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. For students taking this course as part of a special education program, or as an elective: 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. The Autism Spectrum Disorders Certificate does not lead to endorsement from the Massachusetts Department of Elementary and Secondary Education.

The 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 Professional and Ethical Compliance Code© 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.

This course teaches students to 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.

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-supervision. The seminar is a competency-based course which is part of the Program in Applied Behavior Analysis fulfilling the requirements for BACB® Supervision. The seminar is designed to ensure the student understands the requirements of supervision and plans/secures an appropriate setting.

This course is designed to guide the student through a self-managed remedial experience to strengthen exam performance, in preparation for BPU Comprehensive Group 1 and Group 2 exams, and ultimately external credentialing exams. Weekly goal setting, individually tailored study activities, talk-aloud review sessions with feedback, and instructor-led study sessions are combined to intensively prepare a student for future examinations.

An advanced seminar on the analysis of verbal behavior of speakers and listeners, and the motivating variables that affect them, as first described by B.F. Skinner in 1957. A behavioral explanation of verbal behavior, controlled by basic behavioral processes, is introduced. Basic concepts taught include: the differentiation between verbal and non-verbal behavior, the verbal operant as a unit of analysis, the verbal community, elementary verbal operants, extensions of elementary verbal operants, common variables of which verbal operants are a function, and the multiple control of complex verbal behavior. Practical applications of verbal behavior analysis to language training and remediation, both with foreign language learners and learning with language deficits are examined, planned and developed. Advanced concepts taught include: the emergence of derived stimulus relations in discrimination and language training, equivalence relations, stimulus equivalence and generalization, and an analysis of thinking and private events.

Functional analysis represents the most complete form of evidence-based assessment in ABA (Mayer et al, 2014). This course will review developments to functional analysis research, beginning with the historical underpinnings, examine and practice modifications to the standard functional analysis model to analyze variables for during the treatment of behavioral challenges, and summarize research in functional analysis. Students will conduct functional analyses in simulated and natural environments.

An examination of evidence-based systems for providing behavior-analytic personnel management, training, and supervision. The importance and purposes for effective supervision and the implications of ineffective supervision begin this course, followed by a step-by step process for promoting and maintaining competent performance by staff and supervisees. Components include: training staff and practitioners to competently implement assessment and intervention procedures, monitoring performance and the use of function-based assessment procedures to identify variable impacting staff performance, supporting staff to assure proficient work performance, strategies to improve staff performance and resolve performance problems, and evaluating the effectiveness of supervision and training procedures.

An advanced study of basic behavioral principles and concepts defining the scientific discipline and guiding the practice of applied behavior analysis. Topics include: respondent and operant conditioning and operant learning (with a focus on positive and negative reinforcement contingencies, automatic v. socially-mediated reinforcement contingencies, and operant extinction) conditioned reinforcement and punishment contingencies, schedules of reinforcement and the influence of schedule on behavior (with a focus on compound schedules of reinforcement), the concept of motivating operations, including unconditioned and conditioned establishing and abolishing operations, discriminative stimulus control, and rule-governed versus contingency-shaped behavior.

This is an experiential learning opportunity designed to fulfill the requirement for a supervised fieldwork experience as defined by the Behavior Analyst Board (BACB®, 2022). During a supervised fieldwork experience, trainees complete 2000 hours of applied work in behavior analysis. Trainees are supervised at least four (4) times per month for 5% of the total hours they spend on supervision activities related to the applied setting or on other, varied applications of applied behavior analysis. The student’s primary focus during supervision is on learning and applying behavior analytic skills related to BACB® 5th Edition Task List (Behavior Analyst Certification Board, 2017). 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, and are designed to accrue both restricted and unrestricted hours as defined by the BACB®. The assigned supervisor directly observes the trainee’s performance and provides specific feedback related to the results of observation, work sample review, review of written work, and performance management. The focus in this semester is on applications of behavioral tactics, beginning measurement and analysis, beginning development of behavioral programming, behavioral assessment, and professional/ethical skills and considerations.

This is an experiential learning opportunity designed to fulfill the requirement for a supervised fieldwork experience as defined by the Behavior Analyst Board (BACB®, 2022). During a supervised fieldwork experience, trainees complete 2000 hours of applied work in behavior analysis. Trainees are supervised at least four (4) times per month for 5% of the total hours they spend on supervision activities related to the applied setting or on other, varied applications of applied behavior analysis. The student’s primary focus during supervision is on learning and applying behavior analytic skills related to BACB® 5th Edition Task List (Behavior Analyst Certification Board, 2017). 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, and are designed to accrue both restricted and unrestricted hours as defined by the BACB®. The assigned supervisor directly observes the trainee’s performance and provides specific feedback related to the results of observation, work sample review, review of written work, and performance management. The focus in this semester is on applications of behavioral tactics, beginning measurement and analysis, beginning development of behavioral programming, behavioral assessment, and professional/ethical skills and considerations.

This is an experiential learning opportunity designed to fulfill the requirement for a supervised fieldwork experience as defined by the Behavior Analyst Board (BACB®, 2022). During a supervised fieldwork experience, trainees complete 2000 hours of applied work in behavior analysis. Trainees are supervised at least four (4) times per month for 5% of the total hours they spend on supervision activities related to the applied setting or on other, varied applications of applied behavior analysis. The student’s primary focus during supervision is on learning and applying behavior analytic skills related to BACB® 5th Edition Task List (Behavior Analyst Certification Board, 2017). 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, and are designed to accrue both restricted and unrestricted hours as defined by the BACB®. The assigned supervisor directly observes the trainee’s performance and provides specific feedback related to the results of observation, work sample review, review of written work, and performance management. The focus in this semester is on applications of behavioral tactics, beginning measurement and analysis, beginning development of behavioral programming, behavioral assessment, and professional/ethical skills and considerations.

This is an experiential learning opportunity designed to fulfill the requirement for a supervised fieldwork experience as defined by the Behavior Analyst Board (BACB®, 2022). During a supervised fieldwork experience, trainees complete 2000 hours of applied work in behavior analysis. Trainees are supervised at least four (4) times per month for 5% of the total hours they spend on supervision activities related to the applied setting or on other, varied applications of applied behavior analysis. The student’s primary focus during supervision is on learning and applying behavior analytic skills related to BACB® 5th Edition Task List (Behavior Analyst Certification Board, 2017). 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, and are designed to accrue both restricted and unrestricted hours as defined by the BACB®. The assigned supervisor directly observes the trainee’s performance and provides specific feedback related to the results of observation, work sample review, review of written work, and performance management. The focus in this semester is on applications of behavioral tactics, beginning measurement and analysis, beginning development of behavioral programming, behavioral assessment, and professional/ethical skills and considerations.

This is an experiential learning opportunity designed to fulfill the requirement for a supervised fieldwork experience as defined by the Behavior Analyst Board (BACB®, 2022). During a supervised fieldwork experience, trainees complete 2000 hours of applied work in behavior analysis. Trainees are supervised at least four (4) times per month for 5% of the total hours they spend on supervision activities related to the applied setting or on other, varied applications of applied behavior analysis. The student’s primary focus during supervision is on learning and applying behavior analytic skills related to BACB® 5th Edition Task List (Behavior Analyst Certification Board, 2017). 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, and are designed to accrue both restricted and unrestricted hours as defined by the BACB®. The assigned supervisor directly observes the trainee’s performance and provides specific feedback related to the results of observation, work sample review, review of written work, and performance management. The focus in this semester is on applications of behavioral tactics, beginning measurement and analysis, beginning development of behavioral programming, behavioral assessment, and professional/ethical skills and considerations.

ABA 630 requires the student to take and pass, according to a pre-determined criterion, a qualifying comprehensive examination. The exam content is aligned with BACB® Task List, 5th edition (www.bacb.com).

ABA 631 requires the student to take and pass, according to a pre-determined criterion, a qualifying comprehensive examination. The exam content is aligned with BACB® Task List, 5th edition (www.bacb.com).

This is an experiential learning opportunity designed to fulfill the requirement for a supervised fieldwork experience as defined by the Behavior Analyst Board (BACB®, 2022). During a supervised fieldwork experience, trainees complete 2000 hours of applied work in behavior analysis. Trainees are supervised at least four (4) times per month for 5% of the total hours they spend on supervision activities related to the applied setting or on other, varied applications of applied behavior analysis. The trainees’s primary focus during supervision is on learning and applying behavior analytic skills related to BACB® 5th Edition Task List (Behavior Analyst Certification Board, 2017). 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 Analysisand and are designed to accrue both restricted and unrestricted hours as defined by the BACB®. The assigned supervisor directly observes the trainee’s performance and provides specific feedback related to the results of observation, work sample review, review of written work, and performance management. The focus in this semester is on continued program development and generalization planning, behavioral assessment, measurement and analysis of data, beginning use of single-subject design, and professional/ ethical skills and considerations.

This is an experiential learning opportunity designed to fulfill the requirement for a supervised fieldwork experience as defined by the Behavior Analyst Board (BACB®, 2022). During a supervised fieldwork experience, trainees complete 2000 hours of applied work in behavior analysis. Trainees are supervised at least four (4) times per month for 5% of the total hours they spend on supervision activities related to the applied setting or on other, varied applications of applied behavior analysis. The trainees’s primary focus during supervision is on learning and applying behavior analytic skills related to BACB® 5th Edition Task List (Behavior Analyst Certification Board, 2017). 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 Analysisand and are designed to accrue both restricted and unrestricted hours as defined by the BACB®. The assigned supervisor directly observes the trainee’s performance and provides specific feedback related to the results of observation, work sample review, review of written work, and performance management. The focus in this semester is on continued program development and generalization planning, behavioral assessment, measurement and analysis of data, beginning use of single-subject design, and professional/ ethical skills and considerations.

This is an experiential learning opportunity designed to fulfill the requirement for a supervised fieldwork experience as defined by the Behavior Analyst Board (BACB®, 2022). During a supervised fieldwork experience, trainees complete 2000 hours of applied work in behavior analysis. Trainees are supervised at least four (4) times per month for 5% of the total hours they spend on supervision activities related to the applied setting or on other, varied applications of applied behavior analysis. The trainees’s primary focus during supervision is on learning and applying behavior analytic skills related to BACB® 5th Edition Task List (Behavior Analyst Certification Board, 2017). 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 Analysisand and are designed to accrue both restricted and unrestricted hours as defined by the BACB®. The assigned supervisor directly observes the trainee’s performance and provides specific feedback related to the results of observation, work sample review, review of written work, and performance management. The focus in this semester is on continued program development and generalization planning, behavioral assessment, measurement and analysis of data, beginning use of single-subject design, and professional/ ethical skills and considerations.

This is an experiential learning opportunity designed to fulfill the requirement for a supervised fieldwork experience as defined by the Behavior Analyst Board (BACB®, 2022). During a supervised fieldwork experience, trainees complete 2000 hours of applied work in behavior analysis. Trainees are supervised at least four (4) times per month for 5% of the total hours they spend on supervision activities related to the applied setting or on other, varied applications of applied behavior analysis. The trainees’s primary focus during supervision is on learning and applying behavior analytic skills related to BACB® 5th Edition Task List (Behavior Analyst Certification Board, 2017). 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 Analysisand and are designed to accrue both restricted and unrestricted hours as defined by the BACB®. The assigned supervisor directly observes the trainee’s performance and provides specific feedback related to the results of observation, work sample review, review of written work, and performance management. The focus in this semester is on continued program development and generalization planning, behavioral assessment, measurement and analysis of data, beginning use of single-subject design, and professional/ ethical skills and considerations.

This is an experiential learning opportunity designed to fulfill the requirement for a supervised fieldwork experience as defined by the Behavior Analyst Board (BACB®, 2022). During a supervised fieldwork experience, trainees complete 2000 hours of applied work in behavior analysis. Trainees are supervised at least four (4) times per month for 5% of the total hours they spend on supervision activities related to the applied setting or on other, varied applications of applied behavior analysis. The trainees’s primary focus during supervision is on learning and applying behavior analytic skills related to BACB® 5th Edition Task List (Behavior Analyst Certification Board, 2017). 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 Analysisand and are designed to accrue both restricted and unrestricted hours as defined by the BACB®. The assigned supervisor directly observes the trainee’s performance and provides specific feedback related to the results of observation, work sample review, review of written work, and performance management. The focus in this semester is on continued program development and generalization planning, behavioral assessment, measurement and analysis of data, beginning use of single-subject design, and professional/ ethical skills and considerations.

This is an experiential learning opportunity designed to fulfill the requirement for a supervised fieldwork experience as defined by the Behavior Analyst Board (BACB®, 2022). During a supervised fieldwork experience, trainees complete 2000 hours of applied work in behavior analysis. Trainees are supervised at least four (4) times per month for 5% of the total hours they spend on supervision activities related to the applied setting or on other, varied applications of applied behavior analysis; in ABA 639 the individual supervisor provides a portion of the supervision along with a group supervisor. The student’s primary focus during supervision is on learning and applying behavior analytic skills related to the BACB® 5th Edition Task List (Behavior Analyst Certification Board, 2017). 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 and are designed to accrue both restricted and unrestricted hours as defined by the BACB®. The assigned supervisor directly observes the trainee’s performance and provides specific feedback related to the results of observation, work sample review, review of written work, and performance management. This semester increases the focus on decision-making related to assessment, measurement, intervention planning and evaluation, and professional/ ethical considerations.

This is a small group experiential learning opportunity designed to partly fulfill the requirement for a supervised fieldwork experience as defined by the Behavior Analyst Certification Board (BACB®). During a supervised fieldwork experience, trainees complete 2000 hours of applied work in behavior analysis. Trainees are supervised at least four (4) times per calendar month for 5% of the total hours they spend on supervision activities related to the applied setting or on other varied applications of applied behavior analysis; in ABA 640, the group supervisor provides a portion of the supervision, along with an individual supervisor. The trainee’s primary focus during supervision is on learning and applying new behavior analytic skills related to the BACB 5th Edition Task List® (Behavior Analyst Certification Board, 2017). 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 and are designed to accrue both restricted and unrestricted hours as defined by the BACB®. Group supervision focuses on oversight of professional practice, training, consultation, advanced assessment and program design, and ethical/ professional skills and considerations. Self-management skills are a focus. This course also provides direct instructional hours in the following content areas: Measurement & Experimental Design, Behavior Change Procedures and Selecting Interventions, and Concepts & Principles.

This is an experiential learning opportunity designed to fulfill the requirement for a supervised fieldwork experience as defined by the Behavior Analyst Board (BACB®, 2022). During a supervised fieldwork experience, trainees complete 2000 hours of applied work in behavior analysis. During ABA 641/ SUP 4, trainees are individually supervised for 5% of the total hours they spend on supervision activities related to the applied setting or on other varied applications of applied behavior analysis. The student’s primary focus during supervision is on learning and applying behavior analytic skills related to BACB® 5th Edition Task List (Behavior Analyst Certification Board, 2017). 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 and are designed to accrue both restricted and unrestricted hours as defined by the BACB®. The assigned supervisor directly observes the trainee’s performance and provides specific feedback related to the results of observation, work sample review, review of written work, and performance management. The focus during this semester is on advancement of professional and supervisory skills, advanced assessment and analysis, decision-making, and applied experimentation for evaluation purposes.

This is an experiential learning opportunity designed to fulfill the requirement for a supervised fieldwork experience as defined by the Behavior Analyst Board (BACB®, 2022). During a supervised fieldwork experience, trainees complete 2000 hours of applied work in behavior analysis. Trainees are supervised at least four (4) times per month for 5% of the total hours they spend on supervision activities related to the applied setting or on other varied applications of applied behavior analysis; in ABA 642, the individual supervisor provides a portion of the supervision, along with a group supervisor. The student’s primary focus during supervision is on learning and applying behavior analytic skills related to BACB® 5th Edition Task List (Behavior Analyst Certification Board, 2017). 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 and are designed to accrue both restricted and unrestricted hours as defined by the BACB®. The assigned supervisor directly observes the trainee’s performance and provides specific feedback related to the results of observation, work sample review, review of written work, and performance management. The focus in this semester is on advanced decision-making skills, supervision, training and oversight of professional practice, program development, analysis, and professional/ ethical skills and considerations.

This is a small group experiential learning opportunity designed to partly fulfill the requirement for a supervised fieldwork experience as defined by the Behavior Analyst Certification Board (BACB®). During a supervised fieldwork experience, trainees complete 2000 hours of applied work in behavior analysis. Trainees are supervised at least four (4) times per calendar month for 5% of the total hours they spend on supervision activities related to the applied setting or on other varied applications of applied behavior analysis; in ABA 643, the group supervisor provides a portion of the supervision, along with an individual supervisor. The trainee’s primary focus during supervision is on learning and applying new behavior analytic skills related to the BACB 5th Edition Task List® (Behavior Analyst Certification Board, 2017). 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 and are designed to accrue both restricted and unrestricted hours as defined by the BACB®. Group supervision focuses on oversight of professional practice, training, consultation, advanced assessment and program design, and ethical/ professional skills and considerations. A significant area of focus is on development of skills necessary for working with diverse learners and populations. Individual reflection on, and advancement of leadership skills is a goal.

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 2000 hours of applied work in behavior analysis. Students are supervised at least twice per monthly period 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 5th Edition Task List® (Behavior Analyst Certification Board, 2019). 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, work sample review, review of written work, and performance measurement. Make-Up Supervision provides an opportunity for students who have not met all of the assignment, activity, or hourly requirements in a specific semester of supervision in the ABA program (Supervision 1–5) to complete these requirements under the supervision of a BCBA.

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 2000 hours of applied work in behavior analysis. Students are supervised at least twice per monthly period 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 5th Edition Task List® (Behavior Analyst Certification Board, 2019). 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, work sample review, review of written work, and performance measurement. Make-Up Supervision provides an opportunity for students who have not met all of the assignment, activity, or hourly requirements in a specific semester of supervision in the ABA program (Supervision 1–5) to complete these requirements under the supervision of a BCBA.

Introducing the application of the principles of behavior analysis to performance evaluation and improvement in an organizational context. The clinician will learn processes for working closely with and guiding human resource staff and organizational leaders in decision-making to achieve improved performance and efficiency. Specifically, the clinician will examine how behavioral assessment procedures are used to analyze behavior as it occurs in work environments, identify and diagnose workplace challenges, and prescribe strategies to influence behavior of employees, resource management, and safety in workplace scenarios.

Supervisors, managers, and leaders in ABA interact with, guide, and influence team members and constituents from a variety of backgrounds, professional disciplines, and cultures during strategic planning, consultation, and treatment planning/implementation/evaluation. Critical to successful leadership is the ability to collaborate, support and guide, and communicate with respect and competence with individuals of a variety of backgrounds and experiences. This course guides the organizational leader to successfully work within and consult to interdisciplinary teams, families, employees, and community partners in order achieve common goals related to planning, implementing and evaluating service delivery.

Covers how to use organizational systems analysis to understand and manage day-to-day operations of small business, clinical and healthcare management. Topics include: using systems analysis to identify how an organization is structured, recognizing successful components of organizational structure and those that need changing, and applying this information to successful day-to-day operations management, organizational restructuring, and organizational transition. Actual cases of organizational systems analysis are examined to demonstrate successful operations management as well as successful restructuring or an organization in the face of ever-changing marketplaces.

A strong leader is a financial leader. At the core of successful leadership is the ability to predict and analyze how administrative and programmatic decisions impact the health and sustainability of an organization. This course teaches practical financial management strategies for ABA small business owners and ABA organizational leaders, with a focus on budget development, cash flow analysis, and financial systems development and management. Organizational components that directly contribute to financial sustainability and success of ABA organizations are examined from a financial lens, including recruiting and staffing, insurance and private billing, marketing, payroll procedures, compensation and benefits, facilities management, staff development, and compliance/ labor standards.

This course prepares students of behavior analysis to serve clients with backgrounds of trauma experiences as contributing members of a multidisciplinary team. Students will learn to recognize behavioral hallmarks of trauma, identify the physiological processes associated with trauma, and to use this knowledge to develop appropriate and ethical behavioral interventions. Students will learn to incorporate trauma-informed/trauma-aware practices at all levels of behavioral intervention, to connect behavioral principles to behavior shaped through adverse experiences, and to identify ethical considerations associated with serving clients affected by trauma experiences. The course will review how trauma has been addressed in peer-reviewed literature from behavior analysis and other fields, connect with current research and conceptual literature, and explore future directions for behavior analysis in this topic.

A comprehensive introduction and overview of augmentative and alternative communication (AAC) systems, assessment, interventions, and technologies as applied to individuals with complex communication needs. This course presents an overview of current AAC research and service delivery, with a review of key issues facing clinicians in the development of evidence-based interventions using AAC in a variety of service-delivery settings.

This course provides a theoretical and applied overview of Contextual Behavioral Science (CBS), including its roots in functional contextualism, and how CBS fits within and extends the research base of traditional behavior analysis. Students will explore the research around, and clinical applications of CBS, and how this line of research approaches human language and cognition from a pragmatic standpoint. Students will be introduced to Relational Frame Theory (RFT) and how RFT approaches the understanding of complex language and cognition, extending beyond the canonical writings of B.F. Skinner. This class will bridge theory and practical application allowing students to briefly explore the overarching theories, and then dig deep into the everyday applications of the technology of RFT and how to improve the lives of their clients/students. This class will also briefly explore how CBS can improve human suffering and ideologies specific to equity and belonging, racial injustice, and cultural evolution.