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Temporary Behavior Analysis Professor Jobs in Chicago, IL

Noor Talents Staffing LLC

Lead RBT

Elgin, IL · On-site

$18.50 - $24/hr

Whether our clients need temporary support, permanent placements, or fully outsourced HR services ... The Lead RBT collaborates closely with Board Certified Behavior Analysts (BCBAs) to monitor client ...

Onward Education

BCBA

South Holland, IL

$68K - $83K/yr

The Board Certified Behavior Analyst supports students with behavioral, social, and emotional needs ... temporary assignments. * * Onward Search is a drug-free workplace. * * Onward Search is a ...

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All JobsBehavior Analysis Professor JobsTemporary Behavior Analysis Professor JobsTemporary Behavior Analysis Professor Jobs in Chicago, IL

Temporary Behavior Analysis Professor information

See Chicago, IL salary details

$59.7K

$118.3K

$194.7K

How much do temporary behavior analysis professor jobs pay per year?

As of Aug 23, 2026, the average yearly pay for temporary behavior analysis professor in Chicago, IL is $118,252.00, according to ZipRecruiter salary data. Most workers in this role earn between $97,300.00 and $125,200.00 per year, depending on experience, location, and employer.

What is a temporary behavior analysis professor?

Temporary Behavior Analysis Professors are educators who are hired on a short-term basis, such as for a semester or academic year, to teach courses in behavior analysis at colleges or universities. They may be responsible for delivering lectures, designing curriculum, supervising student research, and evaluating student performance. Unlike tenured or tenure-track professors, their positions are not permanent and are often used to fill gaps or cover specific courses. These professors typically hold advanced degrees in psychology, education, or applied behavior analysis and have experience in both research and practical applications of behavioral principles.

What are the key skills and qualifications needed to thrive as a temporary behavior analysis professor?

To thrive as a Temporary Behavior Analysis Professor, you typically need an advanced degree in behavior analysis or a related field, teaching experience, and Board Certified Behavior Analyst (BCBA) certification. Familiarity with learning management systems (LMS), behavioral data analysis software, and evidence-based instructional methods is also important. Strong communication, adaptability, and mentorship abilities help foster a supportive learning environment and engage diverse student populations. These skills ensure effective instruction, knowledge transfer, and positive student outcomes in a university setting.

What are some unique challenges faced by a temporary behavior analysis professor, and how can they be addressed?

As a Temporary Behavior Analysis Professor, you may encounter challenges such as quickly acclimating to institutional policies, building rapport with students in a limited timeframe, and balancing teaching with research or service expectations. To address these, it's helpful to proactively communicate with department staff, seek mentorship from permanent faculty, and leverage available teaching resources. Staying organized and flexible will allow you to deliver effective instruction while adapting to the unique culture and needs of the department.

What is the difference between Temporary Behavior Analysis Professor vs Behavior Analyst?

AspectTemporary Behavior Analysis ProfessorBehavior Analyst
CredentialsTypically requires a doctoral degree in behavior analysis or related fieldRequires BCBA or BCBA-D certification
Work EnvironmentAcademic settings, universities, research institutionsClinical settings, schools, private practice
Employer & Industry UsageHigher education institutions, research organizationsHealthcare providers, educational institutions, clinics
Common Search & ComparisonOften compared for academic roles and research positionsCompared for clinical practice and applied behavior analysis services

The main difference is that a Temporary Behavior Analysis Professor typically works in academic and research settings with a focus on teaching and scholarly activities, requiring advanced degrees. In contrast, a Behavior Analyst works directly with clients in clinical or applied settings, holding specific certifications like BCBA. Both roles are integral to the field but serve different functions within the industry.

What are the most commonly searched types of Behavior Analysis Professor jobs in Chicago, IL?

The most popular types of Behavior Analysis Professor jobs in Chicago, IL are:

What are popular job titles related to Temporary Behavior Analysis Professor jobs in Chicago, IL?

For Temporary Behavior Analysis Professor jobs in Chicago, IL, the most frequently searched job titles are:

What job categories do people searching Temporary Behavior Analysis Professor jobs in Chicago, IL look for?

The top searched job categories for Temporary Behavior Analysis Professor jobs in Chicago, IL are:

What cities near Chicago, IL are hiring for Temporary Behavior Analysis Professor jobs?

Cities near Chicago, IL with the most Temporary Behavior Analysis Professor job openings:

Temporary Behavior Analysis Professor jobs near you
Infographic showing various Temporary Behavior Analysis Professor job openings in Chicago, IL as of August 2026, with employment types broken down into 79% Full Time, 17% Part Time, and 4% Contract. Highlights an 82% Physical, 5% Hybrid, and 13% Remote job distribution, with an average salary of $118,252 per year, or $56.9 per hour.

Contracted Temporary Behavioral Specialist - North Lawndale

Carole Robertson Center for Learning

Chicago, IL

$50 - $100/hr

Temporary

Medical, Dental, Vision, Retirement, PTO

Re-posted 29 days ago

Job description

Contracted Temporary Behavioral Specialist
The Contracted Behavioral Specialist provides short-term, classroom-based behavioral and social-emotional support during the summer for children ages 3–5 in early learning classrooms. This role is designed to support children with IEPs who are unable to receive school-based services during summer closure and who are not eligible for extended school year services, as well as children demonstrating developmental, behavioral, or social-emotional needs who may not yet have a diagnosis or IEP. The specialist works directly in classrooms to provide interventions and push-in support, model effective strategies for teachers, support inclusive participation, and help maintain safe, nurturing, and developmentally appropriate learning environments.
Essential Duties and Responsibilities
1. Classroom-Based Behavioral Support
  • Provide direct, classroom-based behavioral and social-emotional support to children ages 3–5 in early learning settings during the summer program.
  • Support children with IEPs who are unable to access school-based services during summer closure and who are not eligible for extended school year services.
  • Provide support for children who may not yet have a diagnosis or IEP but who demonstrate behavioral, developmental, or social-emotional needs that affect classroom participation.
  • Observe children in classroom routines and identify strengths, triggers, and effective supports to improve participation and regulation.
  • Implement developmentally appropriate interventions and strategies aligned with children’s individual needs and classroom goals.
2. Teacher Coaching and Classroom Consultation
  • Model and coach teachers on practical behavior support strategies, classroom accommodations, and proactive responses that promote children’s engagement and regulation.
  • Partner with teaching staff to implement developmentally appropriate strategies that support inclusion, transitions, peer interactions, and participation in classroom routines.
  • Support teachers in distinguishing developmentally expected behaviors from behaviors that may warrant additional intervention or referral.
  • Recommend classroom and environmental adjustments that strengthen positive behavior supports and reduce barriers to participation.
3. Collaboration, Documentation, and Follow-Up
  • Collaborate with site leadership, mental health team, teachers, and families, as appropriate, to share observations and support consistent intervention approaches.
  • Maintain timely, accurate documentation of classroom support provided, observed progress, strategies used, and follow-up recommendations.
  • Communicate emerging concerns to designated supervisors and contribute to recommendations for additional evaluation or support when needed.
  • Perform other related duties consistent with the temporary summer support nature of the role.
Required Knowledge, Skills, and Abilities
1. Education
  • Bachelor’s degree or comparable training in psychology, social work, counseling, child development, special education, applied behavior analysis, developmental therapy, or a related field preferred.
2. Experience
  • Experience providing behavioral, developmental, therapeutic, or mental health support to young children in classroom, clinic, school, or community settings required.
3. Required Skills
  • Knowledge of early childhood development, social-emotional learning, and behavior support strategies for children ages 3–5.
  • Experience supporting children with IEPs, developmental differences, autism spectrum disorder, or behavioral and emotional needs in inclusive settings preferred.
  • Ability to model practical interventions for teachers and classroom teams using approaches grounded in play therapy, mental health, developmental therapy, or similar evidence-informed practices.
  • Strong observation, problem-solving, and communication skills, with the ability to work collaboratively with teachers, families, and multidisciplinary staff.
  • Ability to maintain accurate records, document support provided, and communicate recommendations clearly and professionally.
  • Ability to remain calm, flexible, and responsive in active classroom environments and during periods of dysregulation or high need.
  • Availability to work a temporary summer schedule of approximately 20–30 hours per week, based on program needs.
  • Demonstrated commitment to inclusion, dignity, relationship-based practice, and culturally responsive support for children and families.
Other Requirements
Must successfully complete all required background checks and clearances for working in early childhood settings. This temporary contract role is expected to work approximately 20–30 hours per week during the summer and may require travel between classroom sites.
Physical Demands amp; Work Environment
The physical demands described here are representative of those that must be met to successfully perform the essential functions of this role. The position requires:
  • Standing, walking, sitting on child-sized furniture, kneeling, stooping, and moving actively within classroom environments for extended periods.
  • Ability to respond promptly to children’s needs and support classroom routines, transitions, and active supervision.
  • Visual and auditory acuity sufficient to observe children, monitor classroom activity, and communicate effectively with staff and families, with correction if needed.
  • Occasional lifting, carrying, or moving of classroom materials or equipment up to 20 pounds.
Reasonable accommodation may be made to enable individuals with disabilities to perform essential functions of this position.
Benefits
  • Health Insurance (medical, dental, vision)
  • Retirement savings plan (401(k))
  • Paid Time Off (vacation, sick leave, holiday)
  • Employee Assistance Program
  • 2026-27 CRCL Benefits Guide
  • CRCL 2026-2027 Bi-Weekly Rate Sheet
  • If you are having issues accessing the link, please be sure to check out our Careers page for more information!

Carole Robertson Center for Learning provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws.
This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training.

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