2025-2026 Behavior Technician for Early Childhood Special Education - Early Childhood Center

Position Type: ·   Paraprofessionals/Special Education Paraprofessional · Date Posted: ·   6/19/2025 · Location: ·   Early Childhood Center · Job Description · Position Title: Behavior Technician · Location: Early Childhood Center · Department: Special Education · Reports To: Bui ...

Job description

• Position Type:
    Paraprofessionals/Special Education Paraprofessional
  
  
• Date Posted:
    6/19/2025
  
  
• Location:
    Early Childhood Center
  
  
Job Description
Position Title: Behavior Technician
Location: Early Childhood Center
Department: Special Education
Reports To: Building-level Principal
Term: Ongoing position beginning with the School Year
Schedule: Mon-Fri Full-time. Roughly 6.5 hours/day.
Salary: Position follows the Classified Salary Schedule
Date of last review: June

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.
Communication:
• 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.
Compassion:
• 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.
Creativity:
• 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.
Critical Thinking:
• 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.
Reflection:
• 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.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• 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.
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• 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.
   
Education and/or Experience:
• 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.
   
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
SUPERVISORY RESPONSIBILITIES:
• None.
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The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual's race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran's Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran's status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.

Attachment(s):
• WFPS - Behavior Technician - ECC - 25-