2025-2026 Behavior Technician for Early Childhood Special Education

: Behavior Technician

Location: Early Childhood Center

Department: Special Education

Reports To: Building-level Principal

Term: Ongoing position beginning with the 2025-26 School Year

Schedule: Mon-Fri Full-time. Roughly 6.5 hours/day.

Salary: Position follows the Classified Salary Schedule 2025-2026

Date of last review: June 2025

SUMMARY: The Behavior Technician (BT) assists educators at the preschool level within the district's specialized programs. The BT assists learners with daily instructional and non-instructional activities and also provides skills instruction and behavior reduction protocols to learners with disabilities under the supervision of the classroom teacher and special programs principal.

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)

Collaboration

• Develops positive, effective working relationships with learners and staff.
• Assists educators in routine classroom operation, daily activities and assignments.
• Maintains classroom by assisting educator with daily organization.
• Acts as a liaison between resource and content area classroom.
• Assists paraprofessionals in other programs when needed.
  
  

• Prompts safe and socially acceptable replacement behaviors in order to build a repertoire of communication, social interaction, and problem-solving skills.
• Establishes & maintains relationship with learners by pairing self as a reinforcer.
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
  
  

• Fosters learner independence and works toward reducing and/or eliminating reliance on paraprofessional support.
• Demonstrates understanding of learner's disability, is courteous, respectful, and fair.
• Acts as a communication liaison between learner and educator.
• Understands the complexities of cultural and global issues and how they relate to employee and learners' experiences.
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others.
  
  

• Demonstrates initiative and creativity with learners and their program(s).
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
  
  

• Fades prompts appropriately to promote both successful and independent responding.
• Increases the frequency or duration of safe and appropriate replacement behaviors by providing access to reinforcers (desired items/actions, attention, or removal of demands/aversive situations).
• Consistently regulates behavior management of learner at the direction of the special education educator and in accordance with learner's behavioral plan.
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
  
  

• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
• Maintains and acquires technical knowledge by attending required trainings and passing competency assessments.
  
  

• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
  
  

• Implements learners positive behavior support plans with fidelity as specified by educator and support staff.
• Provides skills instruction and behavior reduction protocols to learners with disabilities under the supervision of the classroom educator and behavior specialist within the district's specialized programs.
• Accurately collects observable behavior data including Antecedent-Behavior-Consequence, count, frequency, duration, latency, inter-response time, event, and interval-based recording.
• Provides structure by consistently conducting daily lesson plans set up by educator.
• Provides playground and noon duty supervision as directed by the building principal.
  
  

• While performing the essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may frequently lift up to ~25 pounds without assistance.
• The employee may occasionally lift up to ~50 pounds without assistance.
• The employee may have to push/pull up to ~120 pounds while performing the duties of the role.
• The employee may perform a two-person transport, restraint, or lift (with training provided).
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee will work in an environment that has a quiet to loud noise level.
  
  

• High School Diploma or General Education Degree (GED).
• Associate's Degree is preferred.
• Experience working in a preschool setting is preferred.
• Experience working with complex learner behaviors is preferred.
  
  

• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
  
  

• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
  
  

• None.