For those on Funded Grants, additional coursework may be required.

*The Association for Behavior Analysis International has verified the following courses toward the coursework requirements for eligibility to take the Board Certified Behavior Analyst® or Board Certified Assistant Behavior Analyst® examination. Applicants will need to meet additional requirements before they can be deemed eligible to take the examination.

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Semester 1 (Fall) – 12 credit hours

The focus of this course is on the technology of applied behavior analysis, including the functional analysis of children’s behavior and the development, implementation, evaluation of behavior management programs with children and youth.

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

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 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 disorder. 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.


Semester 2 (Fall) – 12 credit hours

Principles and techniques of behavioral consulting with classroom teachers and other school personnel, with particular focus on supporting children with special needs in mainstream education programs. The consultant’s role in providing indirect service to children, through inservice teacher training and consultation, is emphasized. Lecture, two hours; laboratory, two hours.

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 academic (e.g., learning to learn), adaptive (e.g., self-care), communication (e.g., naturalistic strategies; verbal behavior), social (e.g., initiations), and other related skills (e.g., imitation; self-management) in persons with or at-risk for disabilities and provide training and feedback when working with families and professionals. In addition, students will receive training on writing and modifying behavior intervention plans, with an emphasis on conducting functional analyses.

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 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 databased 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. Completion of this course sequence (in combination with EDS 660, EDS 662, and EDP 671) will prepare teachers for applications in the ASD Institute (EDS 663).


Semester 3 (Fall) – 12 credit hours

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.

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


Semester 4 (Fall) – 6 credit hours

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.

Half-time to full-time work on thesis. May be repeated to a maximum of six semesters.