Registered Behavior Technician
The Registered Behavior Technician role at Big Island Behavior Interventions works with the direction of a BCBA or BCaBA (Board Certified Behavior Analyst and/or Board Certified Assistant Behavior Analyst) to provide direct one-on-one Applied Behavior Analysis (ABA) interventions to teach communication, social, and daily living skills and reduce challenging behaviors in the home, community, and school settings.
18 years of age or older
High school diploma or equivalent.
Clear criminal background. Fingerprinting and extensive background check is required before hire.
Compliance with Big Island Behavior Intervention’s policies.
Computer literacy (Word, Excel, & Central Reach are preferred).
Ability to lift 50 lbs. Manual dexterity; physical ability to assume a variety of postures (sitting, standing, squatting).
Reliable transportation. Ideally, you will need to be able to drive or have (very) consistent ride to/from each client. Most RBTs work with at least 2 clients per day with 2, 15-20 minute transitions between each client.
Current and valid Registered Behavior Technician (RBT) certificate OR willingness to obtain this within 90 days of position offer (BiBi will assist you with obtaining this).
#1. Have fun.
#2. Bring the Aloha spirit to every session.
#3. Always try to do everything a little better than you did it the last time. ALL gains are always valued and appreciated.
#4. Collect data and help our keiki progress through their goals.
#5. Assist BCBAs and BCaBA supervisors with ongoing assessment.
#6. Review and implement teaching plans (developed by a BCBA/BCaBA) to help our keiki grow their skills.
#7. Review and implement behavior reduction plans (developed by a BCBA/BCaBA) to help our keiki and their families improve their quality of life.
#8. Comply with applicable legal, regulatory and workplace reporting requirements (e.g., mandatory abuse and neglect reporting), as well as data collection, storage and transportation.
#9. Maintain professional boundaries. Avoiding dual relationships with clients and families, conflicts of interest, and social media contacts with clients/ families.
#10. Assist with the training of stakeholders (e.g., family, caregivers, and other professionals). Our ultimate goal is to put ourselves out of business. We want stakeholders to be able to implement teaching procedures and know how to reduce challenging behaviors.
Prepare for data collection.
Implement continuous measurement procedures (e.g., frequency, duration).
Implement discontinuous measurement procedures (e.g., partial & whole interval, momentary time sampling).
Implement permanent product recording procedures.
Enter data and update graphs.
Describe the behavior and environment in observable and measurable terms.
Conduct preference assessments.
Assist with individualized assessment procedures (e.g., curriculum-based, developmental, social skills).
Assist with functional assessment procedures.
Probe new skills determined for acquisition.
Identify the essential components of a written skill acquisition plan.
Prepare for the session as required by the skill acquisition plan.
Use contingencies of reinforcement (e.g., conditioned/unconditioned reinforcement, continuous/intermittent schedules).
Implement discrete-trial teaching procedures.
Implement naturalistic teaching procedures (e.g., incidental teaching).
Implement task analyzed chaining procedures.
Implement discrimination training.
Implement stimulus control transfer procedures.
Implement stimulus fading procedures.
Implement prompt and prompt fading procedures.
Implement generalization and maintenance procedures.
Assist with the training of stakeholders (e.g., family, caregivers, other professionals).
Master out and introduce new skills when learner has met desired criteria.
Identify the essential components of a written behavior reduction plan.
Follow instructions written in the behavior plan provided by Clinical Supervisor.
Describe/Identify common functions of behavior.
Implement interventions based on modification of antecedents such as motivating/establishing operations and discriminating stimuli.
Implement differential reinforcement procedures (e.g., DRA, DRO).
Implement extinction procedures.
Implement crisis/emergency procedures according to protocol.
Documentation and Reporting
Report other variables that might affect the client (e.g., illness, relocation, medication).
Generate objective session notes by describing what occurred during sessions.
Effectively communicate with supervisor.
Comply with applicable legal, regulatory and workplace reporting requirements (e.g., mandatory abuse and neglect reporting).
Comply with applicable legal, regulatory and workplace requirements for data collection, storage and transportation.
Professional Conduct and Scope of Practice
Describe the role of the RBT in the service delivery system.
Respond appropriately to feedback and maintain or improve performance accordingly.
Communicate with stakeholders (e.g., family, caregivers, other professionals) as authorized.
Maintain professional boundaries (e.g., avoid dual relationships, conflicts of interest, social media contacts).
Maintain client dignity.
And again, have fun and love what you do!
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