Registered Behavior Technician- Bridge Program

Town of Andover•Andover, MA

6d•Onsite

About The Position

The BRIDGE Registered Behavior Technician (RBT) provides intensive, in-district behavior support services under the supervision of a Board Certified Behavior Analyst (BCBA). This role focuses on the implementation of evidence-based Applied Behavior Analysis (ABA) strategies to support students with significant behavioral needs. Working collaboratively with special education teachers, school staff, and other support personnel, the BRIDGE RBT helps implement and maintain behavior support plans (BSPs), supports assessments, and ensures the consistent application of core ABA principles.

Requirements

Minimum of high school diploma as well as formal training in theories of Applied Behavioral Analysis, or Behavioral Support Interventions and successful completion of the Registered Behavior Technician training course and examination for certification.
Minimum two years’ experience working with children and/or youths in education or ABA.
Registered Behavior Technician certification, as evidenced by completion of the RBT training course and examination, as well as participation in the district provided crisis intervention training (Safety Care).
Proficiency in core Applied Behavior Analysis (ABA) methodologies, including: Reinforcement strategies (positive and differential), Functional Communication Training (FCT), Discrete Trial Training (DTT), Natural Environment Teaching (NET), Task analysis and chaining procedures, Prompting and fading techniques, Behavior reduction strategies, Data collection, graphing, and analysis, Generalization and maintenance of acquired skills.
Strong understanding of Behavior Skills Training (BST) for effective skill development.
Ability to implement and model evidence-based behavioral interventions in alignment with Behavior Intervention Plans (BIPs).
Ability to create an engaging, motivating, and positive learning environment for students.
Demonstrate enthusiasm and relatability in working with students across a range of ages and needs.
Strong rapport-building skills and use of affirming, supportive language to foster trust and connection with students.
Strong verbal and written communication skills; able to present information clearly in individual, small group, or team settings.
Ability to collaborate effectively with educators, parents, and multidisciplinary team members.
Demonstrated professionalism and ability to respond to feedback and direction from supervisors.
Ability to remain calm, patient, and supportive in high-stress or crisis situations.
Skilled in leading and modeling behavior support strategies for other staff.
Knowledge of and adherence to procedures for restraint as outlined by policy.
Physically capable of safely managing interventions for student safety, in alignment with essential physical requirements.
Strong problem-solving abilities to address behavioral challenges and adjust strategies based on student response and environment.
High attention to detail in tracking student progress and ensuring fidelity of behavioral interventions.
Flexible, creative, and solution-oriented mindset to adapt in dynamic classroom and behavioral settings.
Ability to work effectively as part of a cohesive team.
Demonstrated leadership in modeling strategies and supporting team-wide implementation of behavior plan.

Nice To Haves

Modeling effective behavioral strategies for staff
Collecting and graphing data to inform instructional and behavioral decisions
Contributing to the development and fidelity of both behavioral and educational programming
Assisting with instructional tasks as needed to support overall student success
Commitment to improving student outcomes through structured, evidence-based practices and ongoing teamwork.

Responsibilities

Understand and apply core principles of Applied Behavior Analysis (ABA) as directed by the supervising BCBA.
Consistently model evidence-based ABA methodologies, including but not limited to Discrete Trial Training (DTT), Natural Environment Teaching (NET), incidental teaching, verbal behavior strategies, and social skills programming.
Support the assessment process by collecting and submitting data for Functional Behavioral Assessments (FBAs) and using tools such as the VB-MAPP, ABLLS-R, and others as appropriate.
Collect, graph, and analyze data on skill acquisition and behavior reduction targets to inform instructional and behavioral decisions.
Monitor fidelity of implementation for all BSPs and provide feedback or modeling as needed to ensure consistency across team members.
Provide direct consultation to the BCBA regarding data trends and offer input on potential modifications or revisions to BIPs based on analysis.
Train, model, and support school staff in data collection procedures, ensuring accuracy and interobserver reliability.
Model and assist in crisis intervention (Safety Care) and behavior management strategies when necessary.
Follow and implement feedback and programming updates provided by the supervising BCBA.
Attendance in student consultation meetings, as requested.
Work with multiple students with a wide-variety of age ranges, as assigned by the administration, ETF, and/or BCBA.
Ability to lift up to 50 pounds, bend, use stairs, get up and down from off the floor, with ease. Job will be physically demanding at times.