Plan & Courses

Advanced study of the concepts and principles associated with the science of behavior analysis. Specific attention and instruction will focus on respondent and operant constructs, with emphasis on behavioral foundations for improving the socially significant behavior of individuals with and without disabilities.

This course overviews the additional roles a behavior analysts serves in their community- specifically as a supervisor and consultant. Building on already established concepts and principles of behavior analysis, this course will employ ABA technologies to change and improve practitioner and caregiver behaviors. This course provides specific instruction on assessing skills, developing performance objectives, training, and performance feedback as components of a supervisor and consultant’s job.

In this course students will expand their understanding of Applied Behavior Analysis (ABA) by learning how to design and evaluate behaviorally-based programs that address adaptive (e.g., self-care), communication (e.g., naturalistic strategies; verbal behavior), social (e.g., initiations), and other related skills (e.g., self-management) in persons with or at-risk for disabilities. Also, students will receive instruction on coaching and training adults.

Intensive clinical experience with exceptional children in day and residential schools, hospitals and private agencies. Students engage in prescriptive teaching with persons with disabilities in individualized, small group and special class settings. Laboratory, 6-12 hours per week.

This three-hour course is designed to address ethical, behavioral, and professional conduct for behavior analysts. This course will address content related to the Behavior Analyst Certification Board (BACB) Professional and Ethical Compliance Code for Behavior Analysts. This course is required for students who plan to sit for the Board Certified Behavior Analyst (BCBA) exam.

This course is designed to teach educators and behavior analysts to problem solve using the technology of applied behavior analysis. It is intended to equip students with the skills necessary to evaluate and intervene on behalf of individuals who exhibit severe behavior problems, including the functional analysis of a child’s behavior. The course operates on the assumption that all behavior is learned, that all behavior is purposeful, and that all behavior is amenable to change.

An intensive study of the principles and procedures used in programming learning activities for students with disabilities, including those with autism spectrum disorders. Topic areas include the acquisition of stimulus control and programming for the generalization and maintenance skills.

Principles and methods of designing single subject research, including those involving students with disabilities. Students will be required to design a research proposal.

This course introduces students to the characteristics, classification systems, etiology and research, screening and assessment strategies/issues, approaches, and research-based interventions related to individuals with autism spectrum disorders. Practical classroom strategies, such as visual strategies and environmental arrangements will also be reviewed. The primary goal of the course is to provide students with a foundational knowledge of the strengths and needs characteristic of individuals with ASD, as well as to provide students with a comprehensive array of research-based instructional approaches for individuals with ASD, and to provide the criteria for determining which approach to use.

This course builds on topics previously learned in EDS 660. Teachers will learn to critically analyze current trends, issues, and therapies used with individuals with ASDs. Practical classroom strategies detailing what to teach based on assessment results, how to use data- based decisions to guide instruction, and an overview of alignment to state standards based on alternate assessments will also be reviewed. The primary goal of the course is to provide teachers with a comprehensive array of practical research-based instructional approaches for individuals with ASDs, criteria for determining which approaches to use, and planning for access to the general education curriculum for all students across the spectrum.

A research-based, thesis course in which students complete a comprehensive, individual project approved by a Master’s thesis committee. Students are expected to complete the project as proposed and defend the project and results to their committee. This is the culminating course for the Master’s degree in which students demonstrate skills and knowledge acquired throughout their course of study. For persons conducting an applied project: If an alternative capstone project is approved by the committee, an individualized syllabus will be developed.