Online MEd in Applied Behavior Analysis: Curriculum

An action research project that enables the student to synthesize and apply master’s degree coursework in a way that supports the student’s personal and professional goals. The project must be approved by the adviser in order to meet program expectations, and includes review of relevant literature, interaction with Research Team as consultants, taking action, and a plan for continued professional growth beyond the degree.

This course is designed to provide students with an introductory understanding of the history of ABA, principles of behavior analysis, including reinforcement, extinction and punishment, direct observation, generalization, and maintenance of skills. Such information will prepare participants to understand scientific and applied literature that addresses research-based teaching procedures. Students will acquire tools to evaluate information that will impact their professional work with children and youth. In addition to the basic theoretical principles, participants will also learn how to apply them in their daily work with children, and how to utilize and analyze data-based protocols. This class will reflect on ethical issues when using such principles. The course will focus on theory as well as practice, and challenge you through real-world problem-based scenarios. Please try to make connections between what is taking place in your professional work and the content being discussed. If you are not currently teaching or working in a related field, I would like you to address issues as if you were actually teaching in a classroom or working with an individual.

Course is Exempt from School of Education Background/clearances check policy.

The goal of this course is for students to understand, interpret, and apply single subject research methodology, through critically evaluating the effectiveness of behavioral interventions in published studies as well as designing an original study.

Course is Exempt from School of Education Background/clearances check policy.

This course analyzes the basic processes of behavior change and demonstrates how behavior analysts serve as behavior analysts/specialists in the community. Topics build on the basic knowledge of ED661A with more advanced learning in basic principles of behavior analysis; behavioral assessment; the application of those principles to youth; intervention methodologies; writing of behavioral objectives to build self-control; and programming for generalization. Special attention is paid to comprehensive programming and the use of multiple intervention methods. In addition, students will design behavioral intervention plans based on functional behavioral assessments.

Course is Exempt from School of Education Background/clearances check policy.

Consultation is an indirect service delivery model, in which the consultant works with the consultee to change the behavior of the client. Many people associate consultation with an “outsider” hired to come into an organization. However, many full time employees serve the role of internal consultants, as well. Most behavior analysts are in a consultative role. Consultation has become a major approach to service delivery of psycho-educational services to children and adolescents. Behavioral consultation is built on learning theory.
Behavioral Consultants are performance enhancement specialists, who work in many areas including education, business, and personnel training. Using the methods of applied behavior analysis and the problem solving process, behavioral consultants even attempt to improve the performance of themselves as consultants. This course focuses on behavioral consultation in the school system and community settings. It performs a task analysis of verbal relations that need to occur in the consulting process and then trains those behaviors directly.

The topics covered are best practices in behavioral consultation, the verbal behavior of the consultant, the verbal behavior of the consultee, building a consulting relationship, problem identification interviewing (goal setting and behavioral objectives), descriptive analysis (direct observation and data collection procedures), problem analysis interviewing, functional behavioral assessment methodology, functional analysis, positive behavioral support and the competing behaviors model, treatment plan design and implementation, and treatment evaluation using single subject designs and graphical analysis of the data. This course is an intensive lab course that focuses on the practical.

Course is Exempt from School of Education Background/clearances check policy.

This interactive course guides students through the analysis of definitions, philosophical foundations and applications of ethics in their professional life. Ethical dilemmas are common in helping professions, such as applied behavior analysis, teaching, counseling, social work, etc. From personal ethical stands to professional guidelines and established laws, students will learn how to analyze ethical questions involved in professional relationships. Students will review traditional ethical perspectives and specific professional guidelines, and they will create and discuss case studies that illustrate situations likely encountered in daily interactions. Students will also examine a conceptual framework for the use of evidence-based practices. This course fulfills the requirements of the Behavior Analysis Certification Board of 45 instructional hours in Ethics.

Course is Exempt from School of Education Background/clearances check policy.

Prepares students to serve as supervisors, trainers, mentors, and coaches to human service staff in various settings ranging from schools to clinics while addressing behavior analytic skills that may be the topic of training. This course emphasizes creating motivating environments for staff that maximize performance and minimize problems such as poor treatment fidelity. This course focuses on the integration of basic behavior analytic concepts into training plans that are both client centered and focus on translating research into practice. In addition, this course emphasizes the role of data collection in training, monitoring, and modifying problematic work performance for both clients and staff.

Course is Exempt from School of Education Background/clearances check policy.

This course examines radical behaviorism in a broad historical, theoretical, and philosophical context. Works by B. F. Skinner and analyses and extensions of these works will be discussed. Radical, contextual, methodological, and feminist behaviorism will be analyzed, and their historical roots investigated. Readings will explore major conceptual issues such as determinism, mentalism, selection by consequences, freedom, control, and responsibility. Finally, the course will cover social issues and cultural design as applications of behavioral thinking.

This course is designed to provide students with expertise in positive behavioral approaches including school-wide systems of support, effective classroom management, and individual behavioral support. This course uses both instructional and functional approaches to behavior to encourage schools to be systems of support for students and professionals. The teaching of prosocial skills is also addressed. It includes field experience and intervention-based study.

IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch.

The main purpose of this course is to review current issues, trends, and policies that affect the lives of individuals with disabilities, including the education of students with disabilities. This course examines these issues through a Disabilities Studies framework. Specifically, students will engage in learning experiences which serve to build understanding of the ways in which disability rights exists under the umbrella of the civil rights movement.

IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch.

This seminar provides students with introductory knowledge regarding children diagnosed with autism. Topics addressed include characteristics of students with Autism Spectrum Disorders; considerations in school and home programming; family, community and legal issues; and life transitions.

IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch.

This seminar provides students with knowledge of current research-based teaching strategies for students in the autism spectrum. Participants gain experience in assessing and planning meaningful learning goals, developing effective teaching plans and evaluating student outcomes. Topics addressed include teaching complex behaviors, analyzing challenging behaviors and collaborating with families.

IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch.

This seminar provides students with knowledge of relevant language, social, community and sensory characteristics of students in the autism spectrum. Participants examine assessment tools and intervention strategies to support students with autism. Other topics covered include family, sibling and emotional issues in relation to cultural context, as well as transition issues and “next environment” planning.

IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch.