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Behavior Scientist Jobs in Connecticut (NOW HIRING)

Community College System of New Hampshire

This position shall report to the Department Chair of Behavioral/Social Sciences and Human Services at Manchester Community College. ACCOUNTABILITIES: * Assists Department Chair with faculty ...

Aequor

Seeking a talented and innovative Scientist to join the Bioanalysis-Drug Metabolism ... Duties & Responsibilities Functions effectively as a team member, demonstrating the behaviors and ...

STI

Data Scientist

Hartford, CT · On-site

... teammates' skills and behavior development and delivery • Advocating data strategies both ... science • 2 years of user research and feedback analysis • 2 years of data governance and ...

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How much do behavior scientist jobs pay per hour?

As of Aug 31, 2026, the average hourly pay for behavior scientist in Connecticut is $37.09, according to ZipRecruiter salary data. Most workers in this role earn between $32.26 and $40.48 per hour, depending on experience, location, and employer.

What is a behavior scientist?

Behavior scientists are professionals who study how people and animals behave, often focusing on the underlying psychological, social, and environmental factors that influence actions and decisions. They use research methods and data analysis to understand patterns in behavior and develop strategies to encourage positive changes. Behavior scientists work in various settings such as healthcare, education, business, and government, contributing to programs and policies that improve individual and societal outcomes.

What are some of the main challenges behavior scientists face when working with multidisciplinary teams?

Behavior Scientists often collaborate with professionals from fields like data science, design, public health, and engineering. A common challenge is effectively communicating complex behavioral theories and research findings to team members with different backgrounds. Bridging these knowledge gaps requires strong interpersonal skills and the ability to translate scientific concepts into actionable strategies. Additionally, aligning behavioral interventions with broader project goals and timelines can be demanding but also offers valuable opportunities for professional growth and impact.

What are the key skills and qualifications needed to thrive as a behavior scientist, and why are they important?

To thrive as a Behavior Scientist, you need a solid background in psychology, behavioral analysis, and research methods, usually supported by an advanced degree in a relevant field. Familiarity with statistical software (e.g., SPSS, R), data collection platforms, and IRB protocols is typically required. Strong analytical thinking, communication, and collaboration skills distinguish top performers in this role. These skills enable accurate study design, insightful data interpretation, and effective application of findings to influence behavior and inform policy.

What can you do with a behavior scientist degree?

A behavior scientist degree prepares individuals to analyze and modify human behavior through research, data analysis, and intervention strategies. Career options include roles in clinical settings, research institutions, healthcare organizations, and government agencies, often requiring skills in data collection, statistical tools, and behavioral theories.

What jobs do behavior scientists do?

Behavior scientists study human and animal behavior to understand and modify actions through research, data analysis, and intervention strategies. They often work in clinical, educational, or organizational settings, applying behavioral theories and tools like behavior assessments and reinforcement techniques. Their work may involve designing programs, conducting experiments, and collaborating with other professionals to improve outcomes.

What qualifications do you need to be a behavior scientist?

To become a behavior scientist, a bachelor's degree in psychology, behavioral science, or a related field is typically required, with many roles requiring a master's or doctoral degree. Relevant skills include data analysis, research methodology, and knowledge of behavioral theories, often complemented by experience with statistical software and certifications in behavioral analysis or research methods.

What are popular job titles related to Behavior Scientist jobs in Connecticut?

For Behavior Scientist jobs in Connecticut, the most frequently searched job titles are:

What job categories do people searching Behavior Scientist jobs in Connecticut look for?

The top searched job categories for Behavior Scientist jobs in Connecticut are:

What cities in Connecticut are hiring for Behavior Scientist jobs?

Cities in Connecticut with the most Behavior Scientist job openings:

Behavior Scientist jobs near you
Infographic showing various Behavior Scientist job openings in Connecticut as of August 2026, with employment types broken down into 2% As Needed, 71% Full Time, 21% Part Time, 3% Temporary, and 3% Contract. Highlights an 92% Physical, 2% Hybrid, and 6% Remote job distribution, with an average salary of $77,144 per year, or $37.1 per hour.

Behavior Counselor - Kennedy High School

Waterbury Public Schools

Waterbury, CT • On-site

$21.72 - $28.77/hr

Full-time

Re-posted 16 days ago

Job description

Position Type:
Student Support Services/Behavior Counselor
Date Posted:
7/16/2026
Location:
Kennedy High School
Date Available:
Immediately After Hire
Closing Date:
Until Position is Filled
Waterbury Public Schools
JOB CLASSIFICATION DESCRIPTION
JOB CLASSIFICATION TITLE:
Behavior Counselor
DEPARTMENT:
Student Support Services
INCUMBENT NAME:
Grant Funded
BARGAINING UNIT CLASSIFICATION:
Non-Union*
REPORTS TO:
Receives general direction from a Principal or other administrative official of a higher grade.
FLSA DESIGNATION:
Non-Exempt. 10 months; 35 hours per week
$21.72-$28.77 per hour. Note: This is a union, grant funded position that exists as long as grant funds are available.
PART I - SUMMARY OF CLASSIFICATION
This class is accountable for providing behavioral resources and intervention programs.
Guidelines for Class Use: This job classification focuses on responding to repeated Level 1 Behaviors and Level 2 Behaviors and on implementing a positive behavior management system in order to improve student behavior and enhance academic skills. The management of the behavior system includes, but is not limited to, collecting and tracking data pertaining to students and school wide patterns, training staff in de-escalation strategies, implementation of positive behavior plans/climate plans and general climate improvement.
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
A. EDUCATION AND EXPERIENCE:
General Experience:
Five (5) years working with behavioral resources and intervention of adolescents in a high school environment.
Special Requirement:
Certification in Physical Management Training procedures.
Substitutions Allowed:
  1. An Associate's Degree from an accredited college or university in education, behavioral science, human services, psychology, or closely related field may be substituted for two (2) years of the General Experience.
  2. College training in education, behavioral science, human services, psychology or closely related field may be substituted for the General Experience on the basis of fifteen (15) semester hours equaling one half (1/2) year of experience to a maximum of four (4) years for a Bachelor's degree.

B. CREDENTIALS:
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
Incumbents in this class may be required to possess and retain a current Motor Vehicle Class D Driver's License.
D. CONTINUING EDUCATION REQUIREMENTS:
E. KNOWLEDGE, SKILLS AND ABILITIES:
  • Knowledge of applicable local, state, and federal rules, regulations and laws;
  • Knowledge of behavioral modification strategies;
  • Knowledge of biological, cognitive and social-emotional development of adolescents stages;
  • Knowledge of child development;
  • Knowledge of current best practices, laws, including due process and Individuals with Disabilities Education Act (IDEA), and interventions regarding the education of special needs students;
  • Knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;
  • Knowledge of educational testing;
  • Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
  • Knowledge of puberty, cognition, morality, identity, relationships, school, work and culture of adolescents;
  • Knowledge of relevant Board of Education policies and District administrative procedures;
  • Knowledge of specific disabilities and familiarity with common children's mental health disorders, as well as specific strategies/interventions to use in the classroom or other school setting;
  • Considerable interpersonal skills;
  • Critical thinking and problem solving skills;
  • Excellent organizational skills;
  • Oral and written communications skills;
  • Skill in interpersonal relations, especially regarding working as a member of a team;
  • Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Intervention (SRBI);
  • Ability to express ideas clearly;
  • Ability to engage youth;
  • Ability to facilitate group interaction;
  • Ability to mediate and resolve conflict;
  • Ability to utilize computer software;
  • Ability to utilize relevant assessment tools, and integrate the results of the assessments into the District truancy plan;
  • Ability to work with individuals from diverse backgrounds.

PART III - POSITION SUPERVISES:
May provide work direction to paraprofessionals.
PART IV - ESSENTIAL FUNCTIONS
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.
  • Addresses negative student behaviors and assists students with altering their behavior;
  • Assists in implementing behavioral education plans;
  • Assists students in participating in general school activities and is responsible for safety and personal conduct of students;
  • Collaborates and coordinates with the building administrator the early intervention of behavioral issues and de-escalation of students in crisis;
  • Communicates policies and protocols to families and staff;
  • Encourages the improvement in student attitude and behavior, school atmosphere, academic performance and personal growth;
  • Explores ways to engage students to effect positive attitudes and control on behavior;
  • Facilitates in obtaining resources related to the flow of students removed from the class or school;
  • Implements the Safe School and Positive Climate Handbook;
  • Incorporates Positive Behavioral Interventions and Supports (PBIS) standards and framework into classroom and individual behavioral management strategies and recommendations;
  • Instills collective values and encourages behavior that is acceptable for the classroom and school environment;
  • Maintains logs and prepares timely accurate reports regarding incidents and progress to adjust behaviors;
  • Participates as a member of the school's interdisciplinary team;
  • Promotes and facilitates peer support groups;
  • Provides behavioral resources and intervention services to students;
  • Provides students with strategies and skills to meet expected behavioral and academic requirements;
  • Reviews and reports on referrals, bullying and other data;
  • Reviews and responds to Level 1 and Level 2 referrals;
  • Serves as a first responder to assist staff members with students' negative behaviors;
  • Uses disciplinary action to stimulate an opportunity to reflect and learn about consequences;
  • Works closely with all constituents to correct discipline problems as they occur;
  • Works with school staff and parent or guardian of student;
  • Performs related duties as required.

PART V - Working Conditions, Physical and Mental Requirements
Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. Incumbents in this class may be exposed to some risk of injury from assaultive or abusive students. A physical examination may be required.
Frequency: Place an "X" in each box that is appropriate to your job.
NEVER (N)
OCCASIONALLY (O)
FREQUENTLY (F)
CONSTANTLY (C)
0 % of Shift
1-33% of Shift
34-66% of Shift
67-100% of Shift
Working Conditions
N
O
F
C
Working Conditions
N
O
F
C
Physical Demands
Depth Perception
X
Standing
X
Color Distinction
X
Walking
X
Peripheral Vision
X
Sitting
X
Driving
X
Lifting
X
Physical Strength:
Carrying
X
Little Physical Effort (-10 lbs.)
X
Pushing
X
Light Work (-20 lbs.)
X
Pulling
X
Medium Work (20-50 lbs.)
X
Climbing
X
Heavy Work (50-100 lbs.)
X
Balancing
X
Very Heavy Work (100+ lbs.)
X
Stooping
X
Environmental Conditions
Kneeling
X
Cold (50 degrees F or less)
X
Crouching
X
Heat (90 degrees F or more)
X
Crawling
X
Temperature Changes
X
Reaching
X
Wetness
X
Handling
X
Humidity
X
Grasping
X
Extreme Noise or Vibration
X
Twisting
X
Exposure to Chemicals
X
Feeling
X
Exposure to Gases and Fumes
X
Talking
X
Exposure to Unpleasant Odors
X
Hearing
X
Exposure to bodily fluids
X
Repetitive Motion
X
Exposure to dampness
X
Hand/Eye/Foot Coordination
X
Confinement to Small or Restricting Area
X
Visual Acuity/Near
X
Mechanical Hazards
X
Visual Acuity/Far
X
Physical danger or abuse
X
The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified.
Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.

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