Supervised Behaviour Technician (SBT) - Long-Term Occasional - 1.0 FTE

PSSP Position

Supervised Behaviour Technician (SBT) - 2 Positions Available

LOCATION: 2 positions available. One at the Oxford Office and One at the Tagwi Office.

REPORTS TO : Chief Psychologist

SALARY : $54556.00 - $70301.00 commensurate with experience

TERM: Start Date: Immediately

End Date: June 26 2026 or earlier if determined by the Board

FTE: 1.0 FTE (35 hours per week)

JOB SUMMARY:

QUALIFICATIONS:

Education & Experience:

• Minimum 2-year Behavioural Science Technology Diploma or a Degree/Diploma in Psychology Social Work Behavioural Science is required.

• A minimum of three (3) years related work experience is required.

• An equivalent combination of education and experience may be considered.

Skills Required:

Clinical skills that demonstrate competence in the application of ABA with children & youth as well as training mediators.

• Advanced knowledge and application of behaviour analytic principles including behavioural measurement data display and behaviour reduction procedures.
• Strong interpersonal and communication skills with a strong client and quality focus.
• Excellent organizational and time management skills.
• Demonstrated knowledge and understanding of the Personal Health Information & Protection Act (PHIPA).
• Attention to detail and excellent and precise data collection skills is essential.
• Ability to work both independently with minimal supervision as well as part of a multi-disciplinary team.
• Good problem-solving skills with the ability to think analytically.
• Effective communication skills both verbally and written.
• Ability to respect the confidentiality of information.
• Proficient in the use of MS applications and applicable technology and software used by the Board.

DUTIES & RESPONSIBILITIES:

• Under the supervision/direction and guidance of the RBA the SBT develop implement and update individualized behaviour plans around the students specific needs (as identified through RBAs directed observation and data collection); plans are designed to develop skills sets and strategies that will enable a pathway to success in the academic classroom for each student.
• Teach and model specific behavioural/ABA strategies to support student development of strategies and coping skills that will help them be successful in the classroom environment.
• Accurately measure document and report student progress including data entry and graph updates utilizing software as required to inform decision making.
• Support student transition to new classroom environments by training staff in specific behaviour plan strategies and working collaboratively to adapt plans to meet individual student needs.
• Conduct supervised assessments under the direction of the RBA; assessments include observational data collection and entail the use of evidence-based practices with the purpose of ensuring each student has individualized care tailored to their needs and to inform intervention strategies.
• Model compassionate support strategies during challenging behaviours keeping safety as a top priority and in the way that will encourage greatest levels of student success.
• Under the supervision of the RBA builds capacity in the role through mediator training and clinical consultation.
• Perform detail-oriented and concise data collection (e.g. clinical notes) to accurately inform student planning.
• Attend professional development opportunities and participates in training as required.
• Review and implement feedback from consultation team meetings and supervision meetings in collaboration with a multi-disciplinary team.
• Participate in ongoing training evaluations team meetings as required.
• Perform other duties as required under the Standards of Professional Conduct as outlined by the College of Psychologists and Behaviour Analysts of Ontario.

General

• Supervision: This is not a supervisory role
• Effort Required (Physical & Mental):
• Work requires light manual effort or physical exertion i.e. prolonged sitting.
• Light to moderate manual effort is required for the transporting of assessment material to and from the regional office to various school sites.
• Moderate level of concentration required for analytical activities data collection and reporting tasks. Activities require concentrated efforts such as: listening interpreting and reviewing.
• May also include pushing wheelchairs signing and awkward physical positions such as hand over hand kneeling squatting and bending. Assignment includes the proper use of UCDSB guidelines in accordance with BMS.

• Working Conditions:

• Travel during the workday is a requirement of this position.

• Given the nature of the environment there may be instances where staff are exposed to physical or verbal aggression that cannot be reasonably predicted or prevented despite the implementation of appropriate precautions and safeguards.

*All applicants will be considered; however only those to be interviewed will be contacted.

No late submissions will be considered.

The Upper Canada District School Board (UCDSB) is committed to equity in employment. As an equal opportunity employer we are committed to establishing a qualified workforce that is reflective of the diverse population we serve. The UCDSB is committed to providing accommodations for people with disabilities. If you require an accommodation we will work with you to meet your needs. This would be facilitated upon receiving an interview and would be done by contacting Human Resources at.