Itinerant BCBA for Pre-K & ASD Support

Quincy Public Schools; Quincy (MA); On-site; USD 63,000 - 77,000; Full time

Job summary

Quincy Public Schools in Quincy, MA is seeking an Itinerant Board Certified Behavior Analyst to support full-time prekindergarten students with mild/moderate disabilities in community childcare settings.

The role focuses on evaluating needs, developing behavior support plans, data collection, IEP goals, and ensuring ABA strategies are applied consistently. Collaboration with teachers, related service providers, and families is essential, with regular progress reports and IEP meetings.

Qualifications

• Bachelor's degree required.
• BCBA certification required.
• At least 1 year of relevant experience preferred.
• Citizenship, residency or work visa required.

Responsibilities

• Evaluate students for services via data, reports, observations, and FBA.
• Develop behavior support plans and social skills curriculum.
• Monitor progress with data collection and procedures.
• Create measurable IEP goals and objectives.
• Implement ABA strategies consistently in childcare settings.
• Provide progress reports and participate in IEP meetings.
• Support teachers with behavior management plans.
• Collaborate with related service providers.
• Work 1:1 or in small groups.
• Complete reports and assignments timely.
• Participate in district PD.

Skills

School-based experience

Behavior management oversight

Growth mindset

Collaboration with families

Time management

Data-driven planning

Flexible approaches

Collaboration with colleagues

Data visualization basics

Education

Bachelor's Degree

BCBA Certification

Job description

Quincy Public Schools in Quincy, MA is seeking an Itinerant Board Certified Behavior Analyst to support full-time prekindergarten students with mild/moderate disabilities in community childcare settings.

The role focuses on evaluating needs, developing behavior support plans, data collection, IEP goals, and ensuring ABA strategies are applied consistently. Collaboration with teachers, related service providers, and families is essential, with regular progress reports and IEP meetings.