The demand for BCBAs has never been higher. Help others in need through behavior change with the science of Applied Behavior Analysis (ABA). Learn how interactions between people and environments result in both problematic behavior and beneficial behavior. Apply ethical and effective procedures for long-term behavioral change in children and adults with (and without) developmental disabilities.
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At Georgian Court University, you’ll learn how Applied Behavior Analysis (ABA) can help people create meaningful, lasting behavioral change. Grounded in GCU’s Mercy Core Values and commitment to scientific inquiry and evidence-based decision-making, the program prepares you to make a difference one client, caregiver, supervisee, or employee at a time. No particular faith is required to study ABA at GCU — all students are welcome.
Explore how interactions between people and their environments influence both challenging and beneficial behaviors. You’ll learn to apply ethical, evidence-based strategies for meaningful behavioral change in children and adults, with or without developmental disabilities. Your work can extend beyond individual clients to strengthen families, organizations, and communities.
GCU's M.A. in ABA is specifically designed to meet the behavior-analytic coursework requirements for the BCBA Pathway 2 eligibility route — aligned with the 2027 BACB coursework requirements. Completing the 39-credit program satisfies the education requirement to sit for the Board-Certified Behavior Analyst (BCBA®) examination. You can begin accumulating your supervised experience hours from the moment you enter the program.
Choose from four tracks: the Generalist track for broad-based practice across populations and settings; the School Specialist track for school-based intervention work; the Autism Specialist track for deeper expertise in ASD; or the Certificate in Autism Studies track, which combines ABA training with the full GCU Education certificate in autism spectrum disorders. (Note, only this certificate requires an additional six credits--two electives) Each track leads to the same BCBA-eligible degree — just shaped to your specialty.
Our program’s main mission is to equip Master’s-level ABA practitioners with the knowledge and skills needed to succeed toward their BCBA certification and careers afterward. Equipping practitioners includes ensuring measurable competence in the science of behavior analysis and its ethical principles. Competence enables practitioners to achieve success with arranging environments that sustain changes in behaviors people care about, because such behavioral changes improve the quality of people’s lives. Therefore, we aim to provide relevant experiential learning projects, hands-on activities, and high-quality coursework necessary to sit for the Board Certification Exam. Ultimately, our purpose is to prepare students to become exceptional scientist-practitioners who, in a manner consistent with Mercy core values, ethically make truly meaningful impacts on the lives of those they serve across cultures and communities.
The M.A. in Applied Behavior Analysis (ABA) is a 39-credit program that meets the behavior-analytic coursework requirements for those pursuing the BCBA pathway 2 eligibility route (see the latest BCBA Handbook at https://www.bacb.com/).
The program is based upon the scientist-practitioner model. Students learn about theoretical and conceptual issues in the science of behavior, as well as the practitioner skills necessary to design and deliver effective behavioral interventions across populations and settings. Students choose from four tracks of study, and all tracks provide training knowledge and skills that comprise all domains (A through I) of the BCBA© Test Content Outline (6th ed.) and the 2027 Coursework Requirements for Pathway 2 BCBA certification exam (that also incorporates the ABAI accreditation standard content areas for 9-107, 9-108, and 9-109).
Successful completion of the 39-credit program satisfies the master’s degree and coursework requirements to sit for the Board Certified Behavior Analyst (BCBA©) examination. Students can work toward satisfying the experience requirement to sit for the BCBA© examination upon entry into the program. For more information about becoming a BCBA©, see the BACB website.
BCBAs are among the most in-demand credentialed professionals in behavioral health. New Jersey’s strong network of schools, clinical programs, and autism support organizations means opportunities are abundant.
| Entry Level (0–2 Years, post-BCBA) | NJ Median | Experienced / Senior BCBA |
|---|---|---|
| $62,000–$75,000 | $82,140 | $95,000–$125,000+ |
Senior BCBAs in supervisory, clinical director, and agency leadership roles in NJ frequently earn above $100,000. Salaries vary significantly by employer type, specialization, and caseload.
Job Outlook
Behavior analyst positions are projected to grow 19% from 2023 to 2033 — far faster than the average for all occupations — with approximately 6,200 job openings per year nationally. Demand is particularly strong in school-based, autism, and early intervention settings, driven by growing awareness, expanded Medicaid coverage for ABA services, and New Jersey’s robust network of autism support providers.
Students select one of the following four tracks: Generalist, School Specialist, Autism Specialist, or Certificate in Autism Studies. The first three tracks each require 39 credits in total, consisting of 30 credits (10 courses) in required courses and 9 credits (3 courses) in elective courses. The Certificate in Autism Studies track consists of the same requirements as the other tracks, plus two additional elective courses in autism studies. Students who earn a grade below a B- in any ABA course will be required to repeat that course. Students who earn two or more grades below a B- will be formally reviewed by program faculty and may be subject to academic dismissal. Note: SPS5910, SPS6911, & SPS6912 are offered only to students enrolled in the School Psychology program.
| First Year | ||
|---|---|---|
| Fall Semester | Credits | |
| ABA500 | Foundational ABA Concepts & Principles | 3.0 |
| ABA510 or SPS5910 |
Behavior Assessment or Beh Assessment in Edu & Comm Settings |
3.0 |
| Elective 1 (see below, chosen in consultation with advisor) | 3.0 | |
| Credits | 9.0 | |
| Spring Semester | ||
| ABA501 | Ethical & Professional Conduct | 3.0 |
| ABA502 | Measurement & Experimental Design | 3.0 |
| ABA511 or SPS6911 |
Behavior Change Procedures I or Beh Interventions in Edu & Comm Settings |
3.0 |
| Credits | 9.0 | |
| Summer Semester | ||
| ABA503 | Experimental Analysis of Behavior | 3.0 |
| Credits | 3.0 | |
| Second Year | ||
| Fall Semester | ||
| ABA512 or SPS6912 |
Behavior Change Proced II: Intro to OBM or Multitiered Prev & Int in Edu Settings |
3.0 |
| ABA550 | Clinical Masters Project in ABA I | 3.0 |
| Elective 2 (see list below, chosen in consultation with advisor) | 3.0 | |
| Credits | 9.0 | |
| Spring Semester | ||
| ABA504 | Philosophy of Behaviorism | 3.0 |
| ABA551 | Clinical Masters Project in ABA II Cont | 3.0 |
| Elective 3 (see list below, chosen in consultation with advisor) | 3.0 | |
| Credits | 9.0 | |
| Total Credits | 39.0 | |
| Code | Title | Credits |
|---|---|---|
| Autism Specialist Track Electives (select three) or Certificate in Autism Studies Track Electives (select five) 1 | ||
| EDC5301 | Nature & Needs Indivs w/Aut&PervasDevDis | 3.0 |
| EDC5302 | Strategies Teach Students w/Aut & DevDis | 3.0 |
| EDC5303 | Soc Communic Intervent Students w/ASD | 3.0 |
| EDC5304 | Assess & Curr Inter for Autism Spec Dis | 3.0 |
| EDC5305 | Intervent & Supports Level 1 Char ASD | 3.0 |
| Any ABA elective | 3.0 | |
| School Specialist Track Electives (select three) | ||
| EDC5001 | Philo & Psych Found of Incl Ed | 3.0 |
| EDC5032 | Comm Serv for Stdts at-Risk & w/ Except | 3.0 |
| EDC5038 | Psychology of the Exceptional Child | 3.0 |
| Any of the electives for the Autism Specialist Track | 3.0 | |
| Generalist Track Electives (select three) | ||
| Any of the Autism Specialist Track or School Specialist Track Courses | 9.0 | |
All five of these EDC courses (5301, 5302, 5303, 5304, and 5305) must be completed to earn the postgraduate Certificate in Autism Studies from the GCU Department of Education. The Autism Specialist track, without the certificate, requires only three of these EDC courses (or a combination of these EDC courses and an ABA elective).
Admission to the ABA M.A. program is contingent on a faculty interview. Here’s what you’ll need to apply.
Required application materials:
Applicants with academic deficiencies may be required to complete prerequisite undergraduate coursework without graduate credit as a condition of acceptance.
4+1 Advanced Admission (GCU Psychology Undergrads): Apply after completing 60 credits with a 3.0 overall GPA and 3.2 psychology GPA, a grade of A in PS332 or PS333, and a personal statement and recommendation or affidavit through the Psychology Scholars Program.
Accepted students may take up to 12 graduate credits during their undergraduate final year.
Contact Graduate Admissions at 732-987-2770 or [email protected] with any questions.
Upon successful completion of the 39 credits, students will receive an M.A. in Applied Behavior Analysis. Students will also acquire knowledge and skills that comprise all domains (A through I) of the BCBA© Test Content Outline (6th ed.) and the 2027 Coursework Requirements for Pathway 2 BCBA certification exam, and incorporate the following ABAI accreditation standards:
Q: What is Applied Behavior Analysis? Applied Behavior Analysis (ABA) is a rigorous science with a heart for improving people’s lives through ethical behavior change. ABA is grounded in effective procedures that focus on interactions between people and environments, and how those interactions lead to both problematic and adaptive behaviors.
Board Certified Behavior Analysts are primarily known for serving people with autism and developmental disabilities in clinics, schools, and homes. Often, service is provided through direct clinical work, training, supervision, management, or consulting. However, the science of ABA has been shown to be effective across various settings and populations with and without disabilities. Behavior Analysis is very useful and complementary to any field or setting that relies on human behavior to succeed (business organizations, sports, education, childcare, gerontology, animal training & husbandry, etc.).
Q: Why Earn My Master’s in Applied Behavior Analysis at GCU? At GCU our Mercy Core Values (Respect, Integrity, Justice, Compassion, and Service) permeate everything that we do. They provide a bedrock of integrity and social justice upon which our programs are built, and inspire you to become an ethical supervisor and leader. In addition, Mercy Core Values are well-aligned with the core ethical principles of the Ethics Code for Behavior Analysts (Benefit Others, Treat Others with Compassion, Dignity, and Respect, Behave with Integrity, and Ensure Competence).
We prepare you to do good work with effectiveness grounded in scientific evidence, so that you can go out into the world and serve others with excellence and compassion.
Q: What is the BCBA® certification, and how does this program prepare me for it? A: The Board Certified Behavior Analyst (BCBA®) is the primary professional credential in applied behavior analysis, issued by the Behavior Analyst Certification Board (BACB). GCU’s M.A. meets the behavior-analytic coursework requirements for BCBA Pathway 2 eligibility under the 2027 BACB framework. After completing the program, you must also accumulate supervised experience hours and pass the BCBA examination to earn the credential.
Q: Can I start accumulating supervised experience hours while still in the program? A: Yes — and you should. The BACB allows candidates to begin accruing supervised fieldwork hours concurrently with graduate coursework. Many students identify supervision arrangements early in the program and are well on their way to meeting the experience requirement by graduation.
Q: What’s the difference between the four tracks? A: All four tracks share the same 10 required core ABA courses. The tracks differ in their elective coursework: the Generalist track gives you flexibility to mix electives. The School Specialist track uses school-psychology-aligned courses (SPS5910, SPS6911, SPS6912) for the school-based practitioner. The Autism Specialist track adds three ASD-focused electives from the Education department. The Certificate in Autism Studies track requires all five GCU ASD Certificate courses, earning you that certificate alongside your M.A.
Q: Is there a difference between the M.A. and the Post-Master’s Certificate in ABA? A: Yes — significantly. The M.A. (39 credits) is for students who don’t yet have a master’s degree in psychology or education. The Post-Master’s Certificate (21 credits) is specifically for individuals who already hold a master’s or doctoral degree in psychology or education and want to add BCBA coursework eligibility without a second full master’s program.
Q: What kind of supervision do I need for the BCBA exam? A: The BACB requires supervised fieldwork with a qualified supervisor (a BCBA or BCBA-D). GCU can provide guidance on finding supervision, but candidates are responsible for arranging their own qualified supervisor. Your program advisor is a good first resource.
Q: What are the pass rates for the BCBA Exam? In 2025, the Nation-wide pass rates for the BCBA exam was 51% for first-time takers (23% for retakes). https://www.bacb.com/about/bacb-certificant-annual-report-data/
As of May 2026, University Pass Rate reports showing the pass rates of individual universities are only available through 2024. In 2024, Georgian Court’s pass rate for first-time takers was 50%.
To improve the success of GCU students on their first attempt at the certification exam, our ABA program has been making substantial program-enhancing changes since 2024 & 2025. Students currently enrolling in the program will benefit from them. We predict the results of these improvements should begin to appear in the 2026/2027/2028 University Pass Rate reports.
These changes include:
Q: Are there job opportunities for BCBAs in New Jersey? A: New Jersey has one of the strongest markets for ABA professionals in the country, driven by state-mandated insurance coverage for ABA therapy for autism, a robust network of approved private schools and ABA agencies, and high demand in public school districts. Demand significantly outpaces supply in most NJ markets.
Q: What employment opportunities are available for Alumni? Our program has relationships with schools and behavioral agencies to help you identify opportunities to earn supervised fieldwork experience hours, which may lead to full-time work opportunities. We regularly host organizational representatives/recruiters who speak to our students in person about working for their organization. Currently, only anecdotal data on employment outcomes exist. However, a survey will be systematically sent to alumni to obtain objective employment data in the near future.
Board Certified Behavior Analysts are primarily known for serving people with autism and developmental disabilities in clinics, schools, and homes. Often, service is provided through direct clinical work, training, supervision, management, or consulting. However, the science of ABA has been shown to be effective across various settings and populations with and without disabilities. Behavior Analysis is very useful and complementary to any field or setting that relies on human behavior to succeed (business organizations, sports, education, childcare, gerontology, animal training & husbandry, etc.).
Q: What does the Clinical Masters Project involve? A: ABA550 and ABA551 (Clinical Masters Project I and II) are applied capstone courses where you work directly with a client under BCBA supervision, using single-subject research design to identify a behavioral challenge, design an intervention, implement it, and analyze outcomes. You’ll write up your project in a professional format — real clinical experience applied to real research methodology.
Q: What research experience can I expect to gain? As of June 2026, Clinical Master’s Project manuscripts from individual students are publicly available through Georgian Court’s SMJC Library.
The master’s thesis-equivalent projects showcase how students incorporate single-subject research designs to help clients assigned to them at their supervision sites, while getting course credit (in ABA550/551).
In addition, past students (both master’s and post-master’s) have gained research experience through coursework projects. For example, during the Introduction to OBM course (ABA512), small groups of students apply assessments and interventions in organizational settings while monitoring and assessing effectiveness with a variety of single-subject designs. The timing of this course offering for students incoming in 2026 will help facilitate poster/presentation submissions at local ABA conferences prior to graduation.
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