Applied Behavior Analysis Jobs in Rhode Island (NOW HIRING)

The Providence Public School District (PPSD) serves approximately 22,000 students attending our 37 schools. PPSD employs more than 3,200 professionals who work in and provide support to our schools, which include 20 elementary schools, 7 middle schools, 11 high schools, and 2 public district charter schools. Of our employees, about 2,000 are educators, and over 600 others directly support our schools' students and families.

Our schools are diverse learning communities. Approximately 68% of our students are Latinx, 15% Black, 7% White, 4% Asian, 5.5% Multi-racial and 1% Native American. Approximately 40% of students are multilingual, and about 16% receive special education services. Approximately 55% of students come from homes where English is not the primary language spoken. Our students and families speak more than 55 languages and hail from 91 countries of origin.

The Registered Behavior Technician will exhibit the knowledge and skills necessary to assist individuals, groups, and systems through the application of Applied Behavior Analysis (ABA). Behavior Technicians must be RBT (Registered Behavior Technician) certified and meet BACB requirements to maintain their certification. The Registered Behavior Technician will report directly to the School Administrators and Board Certified Behavior Analyst (BCBA). The Registered Behavior Technician will obtain individual and group supervision in alignment with the BACB requirements and will attend multiple trainings throughout the year to expand their skill set. Training topics include but are not limited to function-based interventions, data collection, data analysis, and instruction from our community partners such as the non-violence institute, Mentor RI, and the office of Equity and Belonging. RBTs support student success daily and may also be tasked with supporting students during the transition to middle or high school. RBTs will work with a caseload of students who are identified through the MTSS referral process. The work completed with identified students includes but is not limited to providing 1:1 support, creating operational definitions for target behaviors, and data collection systems, training team members on accurate data collection and checking for fidelity, as well as introducing function-based interventions. The Registered Behavior Technician will establish and reinforce high expectations for student behavior through the implementation of positive behavioral Interventions and Supports (PBIS), individual and group contingencies, and skill-based training. Registered Behavior Technicians provide 1:1 ABA support to students in both push-in and pull-out formats and are responsible for maintaining accurate Medicaid Billing where applicable. This is not an academic support position, although the RBT may provide some instructional support to students as needed. The RBT also provides school and classroom behavior management strategies, modeling and training on the implementation of applied behavior analysis strategies to teachers and other classroom staff, and direct support to school faculty. The Registered Behavior Technician will maintain consistent and constructive communication with students, administrators, school faculty/staff, and families and facilitate a school-wide team approach to ensure a positive, safe school culture and climate. The Registered Behavior Technician will utilize reinforcement contingencies to increase opportunities for student engagement while decreasing school violence, out-of-school suspension rates, and chronic absenteeism. The Registered Behavior Technician will work in collaboration with the Administration, Student Support Academy, District attendance team, School-Based Mental Health Community Partners, and School-Based Mental Health Leadership Team (Psychologist, Social Worker, School Counselor & Nurse) when student support is needed. The Registered Behavior Technician serves as a member of the school's Student Support team and the Crisis Team. RBTs complete behavior threat assessments and introduce proactive measures to increase school safety. The Registered Behavior Technician may lead or support professional development around district/school-wide restorative practices, PBIS, implementation of behavioral interventions, and other pertinent topics. The RBT serves as a liaison to the multi-tiered system of support (MTSS)/leadership team. The RBT conducts direct and indirect behavioral assessments (ABC data, FAST, MAS, etc) that address students' maladaptive behaviors. Registered Behavior Technicians are responsible for accurate data collection, maintaining student profiles in our data platform, and making data-based decisions to best serve the school's population. They are also required to review and interpret student IEPs, 504, Safety plans, FBAs, BIPs. The RBT collaborates with the school mental health team in the development and implementation of Functional Behavioral Assessments (FBA) and Behavior Intervention Plans (BIP) to increase student success. This is a 1033 BEST one year position following the academic calendar (10 months) for the 2025-2026 school year, with the possibility of extension based on evaluation. ***Contingent upon funding***

• High School Diploma, GED or equivalent experience (required)
• Bachelor's degree from an accredited college or university preferred in areas of Youth Development, Social Work, Psychology, or Education Practices (preferred)
• Active Registered Behavior Technician (RBT) certification through the Behavior Analysis Certification Board (BACB)

• Understand and apply the basic principles of ABA in classroom setting
• Assess student needs and provide intervention suggestions to redirect behavior
• Provide 1:1 and classroom-wide behavioral support
• Support a positive and safe school culture
• Evaluate existing programs for school behavior and create new systems to proactively address school's area(s) of need
• Play an active role in coordinating school partnerships to support student behavior, social emotional support, improve overall wellness and success
• Support the implementation of proactive school and/or classroom wide behavior management systems with meaningful incentives and behavioral supports.
• Build and maintain positive relationships with students, administrators, faculty/staff, and families
• Model and Coach school faculty/staff on the implementation of positive behavioral supports, Restorative Practices, function-based interventions, and other classroom management strategies.
• Create and maintain data collection systems, train school based team on implementation, and conduct fidelity checks
• Assist with maintaining documentation of student behavior events, plans, etc. as a part of the Student Support Team process
• Conduct student specific and classroom observations, record ABC data, and report on findings
• Act as a resource within the school to assist staff in understanding and improving behaviors.
• Accurately monitor and analyze student suspension, and behavioral incident data and actively develop supports as needed.
• Serve on the crisis team as assigned
• Participate in district trainings throughout the school year
• Attend group and individual supervision meetings with BCBA
• Any other duty assigned by the Director or Executive Director of Student Support Services, Director of SEL/Mental Health, Student Support Academy Director, and/or BCBA
• Organize school events and town meetings that encourage community connection
• Work with multiple students, wide-variety of age ranges, as assigned by the administration, case manager, and/or BCBA, with possibility of working at multiple sites during the school year
• Ability to lift up to 50 pounds, bend, use stairs, get up and down from off the floor, all with ease. Job will be physically demanding at times
• Ability to work as a member of a cohesive team

Required Qualifications:

• (1) year of experience as an RBT or previous experience as a special education paraprofessional
• Experience working in diverse (race, language(s), sexual orientation, ability, and socioeconomic backgrounds) preferably focused on families, youth and/or education
• Strong interpersonal skills, oral communication, writing, and analytical skills
• Creative problem-solving and strategic thinking skills
• Highly organized and self-directed. Ability to prioritize multiple interests and demands and manage time effectively. The BI must be flexible and adaptive to change
• Demonstrated experience working in conflict resolution and de-escalation

Preferred qualifications:

• Understanding of Providence community, organizations, and population
• Understanding of Providence School Department Turnaround Action Plan, state and national laws and regulations related to education
• Experience with Positive Behavioral Interventions and Supports (PBIS)
• Certification in Crisis Prevention Intervention (CPI)
• Knowledge of community resources, social agencies, and outside opportunities to establish positive student behavior
• Knowledgeable of DCYF reporting procedures and practices
• Bilingual (Spanish)
• Knowledge of function-based intervention planning to aid in development of behavior change strategies that focus on reducing problem behavior and increasing more appropriate behaviors
• Knowledge in research-based instructional/behavioral strategies and ability to implement them effectively