Behavioral Analyst II

The University of Georgia; Athens (GA); On-site; USD 60,000 - 80,000; Full time

Job summary

The University of Georgia in Athens seeks a Behavioral Analyst II to provide direct behavior analytic services for clients from birth to adulthood in school and clinic settings.

Responsibilities include designing and monitoring treatment protocols, leading team meetings, training staff, and collaborating with teachers and families to improve outcomes for individuals with developmental disabilities.

Qualifications

• Master’s degree in behavioral analysis or equivalent with BCBA or similar certification.

Responsibilities

• Design, implement, and evaluate assessment and intervention plans for clients in clinical, home, and school settings.
• Lead team meetings on client protocols and supervise staff and students pursuing BCBA.
• Consult with teachers, parents, and other therapists to implement behavior interventions.

Skills

MC-PP certification

School/clinic settings

PPE procedures training

Education

Master’s degree in behavioral analysis or equivalent

Job description

Posting Number:

S15658P

Working Title:

Behavioral Analyst II

Department:

COE-Autism&Behav Ed Rsch Ctr

About the University of Georgia:

Chartered by the state of Georgia in 1785, the University of Georgia is the birthplace of public higher education and is the state’s flagship university (https://www.uga.edu/). The proof is in our more than 240 years of academic and professional achievements and our continual commitment to higher education. UGA is currently ranked among the top 20 public universities in U.S. News & World Report. The University’s main campus is located in Athens, approximately 65 miles northeast of Atlanta, with extended campuses in Atlanta, Griffin, Gwinnett, and Tifton. UGA employs approximately 3,100 faculty and more than 7,700 full-time staff. The University’s enrollment exceeds 41,000 students including over 31,000 undergraduates and over 10,000 graduate and professional students. Academic programs reside in 19 schools and colleges, including our newly established School of Medicine.

About the College/Unit/Department:

As the 4th largest public college of education in the country and the 3rd largest college at UGA, the Mary Frances Early College of Education (MFE COE) improves the lives of residents of Georgia and beyond through our instruction, research, and service. The MFE COE is a comprehensive college with disciplines focused on teacher preparation, counseling and human development, communication sciences, human movement sciences, career development, student affairs, and educational administration and policy. We place significant emphasis on graduate education with approximately 40% of our students at the graduate level, making us the second largest college at UGA with respect to graduate education.

College/Unit/Department website:

https://coe.uga.edu/directory/autism-center/

Posting Type:

External

Retirement Plan:

TRS or ORP

Employment Type:

Employee

Benefits Eligibility:

Benefits Eligible

Full/Part time:

Full Time

Additional Schedule Information:

Standard work schedule, 40 hours/week

Advertised Salary:

Commensurate with Experience

Posting Date:

08/25/2026

Open until filled:

Yes

Proposed Starting Date:

10/01/2026

Special Instructions to Applicants:

Full consideration will be given to all applications received by 9/3/2026. References of only the finalist will be checked.

Location of Vacancy:

Athens Area

EEO Policy Statement:

The University of Georgia is an Equal Opportunity employer. All qualified applicants will receive consideration for employment without regard to age, color, disability, genetic information, national origin, race, religion, sex, or veteran status or other protected status. Persons needing accommodations or assistance with the accessibility of materials related to this search are encouraged to contact Central HR ([e-mail]).

USG Core Values Statement:

The University System of Georgia is comprised of our 25 institutions of higher education and learning, as well the System Office. Our USG Statement of Core Values are Integrity, Excellence, Accountability, and Respect. These values serve as the foundation for all that we do as an organization, and each USG community member is responsible for demonstrating and upholding these standards. More details on the USG Statement of Core Values and Code of Conduct are available in USG Board Policy 08.02.18.01.02.
Additionally, USG supports Freedom of Expression as stated in Board Policy 06.05 Freedom of Expression and Academic Freedom.

Classification Title:

Behavioral Health Analyst I

FLSA:

Exempt

FTE:

1.00

Minimum Qualifications:

Master’s degree in behavioral analysis or an equivalent field and relevant certification (e.g., BCBA)

Position Summary:

This individual will provide direct behavior analytic services and support to individuals in school and clinic settings. This involves working with clients aged birth through adulthood who have developmental disabilities (or no disability) and who is being seen as a client for a reduction in severe problem behavior (i.e. behavior that is resulting in injury to themselves or others) or in skill acquisition of things like communication, toileting, and academic skills. They will operate in clinical, home, and school contexts. They will design, implement, and monitor treatment efficacy. This involves planning assessment procedures, training staff in assessment procedures, conducting assessment procedures, and analyzing data from the assessment. Communicating about the results of the assessment. Building treatment protocols based on assessment. Training staff and caregivers in treatment. Testing treatment. Conducting a follow-up of the intervention. Lead team meetings on client protocols. Consult with teachers, parents, and other therapists on appropriate behavior interventions.

Knowledge, Skills, Abilities and/or Competencies:

• Current MC-PP certification
• Knowledge of school and clinic settings, managing severe aggressive behavior.
• Trained in Marcus Center’s Personal Protective Procedures.

Physical Demands:

• Lifting and carrying over 20 pounds, both assisted and unassisted.
• Use of a desk and computer for moderate periods of time.
• Bending and/or squatting to file.

Is driving a responsibility of this position?:

No

Is this a Position of Trust?:

Yes

Does this position have operation, access, or control of financial resources?:

No

Does this position require a P-Card? :

No

Is having a P-Card an essential function of this position? :

No

Does this position have direct interaction or care of children under the age of 18 or direct patient care?:

Yes

Does this position have Security Access (e.g., public safety, IT security, personnel records, patient records, or access to chemicals and medications):

Yes

Credit and P-Card policy:

Be advised a credit check will be required for all positions with financial responsibilities. For additional information about the credit check criteria, visit the UGA Credit Background Check website.

Background Investigation Policy:

Offers of employment are contingent upon completion of a background investigation including, a criminal background check demonstrating your eligibility for employment with the University of Georgia; confirmation of the credentials and employment history reflected in your application materials (including reference checks) as they relate to the job-based requirements of the position applied for; and, if applicable, a satisfactory credit check. You may also be subject to a pre-employment drug test for positions with high-risk responsibilities, if applicable. Please visit the UGA Background Check website.

Duties/Responsibilities:

Intervention and Assessment Services

• Design, implement, and evaluate assessment and intervention services for clients with and without disabilities in clinical, home, and school settings. This involves knowledge of the contemporary research base and best practices in behavior analysis.
• Compose written instructions with an exceptional degree of clarity and communicate these intervention or assessment plans to those they supervise, as well as parents and caregivers. The development of these plans includes the development of strategies to evaluate plan efficacy.

Percentage of time:

60

Duties/Responsibilities:

Supervision of Students Working Towards Becoming BCBA

• Provide direct field supervision of other staff and students who are pursuing board certification in behavior analysis. This supervision may take place on-site or via video. It will involve delivering written and spoken feedback about job performance, tracking performance over time, and ensuring that plans and protocols are implemented with fidelity.

Percentage of time:

30

Duties/Responsibilities:

Assist with Continuous Evaluation and Improvement of CABER Services

• This involves planning evaluations, interpreting outcomes of evaluations, and assisting with the implementation of changes. CABER provides a wide range of services and enlists its staff in the constant review and revision of those services. This person will spend a small portion of their time assisting with the evaluation and improvement of the services for which they oversee, as well as providing input on other areas of CABER service.

Percentage of time:

10

Contact Details:

For questions concerning this position or recruitment progression, please refer to the Recruitment Contact listed below.

Recruitment Contact Name:

Kevin Ayres

Recruitment Contact Email:

[e-mail]