2026-27 Paraprofessional Registered Behavior Technician - Special Education

Paraprofessional - Registered Behavioral Technician

Purpose Statement

The job of Paraprofessional - Registered Behavioral Technician is done for the purpose/s of assisting in the instruction of individual or small groups of students in a variety of subject areas; assisting in the implementation of a behavior modification program; monitoring and reporting student behavior and performance; and performing a variety of clerical duties as assigned.

Essential Functions

• Assists with individualized assessment procedures (e.g. curriculum-based, developmental, social skills, functional, etc.) for the purpose of assessing academic challenges, socio-emotional skills, and/or behavioral challenges.
• Collect data (e.g. continuous (e.g. frequency, duration), discontinuous (e.g. partial & whole interval, momentary time sampling), etc.) for the purpose of providing an accurate picture of behavior.
• Communicates with stakeholders as authorized (e.g. teachers, parents, family members, caregivers, other school and outside agency personnel, etc.) for the purpose of conveying and/or receiving information required to perform job functions.
• Documents observations of student performance in academic and school activities (e.g. social skills, behavior, assignments, etc.) for the purpose of providing written records and/or complying with mandated requirements.
• Guides students in personal interactions and/or specific student issues for the purpose of developing interpersonal skills and successful problem-solving strategies resulting in building confidence and self-esteem.
• Implement procedures based on the skill acquisition plan (e.g. discrete-trial teaching, naturalistic teaching, task analyzed chaining, discrimination training, stimulus control transfer, prompt & Prompt fading, shaping, token economy, extinction, etc.) for the purpose of meeting skill acquisition plan goals and/or objectives.
• Maintains a variety of manual and electronic instructional files and records (e.g. session notes, procedure implementation, observations, assessments, data collection, etc.) for the purpose of providing written reference and meeting mandated requirements.
• Manages assigned projects and activities (e.g. reports, goals, trainings, assessment, implementation procedures, etc.) for the purpose of meeting established timelines and objectives.
• Monitors students'' behavior plans and performance, under the direction of assigned teacher or certified analysis, for the purpose of providing feedback to students, teachers, and/or others involved in the provision of services in accordance with IEPs.
• Participates in meetings and in-service presentations for the purpose of acquiring and/or conveying information relative to job functions.
• Prepares a variety of written and electronic documents and/or materials (e.g. correspondence, program descriptions, parent notices, logs, etc.) for the purpose of documenting activities, providing written reference, and/or conveying information.
• Train teachers in procedures and protocols for the purpose of ensuring fidelity in implementation.

Other Functions

Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of instructional support.

Job Requirements: Minimum Qualifications

Knowledge, Skills and Abilities

KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; read a variety of manuals, write documents following prescribed formats, and/or present information to others; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: child guidance principles and practices, especially as they relate to students with learning disabilities; basic subjects taught in the District schools, including arithmetic, grammar, spelling, language and reading; instructional materials and techniques used in Special Education; safe practices in classroom and other activities; correct English usage, grammar, spelling, punctuation and vocabulary; reading and writing communication skills; record keeping techniques; and modern office practices and procedures.

SKILLS are required to perform multiple tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: handling hazardous materials; operating standard office equipment including using pertinent software applications; and preparing and maintaining accurate records.

ABILITY is required to schedule activities; gather and/or collate data; and use basic, job-related equipment. Flexibility is required to work with others in a variety of circumstances; analyze data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a wide diversity of individuals; work with a variety of data; and utilize a variety of job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited to moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: learning the methods, procedures, functions and limitation of assigned duties; supervising and disciplining students according to approved policies and procedures; modeling appropriate social skills, social interaction, and appearance; applying behavior modification techniques developed for classroom use; writing observations and document student behavior; intervening positively in, and diffusing potential confrontations among students; printing and writing legibly; making arithmetic calculations quickly and accurately; understanding and following oral and written directions; communicating effectively orally and in writing with children and adults; reading, interpreting and following rules, regulations, policies and procedures; establishing and maintaining effective and empathetic working relationships with others; maintaining confidentiality; and understanding the exceptional needs of special education students.

Responsibility

Responsibilities include: working under direct supervision using standardized procedures; leading, guiding, and/or coordinating others; operating within a defined budget. Utilization of some resources from other work units may be required to perform the job''s functions. There is a continual opportunity to have some impact on the organization's services.

Work Environment

The usual and customary methods of performing the job''s functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, frequent stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally, the job requires 60% sitting, 20% walking, 20% standing. The job is performed under conditions with some exposure to risk of injury and/or illness and in a clean atmosphere.

Experience: Job related experience is required.

Education (Preferred): A valid Missouri Teaching Certificate; Sixty college hours

Education: High School diploma or equivalent.

Equivalency: A minimum of thirty-sixty 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.

Required Testing

None Specified

Certificates and Licenses

MANDT training annually

Substitute Certificate

Valid RBT License preferred

Continuing Educ./Training

Maintains Certificates and/or Licenses

Clearances

Criminal Background Clearance

FLSA Status

Non Exempt