Online Master of Science in Applied Behavior Analysis Curriculum

This course is the first course in a series of two courses (ABA 640 and ABA 642) and is designed to introduce students to applied behavior analysis (ABA). In this course, students will be given an overview of the assumptions, characteristics, and goals of applied behavior analysis. Students will learn the basic concepts and principles of behavior analysis as related to behaviors of social importance; therefore, the primary readings, lectures, and assignments of this course will focus on the applied literature in behavior analysis. Students begin to learn how to apply behavior analytic procedures to change behavior and improve conditions for individuals in need and learn to articulate the science of learning and behavior in both scientific and layman terms.

In Concepts and Principles II, students examine the basic literature to learn the origin of the concepts and principles of behavior analysis and hence develop a more thorough understanding of the fundamental building blocks of behavior analysis. Students primarily review basic experimental studies but are required to apply the concepts and principles examined in the basic literature to applied problems.

In this course, students are introduced to the methods needed to evaluate the effectiveness of a variety of interventions. Students learn to develop reliable procedures for measuring behavior using both continuous and discontinuous measurement systems, effective methods to display data, and develop skills to analyze the visual representation of behavior change in a variety of graphic displays. This course places a particular emphasis on the use of single-subject designs, which include the reversal, alternating treatment/multi-element, multiple baseline, changing criterion, and concurrent chains arrangement. By the end of this course, students will be able to select an appropriate measurement system, calculate reliability measures, identify the most appropriate experimental design(s), and determine whether functional control was achieved.

This course is designed to teach students the major concepts, methods, and ethical issues related to behavioral assessment. Students are taught to select and operationally define target behaviors for change, identify methods to assess behavior using behavioral assessments (e.g., indirect assessments, descriptive assessments, functional analyses, skill assessments), and align assessment outcomes with appropriate strategies that are designed to address areas of weakness while utilizing best practices in the field of applied behavior analysis. Considerations for designing function-based interventions and preparing for undesired side-effects are also discussed.

This course is designed to prepare students to identify, implement, and maintain effective behavioral interventions in applied settings. Students are taught to design evidence-based intervention strategies that reduce inappropriate behaviors and increase an individual’s performance both academically and socially. Emphasis is placed on approaches that facilitate maintenance and generalization across settings. Students are also taught to design a comprehensive plan to train and supervise the implementation of behavioral interventions.

In this course, students are presented with a focused review of the ethical, legal, and professional issues related to the field of applied behavior analysis. Students thoroughly examine the ethical principles adopted by the Behavior Analyst Certification Board® (BACB®) to guide professional practice. Students will critically evaluate ethical scenarios and identify acceptable action given a particular situation.

In this course, students develop a thorough understanding of Skinner’s approach to verbal behavior and contrast Skinner’s approach with more traditional approaches. The primary readings are from Verbal Behavior written by B. F. Skinner; however, students also critically review commentaries on Skinner’s approach and recent research in verbal behavior.

This course is designed to teach students the major concepts, methods, and ethical issues related to behavioral assessment. Students are taught to select and operationally define target behaviors for change, identify methods to assess behavior using behavioral assessments (e.g., indirect assessments, descriptive assessments, functional analyses, skill assessments), and align assessment outcomes with appropriate strategies that are designed to address areas of weakness while utilizing best practices in the field of applied behavior analysis. Considerations for designing function-based interventions and preparing for undesired side-effects are also discussed.

Students are taught to differentiate between methodological behaviorism, teleological behaviorism, and radical behaviorism. The primary focus of this course is radical behaviorism and topics include determinism, private events, problem-solving, rule-governed behavior, and culture and society. Students apply the philosophy of radical behaviorism to a variety of complex and socially important behavior. The readings primarily include Skinner’s articles on radical behaviorism, commentaries on Skinner’s approach, and Skinner’s response to commentaries.

This course prepares students to be effective supervisors. During course, students will be given an overview of evidence-based practices for training and supervision. Students will learn how to use behavior analytic supervision methodologies and the potential risks of ineffective supervision. Students will demonstrate how to establish clear performance expectations, select supervision goals, and use performance monitoring, feedback, and reinforcement systems. Students will incorporate function-based strategies to improve personnel performance and effective training procedures for teaching assessment and intervention techniques.

In this course, students will explore the ways that the principles of behavior can be applied to various behaviors, populations, and settings. Students will go beyond the typical applications in autism and related developmental/intellectual disorders, and learn about applications of behavior analysis such as pediatric feeding disorders, severe behavior disorders, sleep, early intervention, organizational behavior management, and medical/psychiatric disorders. Additionally, students will discuss how to work effectively within an interdisciplinary team to provide high quality, comprehensive care to clients.

All students will complete two semesters of intensive practicum to obtain hands-on experience implementing the principles of applied behavior analysis. In practicum, students work in a supervised clinical setting for at least 16 hours per week providing ethical and professional behavior analytic services. Students attend weekly online group supervision meetings led by Regis faculty and receive at least 1 hour of individual supervision per week at their practicum site. Students are supervised by a Board Certified Behavior Analyst®.

See ABA 648 Practicum I for description.

The capstone experience requires students to conduct a full treatment program, from assessment to evaluation of outcome and caregiver/staff training, and share results in the form of a written document and presentation. Students work closely with both the academic (online) and on-site advisor during individual and group meetings. In three semesters of capstone, students will understand capstone requirements and discuss appropriate clients, conduct a literature review, select committee members, conduct a treatment proposal, begin assessment and treatment protocols, collect data, develop a final manuscript, and present their treatment to their committee members in a formal capstone defense.

See ABA 664 Capstone I for description

See ABA 664 Capstone I for description

This course is the first course in a series of two courses (ABA 640 and ABA 642) and is designed to introduce students to applied behavior analysis (ABA). In this course, students will be given an overview of the assumptions, characteristics, and goals of applied behavior analysis. Students will learn the basic concepts and principles of behavior analysis as related to behaviors of social importance; therefore, the primary readings, lectures, and assignments of this course will focus on the applied literature in behavior analysis. Students begin to learn how to apply behavior analytic procedures to change behavior and improve conditions for individuals in need and learn to articulate the science of learning and behavior in both scientific and layman terms.

In Concepts and Principles II, students examine the basic literature to learn the origin of the concepts and principles of behavior analysis and hence develop a more thorough understanding of the fundamental building blocks of behavior analysis. Students primarily review basic experimental studies but are required to apply the concepts and principles examined in the basic literature to applied problems.

In this course, students are introduced to the methods needed to evaluate the effectiveness of a variety of interventions. Students learn to develop reliable procedures for measuring behavior using both continuous and discontinuous measurement systems, effective methods to display data, and develop skills to analyze the visual representation of behavior change in a variety of graphic displays. This course places a particular emphasis on the use of single-subject designs, which include the reversal, alternating treatment/multi-element, multiple baseline, changing criterion, and concurrent chains arrangement. By the end of this course, students will be able to select an appropriate measurement system, calculate reliability measures, identify the most appropriate experimental design(s), and determine whether functional control was achieved.

This course is designed to teach students the major concepts, methods, and ethical issues related to behavioral assessment. Students are taught to select and operationally define target behaviors for change, identify methods to assess behavior using behavioral assessments (e.g., indirect assessments, descriptive assessments, functional analyses, skill assessments), and align assessment outcomes with appropriate strategies that are designed to address areas of weakness while utilizing best practices in the field of applied behavior analysis. Considerations for designing function-based interventions and preparing for undesired side-effects are also discussed.

This course is designed to prepare students to identify, implement, and maintain effective behavioral interventions in applied settings. Students are taught to design evidence-based intervention strategies that reduce inappropriate behaviors and increase an individual’s performance both academically and socially. Emphasis is placed on approaches that facilitate maintenance and generalization across settings. Students are also taught to design a comprehensive plan to train and supervise the implementation of behavioral interventions.

In this course, students are presented with a focused review of the ethical, legal, and professional issues related to the field of applied behavior analysis. Students thoroughly examine the ethical principles adopted by the Behavior Analyst Certification Board® (BACB®) to guide professional practice. Students will critically evaluate ethical scenarios and identify acceptable action given a particular situation.

This course prepares students to be effective supervisors. During course, students will be given an overview of evidence-based practices for training and supervision. Students will learn how to use behavior analytic supervision methodologies and the potential risks of ineffective supervision. Students will demonstrate how to establish clear performance expectations, select supervision goals, and use performance monitoring, feedback, and reinforcement systems. Students will incorporate function-based strategies to improve personnel performance and effective training procedures for teaching assessment and intervention techniques.