E-3 Visa Registered Behavior Technician Jobs
Registered Behavior Technician roles in applied behavior analysis qualify as E-3 specialty occupations when the position requires a bachelor's degree in psychology, education, or a related field. Australian RBTs can secure E-3 visa sponsorship without entering a lottery, with renewals available every two years as long as you hold a qualifying job offer.
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Under the general supervision of the Clinical Director, the BCBA independently provides school-based functional behavioral analytic services (assessment, treatment, and consultation) for students attending the Bradley Schools. BCBAs also may provide supervision of graduate-level trainees.
Brown University Health employees are expected to successfully role model the organization's values of Compassion, Accountability, Respect, and Excellence as these values guide our everyday actions with patients, customers, and one another.
Responsibilities
BCBAs consistently apply the corporate values of respect, honesty, and fairness and the constant pursuit of excellence in improving the health status of the people of the region through the provision of customer-friendly, geographically-accessible, and high-value services within the environment of a comprehensive integrated academic health system.
BCBAs participate actively in the behavioral assessment of Bradley School students. This entails:
- Keeping current and knowledgeable regarding the medical, developmental, and family histories, clinical diagnoses, and treatment protocols of assigned students.
- Providing quality behavioral analytic services to all assigned students.
- Developing individualized behavior plans for each assigned student in consultation with the treatment team.
- Developing and implementing skills acquisition and social skills programs for assigned students in consultation with the treatment team.
- Developing and implementing positive behavior support plans and strategies in consultation with the treatment team.
- Providing leadership and role modeling to multidisciplinary staff in maintaining a standard of high-quality care for all students within the school program.
BCBAs may serve as treatment team leaders for Bradley School classrooms. This entails:
- Reviewing all available student records prior to admission for students on assigned teams and sharing relevant information with the appropriate team members.
- Overseeing and coordinating plans for the assessment, treatment, and education of all students in assigned classrooms.
- Facilitating cooperative working relationships among team members.
- Leading weekly team meetings, as well as formal meetings that include parents, school district personnel, or other community professionals (e.g., IEP/PPT meetings, behavioral reviews, transition planning meetings) for all students in assigned classrooms.
- Producing high-quality team reports, letters, or other required documentation in a timely manner.
- Communicating effectively with special education directors, school representatives, and other community contacts/providers.
- Consulting with the school nurse, psychiatrist, and outside medical providers regarding medical and/or psychiatric issues, as needed.
- Working effectively with BS psychologists to clarify psychological assessment needs, interpretation of psychological assessment data, and psychological assessment recommendations for students on assigned teams.
- Maintaining proactive, effective communication with the Clinical Director regarding clinical and administrative issues.
- Using effective leadership, problem-solving, and conflict resolution skills to maintain effective functioning of assigned teams.
- Maintaining a balance of clinical and systemic perspectives in leading assigned teams.
BCBAs deliver high-quality services for students admitted to the school program or referred for outpatient consultation. This entails:
- Providing case management, as assigned.
- Providing individualized behavioral treatment, as assigned.
- Providing consultation regarding functional behavioral assessments and interventions, as assigned.
- Providing outpatient consultation, as assigned.
- Completing all required reports and records in a professional and timely manner, as assigned.
- Providing in-service education opportunities for school staff, as well as in the community, as requested.
BCBAs may provide supervision of graduate-level trainees enrolled in BCBA programs, as assigned. This entails:
- Providing reliable, high-quality supervision of trainees, as assigned and appropriate.
- Participating in teaching of trainees, as assigned.
BCBAs adhere to all school policies, procedures, and practices. This entails:
- Attending and/or completing in-service programs, as assigned.
- Maintaining crisis de-escalation and intervention certification.
- Completing required continuing education to maintain BCBA board certification.
- Maintaining BCBA license.
- Consistently following all school policies and procedures.
- Consistently complying with infection control, quality improvement, risk management, and safety standards.
- Being punctual, reliable, and judicious in using sick time and school time off (STO), as per school policy.
- Demonstrating knowledge of the school organizational chart and consistently communicating issues and concerns through that structure.
- Participating in training seminars, as requested.
- Participating in committees, as requested.
- Performing other related duties, as required, assigned, or directed.
BCBAs provide effective leadership, as well as guidance and support, to their assigned teams, as needed or requested. This entails:
- Supporting BS and program-specific initiatives, modeling flexibility and a positive attitude regarding program changes and/or initiatives.
- Presenting any classroom equipment/supply/staffing needs or concerns to site management.
- Coordinating any student/staff issues/needs with appropriate school management in order to problem solve and resolve concerns or problems effectively and in a timely manner.
- Effectively leading weekly treatment team meetings and other school meetings, as described above.
- Maintaining excellent relationships with all systems involved in a student’s care.
- Providing community leadership in the area of understanding and treating severe psychiatric and behavioral disorders in children and adolescents.
- Performing other leadership duties, as assigned.
BASIC KNOWLEDGE
- Requires a Master’s Degree in Applied Behavior Analysis from an accredited school, as well as board certification as a BCBA by the Behavior Analytic Certification Board. Licensure by the RI Department of Health as a Licensed Behavior Analyst also is a RI requirement. Experience in a clinical and/or school setting is highly preferred. Experience working with students with autism is preferred.
- Requires demonstrated knowledge and skills necessary to provide care to school-aged youth, with consideration of developmental processes, as well as cultural, familial, and individual factors that may influence educational, emotional, and behavioral functioning and progress.
Experience
One to two years of specialized clinical experience with children and adolescents preferred.
WORK ENVIRONMENT AND PHYSICAL REQUIREMENTS
Work is within a school classroom and/or office environment. Employees in this position work in a special education setting under stressful conditions associated with care of students with severe emotional, behavioral, and/or developmental challenges (which may include aggressive and/or self-injurious behaviors). Employees are expected to utilize de-escalation techniques taught in the Safety Care training to minimize the need for physical intervention. They must have the ability to remain calm during a crisis situation, as evidenced by the ability to make quick rational decisions and prioritize immediate care needs to maintain a therapeutic environment and ensure safety. Employees in this position must also be able to participate in the physical management of students, which can include, but is not limited to, awareness and demonstration of safe body positioning at all times, awareness and coordination to block and deflect possible aggression, and the ability to physically hold struggling individuals, using approved methods only, to maintain safety for extended periods of time. Specifically, such employees must be able to: lift up to fifty pounds; reach with their hands and arms; grasp and hold with their hands; bend/squat/kneel without limitation; and physically escort students who may become combative for short distances. Position requires occasional running for short distances and frequent standing, walking, and sitting.
Pay Range
$64,480.00-$106,412.80
Location
LSS-Providence-130 Broadway - 130 Broadway Providence, Rhode Island 02903
Work Type
school days
Work Shift
Day
Daily Hours
8 hours
Driving Required
No
Brown University Health is committed to providing equal employment opportunities and maintaining a work environment free from all forms of unlawful discrimination and harassment.
SUMMARY
Under the general supervision of the Clinical Director, the BCBA independently provides school-based functional behavioral analytic services (assessment, treatment, and consultation) for students attending the Bradley Schools. BCBAs also may provide supervision of graduate-level trainees.
Brown University Health employees are expected to successfully role model the organization's values of Compassion, Accountability, Respect, and Excellence as these values guide our everyday actions with patients, customers, and one another.
Responsibilities
BCBAs consistently apply the corporate values of respect, honesty, and fairness and the constant pursuit of excellence in improving the health status of the people of the region through the provision of customer-friendly, geographically-accessible, and high-value services within the environment of a comprehensive integrated academic health system.
BCBAs participate actively in the behavioral assessment of Bradley School students. This entails:
- Keeping current and knowledgeable regarding the medical, developmental, and family histories, clinical diagnoses, and treatment protocols of assigned students.
- Providing quality behavioral analytic services to all assigned students.
- Developing individualized behavior plans for each assigned student in consultation with the treatment team.
- Developing and implementing skills acquisition and social skills programs for assigned students in consultation with the treatment team.
- Developing and implementing positive behavior support plans and strategies in consultation with the treatment team.
- Providing leadership and role modeling to multidisciplinary staff in maintaining a standard of high-quality care for all students within the school program.
BCBAs may serve as treatment team leaders for Bradley School classrooms. This entails:
- Reviewing all available student records prior to admission for students on assigned teams and sharing relevant information with the appropriate team members.
- Overseeing and coordinating plans for the assessment, treatment, and education of all students in assigned classrooms.
- Facilitating cooperative working relationships among team members.
- Leading weekly team meetings, as well as formal meetings that include parents, school district personnel, or other community professionals (e.g., IEP/PPT meetings, behavioral reviews, transition planning meetings) for all students in assigned classrooms.
- Producing high-quality team reports, letters, or other required documentation in a timely manner.
- Communicating effectively with special education directors, school representatives, and other community contacts/providers.
- Consulting with the school nurse, psychiatrist, and outside medical providers regarding medical and/or psychiatric issues, as needed.
- Working effectively with BS psychologists to clarify psychological assessment needs, interpretation of psychological assessment data, and psychological assessment recommendations for students on assigned teams.
- Maintaining proactive, effective communication with the Clinical Director regarding clinical and administrative issues.
- Using effective leadership, problem-solving, and conflict resolution skills to maintain effective functioning of assigned teams.
- Maintaining a balance of clinical and systemic perspectives in leading assigned teams.
BCBAs deliver high-quality services for students admitted to the school program or referred for outpatient consultation. This entails:
- Providing case management, as assigned.
- Providing individualized behavioral treatment, as assigned.
- Providing consultation regarding functional behavioral assessments and interventions, as assigned.
- Providing outpatient consultation, as assigned.
- Completing all required reports and records in a professional and timely manner, as assigned.
- Providing in-service education opportunities for school staff, as well as in the community, as requested.
BCBAs may provide supervision of graduate-level trainees enrolled in BCBA programs, as assigned. This entails:
- Providing reliable, high-quality supervision of trainees, as assigned and appropriate.
- Participating in teaching of trainees, as assigned.
BCBAs adhere to all school policies, procedures, and practices. This entails:
- Attending and/or completing in-service programs, as assigned.
- Maintaining crisis de-escalation and intervention certification.
- Completing required continuing education to maintain BCBA board certification.
- Maintaining BCBA license.
- Consistently following all school policies and procedures.
- Consistently complying with infection control, quality improvement, risk management, and safety standards.
- Being punctual, reliable, and judicious in using sick time and school time off (STO), as per school policy.
- Demonstrating knowledge of the school organizational chart and consistently communicating issues and concerns through that structure.
- Participating in training seminars, as requested.
- Participating in committees, as requested.
- Performing other related duties, as required, assigned, or directed.
BCBAs provide effective leadership, as well as guidance and support, to their assigned teams, as needed or requested. This entails:
- Supporting BS and program-specific initiatives, modeling flexibility and a positive attitude regarding program changes and/or initiatives.
- Presenting any classroom equipment/supply/staffing needs or concerns to site management.
- Coordinating any student/staff issues/needs with appropriate school management in order to problem solve and resolve concerns or problems effectively and in a timely manner.
- Effectively leading weekly treatment team meetings and other school meetings, as described above.
- Maintaining excellent relationships with all systems involved in a student’s care.
- Providing community leadership in the area of understanding and treating severe psychiatric and behavioral disorders in children and adolescents.
- Performing other leadership duties, as assigned.
BASIC KNOWLEDGE
- Requires a Master’s Degree in Applied Behavior Analysis from an accredited school, as well as board certification as a BCBA by the Behavior Analytic Certification Board. Licensure by the RI Department of Health as a Licensed Behavior Analyst also is a RI requirement. Experience in a clinical and/or school setting is highly preferred. Experience working with students with autism is preferred.
- Requires demonstrated knowledge and skills necessary to provide care to school-aged youth, with consideration of developmental processes, as well as cultural, familial, and individual factors that may influence educational, emotional, and behavioral functioning and progress.
Experience
One to two years of specialized clinical experience with children and adolescents preferred.
WORK ENVIRONMENT AND PHYSICAL REQUIREMENTS
Work is within a school classroom and/or office environment. Employees in this position work in a special education setting under stressful conditions associated with care of students with severe emotional, behavioral, and/or developmental challenges (which may include aggressive and/or self-injurious behaviors). Employees are expected to utilize de-escalation techniques taught in the Safety Care training to minimize the need for physical intervention. They must have the ability to remain calm during a crisis situation, as evidenced by the ability to make quick rational decisions and prioritize immediate care needs to maintain a therapeutic environment and ensure safety. Employees in this position must also be able to participate in the physical management of students, which can include, but is not limited to, awareness and demonstration of safe body positioning at all times, awareness and coordination to block and deflect possible aggression, and the ability to physically hold struggling individuals, using approved methods only, to maintain safety for extended periods of time. Specifically, such employees must be able to: lift up to fifty pounds; reach with their hands and arms; grasp and hold with their hands; bend/squat/kneel without limitation; and physically escort students who may become combative for short distances. Position requires occasional running for short distances and frequent standing, walking, and sitting.
Pay Range
$64,480.00-$106,412.80
Location
LSS-Providence-130 Broadway - 130 Broadway Providence, Rhode Island 02903
Work Type
school days
Work Shift
Day
Daily Hours
8 hours
Driving Required
No
Brown University Health is committed to providing equal employment opportunities and maintaining a work environment free from all forms of unlawful discrimination and harassment.
See all E-3 Visa Registered Behavior Technician Jobs
Sign up for free to unlock all listings, filter by visa type, and get alerts for new E-3 Visa Registered Behavior Technician Jobs.
Get Access To All JobsTips for Finding E-3 Visa Sponsorship as a Registered Behavior Technician
Verify your degree meets specialty occupation
Your Australian bachelor's degree must align directly with the RBT role, typically psychology, applied behavior analysis, or special education. A three-year Australian degree is generally accepted as equivalent to a U.S. four-year degree, but have your transcripts ready to demonstrate that equivalency.
Target ABA clinics with prior sponsorship history
Autism therapy networks, school districts, and behavioral health clinics are the employers most likely to file E-3 visa sponsorships for RBTs. Focus outreach on multi-site ABA providers, which have HR infrastructure to handle DOL Labor Condition Applications rather than starting from scratch.
Frame your NDIS experience for U.S. interviewers
Australian RBTs coming from NDIS-funded roles often have direct ABA implementation experience that U.S. employers value. Translate your supervision hours, data collection methods, and behavior intervention plan work into terminology familiar to BACB-credentialed supervisors reviewing your application.
Confirm the employer will file an LCA before accepting
The E-3 requires your employer to file a Labor Condition Application with the DOL certifying your offered wage meets prevailing wage levels for RBTs in that geographic area. Get written confirmation they'll complete this step before you resign from any current position or book flights.
Use Migrate Mate's E-3 filing service for your paperwork
Once you have a signed offer letter, use Migrate Mate's E-3 filing service to handle your LCA and visa paperwork end-to-end. This removes the risk of employer-side filing errors that delay or invalidate your consulate appointment, which is especially common with first-time sponsoring RBT employers.
Check your BCBA supervisor's E-3 eligibility separately
If your role requires on-site BCBA supervision, confirm that supervisor is present or that the employer has a plan to provide one. USCIS scrutinizes RBT petitions where the required level of supervision isn't documented in the job description, so your offer letter should specify the supervisory structure.
E-3 Visa Registered Behavior Technician: Frequently Asked Questions
How do I find Registered Behavior Technician jobs with E-3 visa sponsorship?
Migrate Mate is the recommended way to search for RBT roles where U.S. employers are open to E-3 sponsorship. Most general job boards don't filter by visa type, which means hours of manual screening. Migrate Mate surfaces roles matched to E-3 eligibility so you're contacting employers already familiar with Australian visa requirements rather than educating every recruiter from scratch.
How much does it cost to get an E-3 visa?
Migrate Mate's E-3 filing service covers the entire process for $499, including the Labor Condition Application, visa document preparation, and consulate appointment guidance. Traditional immigration lawyers charge $2,000–$5,000+ for the same work. The E-3 has less paperwork than most work visas, so paying thousands for legal help is usually unnecessary.
Does an RBT role qualify as a specialty occupation for the E-3 visa?
It depends on how the employer defines the position. An RBT role qualifies as a specialty occupation when the employer requires a bachelor's degree in psychology, applied behavior analysis, education, or a closely related field. Roles where any bachelor's degree is accepted regardless of field are harder to defend. Ask employers how they've written the job description before applying.
How does the E-3 visa compare to the H-1B for Australian RBTs?
The E-3 is significantly more practical for Australian RBTs. There's no annual lottery, no cap that fills up, and no April registration window to miss. You can apply at any point in the year once you have an offer and a certified LCA. The H-1B lottery gives all applicants roughly a one-in-four chance of selection regardless of qualifications, which makes multi-year planning very difficult for RBTs on H-1B visa pathways.
Can I switch RBT employers on an E-3 visa?
Yes, but you'll need to restart the E-3 process with the new employer. The E-3 is employer-specific, so your new employer must file a fresh LCA and you'll need a new visa stamp if you travel internationally before starting. If you stay inside the U.S., you can begin working for the new employer once the new LCA is certified and your documents are in order, without waiting for a new visa stamp.