Summary

Behavior Therapist will work 17.5 hours per week in the Regis Autism Center (RAC) which is open 48 weeks of the year and provides behavior analytic-based support to children aged 2-6 diagnosed with an autism spectrum disorder. After training in the use of behavior analytic principles and teaching techniques when working with children with ASD, Behavior Therapists will implement discrete trial teaching, task analyses, natural environment teaching, incidental teaching, and support interactions with peers. Behavior Therapists will work directly with students to support them in either integrated settings (classrooms in the Regis College Children’s Center (RCCC)) or a separate classroom in a 1:1 or 1:2 therapist-to-student ratio.

Behavior Therapists report to the clinical director and supervisors of the RAC and work collaboratively with Regis College Children’s Center staff. A master’s or doctoral level BCBA will provide training and assistance to Behavior Therapists throughout the school day. Previous ABA experience or experience working with young children with developmental disabilities is preferred but not required.  

Essential Functions:

• Ensuring safety of students in your care; following all RAC/RCCC health and safety policies and physical management policies.
• Providing support for students when integrated into RCCC classrooms, including but not limited to arranging and prompting interactions between peers and classroom teachers, collaborating with classroom teachers on curricula modifications, informing classroom teachers of programmatic changes, running reinforcement and behavior management procedures, creating naturalistic and incidental teaching opportunities.
• Providing behavior analytic, structured teaching sessions for students when not integrated into the RCCC, including but not limited to: following the “Lily Room” schedule, discrete trial teaching, natural environment teaching, incidental teaching, running circle time, running art activities, coordinating “reverse integration” opportunities and maintaining the safety of RCCC students in your care during that time, coordinating with RCCC teachers regarding timing of integrated activities, and running reinforcement and behavior management procedures.
• Completing toileting/changing and hand washing sequences with students.
• Daily communication with the RAC clinical director/supervisors.
• Completing a daily student home log and interacting with parents with a friendly, positive, self-assured demeanor during. drop off and pick up.
• Taking daily data on acquisition and behavior programs and (in some cases) summarizing those data electronically.
• Electronically logging billable hours each day.

Requirements:

• Bachelor’s degree.
• Ability to uphold the University’s commitment to inclusive excellence in a diverse educational community.
• Prior experience in ABA or working with children with ASD or developmental disabilities preferred.
• Completion of RBT ® training within the first three months of start date.
• Ability to maintain confidentiality.

Working Conditions/Physical Demands:

• Normal classroom environment, not subject to extremes in noise, odors, etc.
• Hours subject to change based on Children’s Center and Autism Center coverage needs.
• Possible lifting of children, bending, running, and climbing.
• May spend extended periods at terminal, on telephone, or operating other office machines requiring eye-hand coordination and finger dexterity.

The above statements are intended to describe the general nature and level of work being performed by people assigned to do this job. The above is not intended to be an exhaustive list of all responsibilities and duties required.

External and internal applicants, as well as position incumbents who become disabled as defined under the Americans With Disabilities Act, must be able to perform the essential job functions (as listed) either unaided or with the assistance of a reasonable accommodation to be determined by management on a case-by-case basis.

In employment, as in education, Regis College is committed to equal opportunity and affirmative action. Regis does not discriminate on the basis of race, color, age, religion, creed, sex, gender identity or expression, sexual orientation, ethnic or national origin, ancestry, citizenship, marital or parental status, physical or mental disability, genetic information, pregnancy, veteran’s status, membership in uniformed services or any other protected status.

About Regis College

Rooted in the Catholic intellectual tradition and inspired by the social justice values of our founders, the Sisters of St. Joseph of Boston, Regis College is a welcoming and inclusive community. We are called to provide access to an academically rigorous education through innovative learning opportunities and collaborative engagement at all degree levels. We educate the whole person, preparing our students to pursue excellence, to become change agents in their own communities, and to serve and lead as advocates for a more just and compassionate global society.

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