This course introduces the philosophical assumptions and dimensions of the science of applied behavior analysis, including determinism, empiricism, parsimony, selectionism, pragmatism, and lawfulness of behavior. Students define key terms related to applied behavior analysis, the scientific principles of behavior, and behavioral technologies. Students differentiate between environmental and mentalistic explanations of behavior, and between conceptual, experimental, and applied analyses of behavior. This course provides students with a basic understanding of the application of behavior analysis to a wide variety of human conditions and severely disabling conditions. Students will learn the history of ABA and be introduced to the use of behavioral principles to increase and decrease behavior. The science of ABA can provide a framework for assessing a variety of children and adolescents, for designing, implementing, and evaluating IEP’s, for maintaining children in general education settings, and for assuring generalization and maintenance. Examples of educational strategies relying on behavioral principles for effective implementation will be discussed including reinforcement procedures, token economy procedures, stimulus control procedures, such as modeling and other forms of prompting, self-management procedures, and augmentative and assistive technologies.

This course provides an intensive, practical review of the ethical, legal, and professional issues in the field of applied behavior analysis. Core Ethical Principles in the discipline of psychology, adopted by the Association for Behavior Analysis-International (ABAI) to guide professional practice in the specialty are introduced, with a focus on practical applications of these principles in educational settings where the discipline of applied behavior analysis is practiced. Using case studies interwoven with scientific literature from the field of applied behavior analysis, students demonstrate the ability to apply the Behavior Analyst Certification Board Guidelines for Responsible© conduct in real-life educational contexts.

This course focuses on the measurement of behavior and the analysis of intervention effect using single-subject experimental design. Procedures for collection and display of behavioral data are demonstrated, practiced, and examined for reliability, validity, efficiency, and relevance to a variety of settings, with a focus on educational environments. Individualized measurement procedures are developed and implemented using a variety of single-subject design formats, and the contribution of single-subject research design to education, clinical practice, and scientific inquiry is examined. Ethical considerations of experimental analysis are examined.

The process of identifying behaviors targeted for change and the use of behavioral assessment techniques to identify and analyze behavior-environment relations, for the purpose of developing successful, functionally-based intervention strategies. Methodologies of descriptive assessment and functional analysis, applied to both challenging problem behaviors and academic learning situations. Use of many practical behaviorally-based assessment tools, including checklists and rating scales, structured observation tools, and curricular assessments.

Students implement behaviorally-based strategies to establish, strengthen, and weaken target behaviors. Fundamental elements of behavior change are reviewed, with a focus on selecting evidence-based tactics that utilize basic principles of behavior (reinforcement, punishment, extinction, and stimulus control) and utilizing appropriate parameters and schedules of reinforcement and punishment. Various procedures combining fundamental behavior principles and tactic are reviewed, modeled, practiced, and demonstrated to mastery and fluency. Basic behavior analytic skills of measurement and analysis are practiced in the context of utilizing behavior change procedures.

A system is a combination of independent but interrelated components comprising a unified whole. This class presents behavioral systems – methods, tactics, and models – designed to combine specific behavior change procedures in an effective manner to achieve success in the classroom setting. Procedures for evaluating the effectiveness of behavior change procedures and systems are practiced, and systems for supervision and competency-based training of those responsible for implementing and documenting programming and services are examined.

Each student identifies and proposes a site (or sites) to complete the requirements for supervision in applied behavior analysis. Attendance at 2 seminars is required during the pre-practicum. The seminar is a competency-based course which is part of the Program in Applied Behavior Analysis fulfilling the requirement for BACB© Supervision. The seminar is designed to ensure the student understands the requirements of supervision and is placed in an appropriate setting.

This is an experiential learning opportunity designed to fulfill the requirement for a supervised independent practicum experience as defined by the Behavior Analyst Certification Board (BACB©). During a supervised independent practicum, students complete 1500 hours of Supervised Independent Fieldwork in behavior analysis. Students are supervised at least once every 2 weeks for 5% of the total hours they spend in Supervised Independent Fieldwork. The students’ primary focus during supervision is on learning new behavior analytic skills related to the BACB© Third Edition Task List (Behavior Analyst Certification Board, 2010). Activities conducted during this supervised learning experience adhere to the dimensions of applied behavior analysis identified by Baer, Wolf, and Risley (1968) in the article Some Current Dimensions of Applied Behavior Analysis published in the Journal of Applied Behavior Analysis. The assigned supervisor directly observes the student’s performance and provides specific feedback related to the results of observation and performance measurement.

This is an experiential learning opportunity designed to fulfill the requirement for a supervised independent fieldwork experience as defined by the Behavior Analyst Certification Board (BACB©). During a supervised independent fieldwork experience, students complete 1500 hours of applied work in behavior analysis. Students are supervised at least once every 2 weeks for 5% of the total hours they spend in Supervised Independent Fieldwork. The student’s primary focus during supervision is on learning new behavior analytic skills related to the BACB© 4th Edition Task List (Behavior Analyst Certification Board, 2010). Activities conducted during this supervised learning experience adhere to the dimensions of applied behavior analysis identified by Baer, Wolf, and Risley (1968) in the article Some Current Dimensions of Applied Behavior Analysis published in the Journal of Applied Behavior Analysis. The assigned supervisor directly observes the student’s performance and provides specific feedback relate to the results of observation and performance measurement.

This is an experiential learning opportunity designed to fulfill the requirement for a supervised independent fieldwork experience as defined by the Behavior Analyst Certification Board (BACB©). During a supervised independent fieldwork experience, students complete 1500 hours of applied work in behavior analysis. Students are supervised at least once every 2 weeks for 5% of the total hours they spend in Supervised Independent Fieldwork. The student’s primary focus during supervision is on learning new behavior analytic skills related to the BACB© 4th Edition Task List (Behavior Analyst Certification Board, 2010). Activities conducted during this supervised learning experience adhere to the dimensions of applied behavior analysis identified by Baer, Wolf, and Risley (1968) in the article Some Current Dimensions of Applied Behavior Analysis published in the Journal of Applied Behavior Analysis. The assigned supervisor directly observes the student’s performance and provides specific feedback relate to the results of observation and performance measurement.

This is an experiential learning opportunity designed to fulfill the requirement for a supervised independent fieldwork experience as defined by the Behavior Analyst Certification Board (BACB©). During a supervised independent fieldwork experience, students complete 1500 hours of applied work in behavior analysis. Students are supervised at least once every 2 weeks for 5% of the total hours they spend in Supervised Independent Fieldwork. The student’s primary focus during supervision is on learning new behavior analytic skills related to the BACB© 4th Edition Task List (Behavior Analyst Certification Board, 2010). Activities conducted during this supervised learning experience adhere to the dimensions of applied behavior analysis identified by Baer, Wolf, and Risley (1968) in the article Some Current Dimensions of Applied Behavior Analysis published in the Journal of Applied Behavior Analysis. The assigned supervisor directly observes the student’s performance and provides specific feedback relate to the results of observation and performance measurement.

This is an experiential learning opportunity designed to fulfill the requirement for a supervised independent fieldwork experience as defined by the Behavior Analyst Certification Board(BACB©), during a supervised independent fieldwork experience, students complete 1500 hours of applied work in behavior analysis. Students are supervised at least once every 2 weeks for 5% of the total hours they spend in the supervised experience. The student's primary focus during supervision is on learning and applying new behavior analytic skills related to the BACB© 4th Edition Task List (Behavior Analyst Certification Board 20100. Activities conducted during this supervised learning experience adhere to the dimensions of applied behavior analysis identified by Baer, Wold, and Risley (1968) in the article Some Current Dimensions of Applied Behavior Analysis published in the Journal of Applied Behavior Analysis. The assigned supervisor directly observes the student's performance and provides specific feedback related to the results of observation, work sample review, review of written work, and performance measurement.

This is a small group experiential learning opportunity designed to fulfill the requirement for a supervised independent fieldwork experience as defined by the Behavior Analyst Certification Board (BACB©). During a supervised independent fieldwork experience, students complete 1500 hours of applied work in behavior analysis. Students are supervised at least once every 2 weeks for 5% of the total hours they spend in the supervised experience. The student's primary focus during supervision is on learning and applying new behavior analytic skills related to the BACB© 4th Edition "Task List" (Behavior Analyst Certification Board, 2010). Activities conducted during this supervised learning experience adhere to the dimensions of applied behavior analysis identified by Baer, Wold, and Risley (1968) in the article Some Current Dimensions of Applied Behavior Analysis published in the journal of Applied Behavior Analysis. The assigned supervisor directly observes the student's performance and provides specific feedback related to the results of observation, work sample review, review of written work, and performance measurement.

Applied research methodologies, including case analysis, action research, and survey research will be investigated to enable educators to become consumers of available research and to conduct appropriate research projects focusing on the application of programmatic coursework to improving school/community-based curriculum and instruction.