Special Education Behavior Technician

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• Date Posted:
  8/28/2026
• Date Available:
  
  09/17/2026
• Closing Date:
  09/11/2026

Special Education Behavior Technician

Position Location: Vision - Federal Setting IV Program located in Pine City

The purpose of a Special Education Behavior Technician is to provide immediate behavioral stabilization, crisis intervention, and therapeutic co-regulation for students in a Federal Setting IV special education program. Working under the direction of the Principal, School Psychologist, and Special Education Teacher/Case Manager, this role ensures physical safety, strictly implements individualized behavior support plans (BSPs), maintains meticulous legal compliance data, and facilitates the safe, rapid reintegration of students back into their academic environments.

• Core Responsibilities
  • De-escalate behavior crises:
    Help students calm down using safe, proven behavior management techniques.
  • Facilitate co-regulation:
    Serve as a calm, non-reactive presence to help highly dysregulated students return to a baseline emotional state.
  • Monitor safety:
    Keep all students and staff safe in the room at all times.
  • Track data:
    Record behavior triggers, responses, duration, and other data
  • Facilitate reflection:
    Guide students to identify emotions and practice better coping skills.
  • Maintain academic continuity:
    Supervise and assist with academic work provided by special education teachers so students do not fall behind during stabilization.
  • Coordinate reintegration:
    Communicate continuously with the classroom team to determine exactly when a student meets the behavioral criteria to safely return to their group.
  • Manage crisis safety:
    Use approved crisis intervention techniques (CPI and Ukeru) to safely manage acute, dangerous behaviors.
  • Comply with restrictive procedure laws:
    Ensure strict adherence to federal and state laws regarding the documentation, time limits, and monitoring of physical holds, seclusion, or quiet room use.
  • Debrief with teams:
    Participate in mandatory post-crisis debriefs with clinicians, teachers, and administrators to evaluate the effectiveness of the intervention.
  • Support IEP goals:
    Actively cue and practice the specific social-emotional and/or behavior goals written into the student's IEP.
  • Inform FBA and BSP updates:
    Report new behavioral patterns, emerging triggers, or failing interventions to help the teacher revise Functional Behavior Assessments (FBAs) and Behavior Support Plans (BSPs)
  • Provide real-time feedback:
    Inform the teacher immediately about what specific coping mechanisms worked or failed during a student's stay in the behavior room.
  • Participate in Professional Development:
    Maintain required certifications and attend all necessary training related to the program.
• Equipment Use
  • Use of UKERU blocking tools and equipment.
  • Operate and implement assistive technology and other equipment.
• Other Duties
  • Performs other duties as assigned

• Minimum:
  High school diploma, or GED
• Preferred:
  Knowledge of implementing Behavior Support Plans (BSP)
• Preferred:
  Knowledge of the Positive Behavior Interventions and Supports (PBIS) framework

• Preferred:
  Three or more years working in a related position
• Experience working with students with disabilities, including students with significant physical and emotional outbursts (setting IV experience preferred).
• Strong understanding of child development and behavior management techniques

• Minimum:
  Tw…