Interacts appropriately with other community members
Collects data when necessary in community
Manages learners’ valuables including money and personal belongings
Leaves and arrives on time for community-based programs
Notifies supervisor when support programs are needed
Represents VIA with professionalism
Analyze and summarize learners’ performance data and assist with learners’ program selection, write-ups and revisions
Design and prepare for dyads or small groups
Assist with learner assessments
Takes initiative to problem solve student programming
Take notes/minutes during meetings
Assist in conducting periodic classroom trainings
Assist with implementing statewide assessments as directed by Special Education Teacher
Participate in periodic professional development, VIA development, and continuing education activities
Assist with training new staff