Registered Behavior Technician
Ph3 JOB DESCRIPTION /h3h3 POSITION: Monarch Academy-Registered Behavior Technician /h3h3 LOCATION: Monarch Academy, CCSD93, Bloomingdale, IL /h3h3 Position Summary /h3p Monarch Academy is seeking full-time Registered Behavior Technicians (RBTs) to join our specialized educational team serving students with autism and complex support needs.
RBTs work collaboratively with teachers, BCBAs, related service providers, and administrators to provide individualized academic, behavioral, communication, and functional support.
RBTs implement evidence-based practices to increase student independence, communication, engagement, and success across the school day.
/ph3 Qualifications /h3ulli Current Registered Behavior Technician (RBT) certification through the Behavior Analyst Certification Board (BACB), or ability to obtain certification within the required timeframe.
/lili Must meet Illinois requirements for paraprofessionals by holding a valid Educator License with Stipulations (ELS) – Paraprofessional (PARA) endorsement in good standing with the Illinois State Board of Education and registered with the Du Page Regional Office of Education.
/lili High school diploma or equivalent required.
/lili Experience working with students with autism, developmental disabilities, or complex support needs preferred.
/lili Knowledge of Applied Behavior Analysis (ABA), behavior support strategies, data collection, and augmentative and alternative communication (AAC) systems preferred.
/lili Ability to implement individualized instructional and behavioral plans with consistency and fidelity.
/lili Ability to collaborate effectively with teachers, BCBAs, related service providers, and other members of a multidisciplinary team.
/lili Ability to remain calm, flexible,
and responsive in a dynamic educational environment.
/lili Implement individualized instructional activities, behavior support plans, and classroom routines under the direction of the classroom teacher and BCBA.
/lili Provide direct instructional, behavioral, communication, and functional support to students with autism and complex support needs.
/lili Implement Behavior Intervention Plans (BIPs), reinforcement systems, and behavior support strategies.
/lili Collect and document student behavioral and instructional data.
/lili Support students using AAC systems, visual supports, and individualized instructional materials.
/lili Promote student independence through effective prompting, teaching strategies, and positive behavior supports.
/lili Assist students with daily living skills, including personal care, toileting, feeding, mobility, and self-care needs as appropriate.
/lili Support classroom routines, transitions, lunch, recess, arrival, dismissal, and other school activities.
/lili Prepare instructional materials and assist in maintaining a structured, organized learning environment.
/lili Collaborate with classroom teams and related service providers to support student growth and progress.
/lili Participate in professional development, coaching, team meetings, and ongoing training.
/lili Maintain confidentiality of student information.
/lili Perform other duties as assigned.
/li /ulh3 Supervisory Responsibilities /h3ulli Maintain active supervision of students across instructional and non-instructional settings.
/lili Monitor student safety and communicate concerns, progress, and incidents to appropriate team members.
/lili Implement crisis prevention and intervention procedures using approved training and protocols.
/li /ulh3 Physical Demands /h3ulli Ability to stand, walk, bend, kneel, crouch, and sit on the floor for extended periods.
/lili Ability to actively engage with students throughout the school day.
/lili Ability to assist students with personal care, mobility, positioning, and other physical support needs.
/lili Ability to safely respond to behavioral crises using CASE-approved procedures and training.
/lili Ability to occasionally lift, carry, push, or pull up to 50 pounds with or without reasonable accommodation.
/lili Work is performed in a specialized public day school serving students with autism and complex support needs.
/lili Work occurs in classrooms, therapy spaces, sensory areas, hallways, cafeterias, playgrounds, and other educational settings.
/lili Staff collaborate with a multidisciplinary team including teachers, RBTs, BCBAs, related service providers, nurses, and administrators.
/lili Work may involve exposure to challenging behaviors, including aggression, elopement, self-injury, and other disability-related behaviors.
/li /ulh3 Additional Information /h3p Staff receive ongoing training, coaching, and support in ABA practices, communication supports, instructional strategies, and student safety.
/p /p #J-*****-Ljbffr
RBTs work collaboratively with teachers, BCBAs, related service providers, and administrators to provide individualized academic, behavioral, communication, and functional support.
RBTs implement evidence-based practices to increase student independence, communication, engagement, and success across the school day.
/ph3 Qualifications /h3ulli Current Registered Behavior Technician (RBT) certification through the Behavior Analyst Certification Board (BACB), or ability to obtain certification within the required timeframe.
/lili Must meet Illinois requirements for paraprofessionals by holding a valid Educator License with Stipulations (ELS) – Paraprofessional (PARA) endorsement in good standing with the Illinois State Board of Education and registered with the Du Page Regional Office of Education.
/lili High school diploma or equivalent required.
/lili Experience working with students with autism, developmental disabilities, or complex support needs preferred.
/lili Knowledge of Applied Behavior Analysis (ABA), behavior support strategies, data collection, and augmentative and alternative communication (AAC) systems preferred.
/lili Ability to implement individualized instructional and behavioral plans with consistency and fidelity.
/lili Ability to collaborate effectively with teachers, BCBAs, related service providers, and other members of a multidisciplinary team.
/lili Ability to remain calm, flexible,
and responsive in a dynamic educational environment.
/lili Implement individualized instructional activities, behavior support plans, and classroom routines under the direction of the classroom teacher and BCBA.
/lili Provide direct instructional, behavioral, communication, and functional support to students with autism and complex support needs.
/lili Implement Behavior Intervention Plans (BIPs), reinforcement systems, and behavior support strategies.
/lili Collect and document student behavioral and instructional data.
/lili Support students using AAC systems, visual supports, and individualized instructional materials.
/lili Promote student independence through effective prompting, teaching strategies, and positive behavior supports.
/lili Assist students with daily living skills, including personal care, toileting, feeding, mobility, and self-care needs as appropriate.
/lili Support classroom routines, transitions, lunch, recess, arrival, dismissal, and other school activities.
/lili Prepare instructional materials and assist in maintaining a structured, organized learning environment.
/lili Collaborate with classroom teams and related service providers to support student growth and progress.
/lili Participate in professional development, coaching, team meetings, and ongoing training.
/lili Maintain confidentiality of student information.
/lili Perform other duties as assigned.
/li /ulh3 Supervisory Responsibilities /h3ulli Maintain active supervision of students across instructional and non-instructional settings.
/lili Monitor student safety and communicate concerns, progress, and incidents to appropriate team members.
/lili Implement crisis prevention and intervention procedures using approved training and protocols.
/li /ulh3 Physical Demands /h3ulli Ability to stand, walk, bend, kneel, crouch, and sit on the floor for extended periods.
/lili Ability to actively engage with students throughout the school day.
/lili Ability to assist students with personal care, mobility, positioning, and other physical support needs.
/lili Ability to safely respond to behavioral crises using CASE-approved procedures and training.
/lili Ability to occasionally lift, carry, push, or pull up to 50 pounds with or without reasonable accommodation.
/lili Work is performed in a specialized public day school serving students with autism and complex support needs.
/lili Work occurs in classrooms, therapy spaces, sensory areas, hallways, cafeterias, playgrounds, and other educational settings.
/lili Staff collaborate with a multidisciplinary team including teachers, RBTs, BCBAs, related service providers, nurses, and administrators.
/lili Work may involve exposure to challenging behaviors, including aggression, elopement, self-injury, and other disability-related behaviors.
/li /ulh3 Additional Information /h3p Staff receive ongoing training, coaching, and support in ABA practices, communication supports, instructional strategies, and student safety.
/p /p #J-*****-Ljbffr