Department of Applied Behavior Analysis

Overview 

Applied Behavior Analysis (ABA) is the science of learning and behavior used in order to solve socially significant problems (to influence changes in behavior that are meaningful to individuals and those around them). ABA emphasizes the influence of the environment in behavior change and involves direct observation of behavior, data collection and analysis, and systematic changes to the environment to understand the cause of socially significant behavior and improve that behavior. By first understanding the cause, we are able to develop more effective, long-lasting and socially acceptable methods of changing our own behavior and the behavior of others.

A Board Certified Behavior Analyst (BCBA) is an independent practitioner who conducts behavioral assessments, interprets the results of behavioral assessments, and designs behavioral interventions for clients in a variety of fields. A BCBA may also supervise BCaBAs (behavior analysts certified at the bachelor’s degree level), registered behavior technicians (RBTs), and students wishing to gain supervised fieldwork experience. To become a BCBA, students must hold a master’s degree, complete a number of graduate courses in ABA, gain up to 2,000 fieldwork experience hours (with supervision by a BCBA), and pass a certification exam. A BCBA must obtain continuing education to maintain certification and, to practice in Massachusetts, must be licensed as an Applied Behavior Analyst (some exceptions may apply). Assumption’s MA in ABA program has been recognized by the Association for Behavior Analysis International as a Tier 2A program. Graduates of the MA in ABA program qualify to sit for the Board Certified Behavior Analyst Examination under Pathway 1. Applicants may need to meet additional requirements to qualify. 

Mission Statement 

The mission of the Applied Behavior Analysis program at Assumption University is to prepare students to be well-rounded behavior analysts who excel at applying their knowledge of the science of behavior in a variety of settings. The program accomplishes this through comprehensive coursework in the applied, basic, and conceptual branches of behavior analysis and related fields. We teach evidence-based approaches to assessment and treatment that are widely applicable and based on firmly established behavioral principles. The coursework is integrated with a practicum series to provide students with multiple opportunities to develop competencies in skills related to behavior-analytic service delivery and research. The program teaches students to effectively work with and train staff, parents, and caregivers and to collaborate with other service providers in order to maximize client outcomes while remaining in harmony with the core conceptual and ethical tenants of the field. As a result, students become adept at critical thinking and are formed as contributing members to both the wider discipline of behavior analysis and the communities they serve.

Learning Goals

By the completion of their studies, Applied Behavior Analysis graduate students will have met the following learning goals.

  1. Foundational Knowledge of Behavior Analysis: fluency of knowledge in (1) the conceptual tenants of behavior analysis, (2) basic principles of learning and behavior, (3) behavioral measurement systems, and (4) the logic of small-n research designs
    Outcomes: Students should be able to:

    Outcomes: Students should be able to:
    • Characterize behavior analysis as a science by identifying and explaining its underlying assumptions (e.g., the seven dimensions of ABA, BACB 5th Edition Task List Section A)
    • Use, define, explain, and provide examples of basic behavior-analytic principles (e.g., classical conditioning, operant conditioning; BACB 5th Edition Task List Section B)
    • Demonstrate ability to operationally define behavior and use a variety of behavior measurement systems (BACB 5th Edition Task List Section C)
    • Compare and contrast small-n research designs with respect to the ability of each to demonstrate functional relations between variables (e.g., prediction, verification, and replication; BACB 5th Edition Task List Section D)
    • Graphically depict data in a variety of formats and complete a visual analysis of graphically depicted data to determine functional relations (e.g., BACB 5th Edition Task List Section C)
       
  2. Application of Behavior-Analytic Principles: ability to effectively assess behavior and use behavioral principles to create meaningful and significant changes in client behavior 

    Outcomes: Students should be able to:
    • Describe and use indirect, direct, and experimental assessment methods to identify (1) the function of unwanted behavior and (2) potential teaching targets for adaptive, social, communication, and vocational skills (e.g., BACB 5th Edition Task List Section F)
    • Demonstrate knowledge and use of intervention techniques to support skill acquisition and behavior reduction based on known behavioral principles (e.g., BACB 5th Edition Task List Section G)
       
  3. Case Management and Supervision: competent in all aspects of managing client cases related to intake, assessment, planning, care coordination, and evaluation

    Outcomes: Students should be able to:
    • Demonstrate ability to design specific, individualized interventions based on assessment results, client preferences, and environmental factors and that take into account the values and abilities of the client, caregivers, and other relevant stakeholders based on available resources (e.g., BACB 5th Edition Task List Section H)
    • Monitor and evaluate the fidelity of intervention implementation and the reliability of data collection systems (e.g., BACB 5th Edition Task List Section H)
    • Make intervention decisions based on observed client progress to eventually reduce the need for behavioral services (e.g., BACB 5th Edition Task List Section H)
    • Use function-based strategies to assess and improve personnel performance, including supervision of those training to be behavior analysts (e.g., BACB 5th Edition Task List Section I)
    • Describe the steps for proper and ethical case termination
       
  4. Professional and Collaboration Skills: maintains professional and ethical behavior when interacting with clients, caregivers, personnel, students, and other professionals

    Outcomes: Students should be able to:
    • Effectively collaborate with other service providers on the client’s intervention team while adhering to behavioral principles
    • Explain behavioral concepts using non-technical language in both written and oral formats
    • Demonstrate knowledge and understanding of the BACB Professional and Ethical Compliance Code (e.g., BACB 5th Edition Task List Section E)
    • Discuss ethical issues related to working with vulnerable populations, collaboration with non-behavioral colleagues, supervision, teaching, and research
       
  5. Communication Skills: communicate effectively in written and oral formats

    Outcomes: Students should be able to:
    • Demonstrate the ability to speak and write using technical language (e.g., when communicating with other behavior analysts)
    • Write effectively in multiple formats (e.g., essays, assessment and other reports, teaching and behavior reduction programs) using appropriate conventions for professional writing (i.e., grammar, style, organization, etc.)
    • Demonstrate ability to extract critical information from a journal article or other source and write a succinct, thorough, and accurate summary
    • Demonstrate the ability to orally communicate in a variety of contexts (e.g., presentations, team meetings, caregiver consultation, etc.)
       
  6. Critical Thinking: ability to make an objective evaluation of a text, presentation, or issue to arrive at a conclusion

    Outcomes: Students should be able to:
    • Extract information from empirical articles and other sources to determine if an intervention is evidence-based and behavior analytic
    • Synthesize information both within and across sources to make a coherent argument and to criticize an argument
    • Use evidence from the behavioral literature as support for assessment and intervention decisions

Faculty 

Karen Lionello-DeNolf, Ph.D., BCBA-D, LABA
Director of the Applied Behavior Analysis Program 
Associate Professor of Applied Behavior Analysis

Nicole Pantano, Ph.D., BCBA-D 
Assistant Professor of Applied Behavior Analysis

Lecturers in Applied Behavior Analysis

Andrea Bowes, MS, BCBA, LABA 
Amanda Corey, MS, BCBA, LABA 
Jillian Crawley, MS, BCBA, LABA 
Dewey DeLisle, Ph.D., BCBA, LABA 
Joseph Pannozzo, Ph.D., BCBA 
Elizabeth Sloan, MS, BCBA, LABA 
Kathryn Wood, MA, BCBA, LABA 
Colleen Yorlets, MS, BCBA, LABA 
Tali Rudy Zaltzman, MS, BCBA, LABA

Transfer Credits

In certain circumstances, transfer credits may be applied to up to two courses, as appropriate and determined by the Program Director. No more than two transfer courses (six credits) total may be applied to the MA in ABA program. Students who wish to apply for transfer credits need to complete at least one full semester in the ABA program with a semester GPA of 3.0 or better. Students should submit a written request (e-mail or letter) to the Program Director, a course syllabus (or syllabi), and an official transcript indicating the transfer course(s). Students who wish to apply for transfer credit for ABA 500, 501, 600, 601, 602, 603, 604, or 605 should also submit a copy of the transfer course’s ABAI (or BACB) course content verification form from the time that the course was taken, if applicable. Transfer credit for ABA courses cannot be granted for courses whose content verification is not the same as that for the counterpart course in Assumption’s ABA program.

Practicum

Students are required to take multiple semesters of practicum (e.g., ABA 700, 701, 702, and 703). Completion of 1,500 to 2,000 hours of supervised fieldwork in applied behavior analysis is required for the MA in ABA program. The BACB limits the number of hours that can be accumulated each supervision period to 160 (under the 2027 fieldwork requirements). Therefore, it will take a minimum of 13 months to complete the fieldwork requirements under the “supervised fieldwork” category and 10 months under the “concentrated fieldwork” category. To be able to complete the fieldwork required by BACB standards within the three required semesters of practicum, students should expect to complete 40 hours of fieldwork (direct work with clients plus unrestricted work) per week. Students may enroll in practicum if they work part-time, but they must understand that they will not be able to complete the BACB-required fieldwork hours in three semesters in that case (i.e., they will need to take additional semesters of practicum). The practicum site needs to be able to provide the type of experiences needed (i.e., unrestricted activities) and a site-supervisor who meets BACB supervisor qualifications. Students are required to attend a multiple-session orientation and pass a practicum competency assessment the semester prior to beginning practicum. Only degree candidates of Assumption University may enroll in these courses.

Assumption University’s ABA practicum courses are designed to meet the BACB Experience Standards (see www.bacb.com for more information). Students must work or volunteer at a site in which they can engage in behavior-analytic activities the majority of the time and at which they can work with more than one client. The practicum experience may be paid or unpaid. Students are required to attend class weekly, where they will receive 5 hours of group supervision and 1.5 hours of 1:1 supervision from the practicum instructor. Students are required to find a practicum placement within the first semester of their first year. Ideally, the practicum placement will provide 1.5 hours of observation and 2 hours of individual supervision per week. Students who do not have individual supervision available at their worksite are encouraged to speak with the Program Director as soon as possible during their first semester for assistance in finding a different practicum placement and/or an individual supervisor. All practicum sites must be approved by the Program Director prior to the start of the semester in which the student enrolls in practicum. Additional practicum requirements are explained in the syllabus for each course.

All students can receive assistance from the Program Director to identify an appropriate practicum placement. It is ultimately the student’s responsibility to obtain and maintain a placement with a practicum site. All sites require an application and interview process, and all students must adhere to the specific agency’s policies and procedures to maintain employment. Students will be required to pass a criminal background check. If a student is asked to permanently leave a practicum site, the student should immediately notify the Program Director. It is the student’s responsibility to obtain a placement at another practicum site. If the student cannot obtain another practicum placement within one week, the student may have to drop the practicum course for the semester. Depending on the circumstances surrounding the termination from the practicum placement, the student may be eligible to re-enroll in practicum the following semester. Eligibility will be determined by the Program Director.

Throughout the practicum experience, the student will maintain a detailed and comprehensive record of all daily activities counted toward the fieldwork hours to remain in compliance with the BACB Experience Standards. The student, practicum instructor, and individual supervisor(s) will regularly complete supervision related paperwork required to remain in compliance with BACB Experience Standards. Students will provide copies of all documentation to the Program Director on a regular basis. It is the student’s responsibility to ensure that all paperwork is completed correctly. Incorrect or missing paperwork may result in the BACB disqualifying some of the student’s hours when they apply to sit for the BCBA exam. Students who do not submit their required paperwork to the Program Director by the posted due dates may have their hours disqualified for that month and may not be permitted to enroll in subsequent semesters of practicum and/or ABA 804.

If a student is on academic probation, the Program Director may elect to deny permission to enroll in practicum until the student’s GPA is 3.0 or better. Students may not terminate their practicum placement or withdraw from the practicum course except in extraordinary circumstances and with the written permission of the Program Director. Students are not permitted to re-enroll in practicum without written permission of the Program Director.

Although the ABA program provides a substantial amount of fieldwork-related support to students, it is ultimately the student’s responsibility to find and maintain an appropriate fieldwork site and ensure that all fieldwork requirements have been met.

***The BACB has recently announced changes to fieldwork requirements that will go into effect for students who apply to sit for the BCBA exam in 2027 (see www.bacb.com for more information). All students who begin the ABA program during the summer 2025 semester or later must meet these new requirements because the earliest they will be able to apply to sit for the BACB exam is after December 31, 2026.

Qualifying Exam

The qualifying exam is required for all students who enter the M.A. in ABA program prior to Fall 2025. Students may take the qualifying exam after completing all coursework or during their final semester. The exam provides the student with the opportunity to exhibit integration of the theoretical, basic, applied, and ethical principles learned across the curriculum. Students completing the optional master’s thesis in ABA will complete a thesis defense in lieu of the qualifying exam.

To prepare for the qualifying exam, students must enroll in ABA 804: Integrative Seminar. Guidelines for the qualifying exam will be provided as part of the Integrative Seminar. The exam will include an oral component and may also include a written component. A committee of two or three ABA faculty will ask questions during the exam and evaluate the student’s performance.

The qualifying exam can have one of the following outcomes: pass with distinction, pass, conditional pass (additional tasks may need to be completed), and fail (a second exam is required). For students who receive a conditional pass, committee members will not sign paperwork until each member is satisfied that the additional requirements have been met, and those requirements must be complete by the marking period of the subsequent semester. Students who receive a fail will be given one additional opportunity to pass the exam by the end of the following semester.

For students entering the MA in ABA program in Fall 2025 or later, the Qualifying Exam will not be required, but students are still required to complete ABA 804. All students will be required to complete a thesis defense or capstone project presentation as described below.

Thesis/Capstone Project

Students may choose to complete an additional five credits of thesis (for a 48-credit master’s degree). Students who choose to complete a thesis have the same didactic coursework and practicum requirements as non-thesis students. Students enrolled in the thesis option are required to complete a behavior-analytic research project of publishable quality under the direction of a thesis advisor. The student will select two additional faculty to serve as committee members (i.e., for a total of three members). Committee members must be knowledgeable about behavior analysis. Thesis advisors must be fulltime faculty members of the ABA program. Thesis committee members may be behavior analysts from other institutions or faculty from other departments at Assumption who have a background relevant to the project.

All students will complete ABA 800: Thesis and Capstone Proposal Seminar, during which they will formally declare intent to complete a thesis or capstone project. Students who receive a B- or below in ABA 800 will not be permitted to complete the thesis track and will be required to complete the capstone course instead. For students completing a thesis, in the second and third semesters (ABA 801 and ABA 802), they will obtain approval from the committee and the IRB and they will implement the project and collect data. In the final semester of thesis (ABA 803), the student will submit a written thesis and defend it to the committee. The defense will include a presentation and questions by the committee members. The thesis defense must be held by the last day of scheduled classes during the student’s final semester.

The thesis defense can have one of the following outcomes: pass (only minor revisions necessary), conditional pass (moderate revisions are required but a second defense is not required), and fail (substantial revisions and a second defense is required). For students who receive a conditional pass, committee members will not sign paperwork until each member is satisfied that the revision requirements have been met, and the revisions must be complete by the marking period of the subsequent semester. Students who receive a fail will be given one additional opportunity to defend their thesis by the end of the following semester.

Students who choose the capstone project path will complete ABA 805: Capstone Seminar, where they will independently implement the project that was proposed in ABA 800. Students will submit an IRB application and receive IRB approval before implementing their project, if applicable. Students may complete a variety of projects, including clinical evaluations at their fieldwork site, case studies, experiments involving human subjects, and systematic literature reviews. Students are not permitted to complete purely survey research, as this is prohibited by the accreditation standards of the Association for Behavior Analysis International. Students will collect and analyze data and complete a written final report in APA Style. Students will be required to present their project at the annual Graduate Symposium (or an ABA program “presentation day” if presenting at the Symposium is not possible prior to a student graduating).

Certification from the BACB

The M.A. in ABA program is designed to prepare students to sit for the Board Certified Behavior Analyst (BCBA) exam and achieve national certification as a behavior analyst. The MA in ABA program has been recognized by the Association for Behavior Analysis International as a Tier 2A program. Students completing the MA in ABA program are therefore able to apply to sit for the BCBA exam under Pathway 1. For these students, completion of a verified course sequence and VCS coordinator attestation is not necessary. The BACB also requires a certain number of supervised fieldwork hours (see www.bacb.com). ABA 700, 701, 702, and 703 (practicum) have been designed to meet the requirements under the Supervised Fieldwork standard but students are permitted to work under the Concentrated Supervised Fieldwork standard. The former requires that students obtain 2,000 experience hours with 5% of their hours supervised each supervision period. Additional requirements can be found in the practicum course syllabi and in the BACB Handbook found at www.bacb.com. Students should contact the Program Director prior to applying to sit for the BCBA exam for assistance.

Students who successfully complete the M.A. in ABA program will have met all of the BACB requirements to be approved to sit for the BCBA exam. Students are encouraged to apply to sit for the BCBA exam as soon as possible after graduation. The BACB periodically changes its degree, coursework, and fieldwork requirements, and Assumption University cannot guarantee that students who delay to apply to sit for the exam will continue to meet all requirements. Ultimately, it is the student’s responsibility to ensure that all the requirements to sit for the BCBA exam have been met. Assumption University cannot guarantee that students who are approved to sit for the BCBA exam will pass.

***The BACB has recently announced changes to fieldwork requirements that will go into effect for students who apply to sit for the BCBA exam in 2027 (see www.bacb.com for more information). All students who begin the ABA program during the summer 2025 semester or later must meet these new requirements because the earliest they will be able to apply to sit for the BACB exam is after December 31, 2026.

Students who begin the ABA program prior to the summer 2025 semester will be able to apply to sit for the BACB exam under the current fieldwork requirements if they complete the program and are able to submit an application to the BACB on or before December 31, 2026 that includes an official transcript showing that a degree has been conferred (a transcript showing that all requirements have been met but the degree has not yet been conferred will not be accepted by the BACB). Any student, regardless of the semester they enter the ABA program, will have to meet the new fieldwork requirements if they apply to sit for the BCBA exam after December 31, 2026. To meet the new requirements, students may need to retake courses or take additional courses.

Effective January 1, 2024, the BACB institutes a 10-year rolling expiration date on coursework submitted as part of a certification application. This means that the BACB no longer accepts coursework completed more than 10 years before the application.

Licensure

In order to independently practice applied behavior analysis in Massachusetts, individuals must be licensed by the state. The Applied Behavior Analysis program has been designed for students to meet the degree, coursework, and fieldwork requirements for students to become Licensed Applied Behavior Analysts in Massachusetts. Licensure requirements vary considerably across states; students interested in practicing in states other than Massachusetts are encouraged to speak with the Program Director to plan a course of study that satisfies the requirements of the chosen state, if possible (the ABA program cannot guarantee to meet the requirements of states other than Massachusetts).

Licensing of Applied Behavior Analysts in Massachusetts is governed by the Board of Registration of Allied Mental Health and Human Services Professionals. To obtain a license, a student must demonstrate good moral character, have a master’s degree that includes 30 graduate credit hours in applied behavior analysis in specific content areas, complete the required number of fieldwork hours in behavior analysis, and successfully complete a Board-approved exam. The course content areas and fieldwork requirements mirror those of the BACB. Licensing standards continue to evolve, and licensing regulations are expected to periodically change. Although the ABA programs offer coursework and practicum experiences that allow students to meet these requirements, the program cannot guarantee licensure. Ultimately, the licensing board determines whether an individual satisfies the licensure requirements. Students should remain aware of state licensing requirements and any upcoming changes. Licensing requirements in Massachusetts can be found here: MA licensure requirements.

Exit Interview

In their final semester, students will be asked to complete an exit survey. The purpose of the survey is to gain feedback from the students regarding their experiences in the program with the aim of strengthening the program and to ensure that the student has indeed fulfilled all the certification and licensing requirements. Also, the survey allows the student to provide current contact information.

Review of Student Performance

The Program Director, in consultation with program faculty and site supervisors, will review the progress of each student each semester. Students whose grade point average (GPA) drops below a 3.0 or who earn a failing grade in a course (i.e., below a B-), will be placed on academic probation. Students whose GPA is below 3.0 have one semester to bring their GPA to 3.0.

Students who have a GPA less than 3.0 for two consecutive semesters may be dismissed from the program. Students placed on academic probation a second time, or students who earn a failing grade in two courses, will be dismissed from the program unless a committee comprised of graduate faculty from the ABA and other programs votes to continue the student in the program.

The graduate programs in Applied Behavior Analysis train students for service to the public. The program has an obligation to the community to ensure that only those students demonstrating academic and clinical competence and professionally responsible behavior be continued in the program. Students failing to meet these criteria during their training may be recommended for dismissal from the program.

Programs of Study

Courses

ABA 500: Principles of Learning and Behavior Analysis

Credits 3
This course provides a graduate-level introduction to the key concepts, theories and experimental paradigms for studying learning and behavior in both humans and animals. Students will be introduced to the scientific study of learning with an emphasis on how behavior changes as a function of experience. Historical and current perspectives on a range of topics, including (but not limited to) classical conditioning, operant conditioning, innate behavior, and philosophical assumptions about behavior will be examined. Finally, how the basic learning principles are relevant to everyday behavior will be discussed.

ABA 501: Measurement and Research Methods in Behavior Analysis

Credits 3
This course is designed to teach students the logic of single-subject/small-N designs, which are often used to evaluate the efficacy of a behavioral treatment for individual clients. Students will learn reliable procedures for measuring behavior, various methods of graphing data, and how to visually analyze displayed data. In addition, students will learn how to critically evaluate applied, behavior-analytic research studies. Finally, students will learn to conduct a literature search, synthesize information across studies, and write a literature review. Issues related to evidenced-based practice and ethics in research will also be discussed.

ABA 503: Behavior Analysis and Intellectual and Developmental Disabilities

Credits 3
This course will provide an overview of intellectual and developmental disabilities and the relation to behavior analysis. Students will gain a perspective on the history and changing perspectives of these disabilities. Both causal and contributing genetic and environmental factors for various conditions will be discussed. Students will examine a variety of disorders in terms of physical characteristics, brain changes, growth patterns, life expectancy, communication issues, health concerns, behavioral concerns, and treatment. Disabilities examined will include Down syndrome, fragile X syndrome, autism, attention-deficit hyperactivity disorder, fetal alcohol spectrum disorder, and learning disabilities. In addition, students will discuss a variety of current issues related to intellectual and developmental disabilities, including early intervention, educational placement, transitioning between life stages, response to intervention, medication use, and fad therapies. Finally, students will examine the behavior-analytic literature related to assessment and intervention for individuals with developmental disabilities.

ABA 600: Behavioral and Functional Assessment

Credits 3
In this course, students will focus on best practices when assessing target behaviors to both increase and decrease. Students will learn indirect assessment and direct observation methods, experimental (functional) analysis, and methods to assess stimulus preference and adaptive, social, and communication skills. In addition, students will learn how to assimilate information derived from these methods to arrive at hypotheses of the function of a behavior and how to select an intervention method based on assessment results while using evidence-based practices in behavior analysis. Finally, ethical issues related to functional assessment and undesired side-effects of intervention strategies will be discussed.

ABA 600: Behavioral and Functional Assessment

Credits 3
In this course, students will focus on best practices when assessing target behaviors to both increase and decrease. Students will learn indirect assessment and direct observation methods, experimental (functional) analysis, and methods to assess stimulus preference and adaptive, social, and communication skills. In addition, students will learn how to assimilate information derived from these methods to arrive at hypotheses of the function of a behavior and how to select an intervention method based on assessment results while using evidence-based practices in behavior analysis. Finally, ethical issues related to functional assessment and undesired side-effects of intervention strategies will be discussed.

ABA 601: Behavior-Analytic Interventions I (for non-endorsement students)

Credits 3
This course is the first in a two-part series focusing on the application of behavioral principles in applied settings. There will be an emphasis on applications to behavior of social importance across multiple domains, including autism spectrum disorders, developmental and intellectual disabilities, clinical psychology, job effectiveness, education, exercise and health, business, criminology, and other areas. Students will learn to identify, implement, and maintain effective behavioral interventions based on behavioral principles of reinforcement, punishment, extinction, stimulus control, and motivating operations. In addition, students will learn specific behavior-change procedures, including interventions based on antecedents, contingency contracts, group contingencies, and quantitative analyses.

ABA 601: Behavior-Analytic Interventions I

Credits 3
This course is the first in a two-part series focusing on the application of behavioral principles in applied settings. There will be an emphasis on applications to behavior of social importance across multiple domains, including autism spectrum disorders, developmental and intellectual disabilities, clinical psychology, education, exercise and health, organizational behavior, and other areas. Students will learn to identify, create, and implement evidence-based, behavioral interventions. There will be an emphasis on aligning interventions with assessment data and the behavior-analytic literature within the framework of the field’s ethics code.

ABA 602: Behavior-Analytic Interventions II

Credits 3
This course is the second in a two-part series focusing on the application of behavioral principles in applied settings. There will be an emphasis on applications to behavior of social importance across multiple domains, including autism spectrum disorders, developmental and intellectual disabilities, clinical psychology, education, exercise and health, organizational behavior, and other areas. Students will learn to identify, create, and implement evidence-based, behavioral interventions, including those based on stimulus control, errorless teaching procedures, communication, and self-management within the framework of the field’s ethics code. There will be an emphasis on issues related to case management, intervention monitoring and efficacy, performance management, and development of supervision skills.

ABA 602: Behavior-Analytic Interventions II (for non-endorsement students)

Credits 3
This course is the second in a two-part series focusing on the application of behavioral principles in applied settings. There will be an emphasis on applications to behavior of social importance across multiple domains, including autism spectrum disorders, developmental and intellectual disabilities, clinical psychology, job effectiveness, education, exercise and health, business, criminology, and other areas. Students will learn to identify, implement, and maintain effective behavioral interventions based on stimulus control, simple and complex discriminations, errorless teaching procedures, and stimulus equivalence. In addition, students will learn specific behavior-change procedures, including self- management strategies, token economies, direct instruction, precision teaching, personalized systems of instruction, incidental teaching, functional communication training, and augmentative communication systems. Finally, students will learn to design, evaluate, and supervise the implementation of behavioral programs.

ABA 603: Ethical, Legal and Professional Topics in Behavior Analysis

Credits 3
This course will provide students with an understanding of legal, professional, and ethical issues in the delivery of behavior-analytic services and the practice of behavior-analytic research, as well as a framework for cultural responsiveness and cultural humility with respect to clients and colleagues. Students will develop the ability to correctly apply ethical principles under various conditions that represent ethical and/or legal challenges related to assessing behavior; selection of treatment protocols; evaluating behavior change; collaborating with other professionals; and relationships with clients, agencies, and colleagues. The Behavior Analyst Certification Board’s® current ethics code will be used as the basis for ethical discussions. In addition, students will review the licensure rules and regulations guiding the practice of applied behavior analysis in Massachusetts.

ABA 604: Conceptual Foundations of Behavior Analysis

Credits 3
This course will provide an introduction to the philosophy of behavioral science known as radical behaviorism. Students will learn how to distinguish between different forms of behaviorism and how to differentiate between behavioral and non-behavioral explanations of complex human behavior. In addition, the potential impact of radical behaviorism on society will be discussed. Topics will include private events (such as thinking and feeling emotions), verbal behavior, rule-governed behavior, culture, and society.

ABA 605: The Experimental Analysis of Behavior

Credits 3
This course will provide students with a survey of research areas in the experimental analysis of behavior. Students will be exposed to a variety of topics in the basic literature related to reinforcement, behavior in transition, aversive control, stimulus control, and derived relations. There will be an emphasis on methodological and conceptual issues, and students will discuss the translation of these topics to solve social problems.

ABA 700: Practicum in Applied Behavior Analysis I

Credits 3
Practicum is designed to allow students to develop skills related to the BACB Task List. This course provides group supervision according to the BACB Experience Standards. Students will work or volunteer at a site in which they can engage behavior-analytic activities with multiple clients. Individual supervision will be obtained at the student’s fieldwork site. During group supervision, there will be a focus on behavior assessment and behavior-change procedures. Students should expect to complete a variety of behavior-analytic activities, including peer review of class assignments, role-plays of skill acquisition and behavior reduction procedures, presentations to refine ability to speak behaviorally, and review of Task List items to achieve fluency.

ABA 701: Practicum in Applied Behavior Analysis II

Credits 3
Practicum is designed to allow students to develop skills related to the BACB Task List. This course provides group supervision according to the BACB Experience Standards. Students will work or volunteer at a site in which they can engage behavior-analytic activities with multiple clients. Individual supervision will be obtained at the student’s fieldwork site. During group supervision, there will be a focus on behavior assessment and behavior-change procedures. Students should expect to complete a variety of behavior-analytic activities, including peer review of class assignments, role-plays of skill acquisition and behavior reduction procedures, presentations to refine ability to speak behaviorally, and review of Task List items to achieve fluency.

ABA 702: Practicum in Applied Behavior Analysis III

Credits 3
Practicum is designed to allow students to develop skills related to the BACB Task List. This course provides group supervision according to the BACB Experience Standards. Students will work or volunteer at a site in which they can engage behavior-analytic activities with multiple clients. Individual supervision will be obtained at the student’s fieldwork site. During group supervision, there will be a focus on behavior assessment and behavior-change procedures. Students should expect to complete a variety of behavior-analytic activities, including peer review of class assignments, role-plays of skill acquisition and behavior reduction procedures, presentations to refine ability to speak behaviorally, and review of Task List items to achieve fluency.

ABA 703: Practicum in Applied Behavior Analysis IV

Credits 3
Practicum is designed to allow students to develop skills related to the BACB Task List. This course provides group supervision according to the BACB Experience Standards. Students will work or volunteer at a site in which they can engage behavior-analytic activities with multiple clients. Individual supervision will be obtained at the student’s fieldwork site. During group supervision, there will be a focus on behavior assessment and behavior-change procedures. Students should expect to complete a variety of behavior-analytic activities, including peer review of class assignments, role-plays of skill acquisition and behavior reduction procedures, presentations to refine ability to speak behaviorally, and review of Task List items to achieve fluency.

ABA 800: Thesis and Capstone Proposal Seminar

Credits 1
This course provides graduate students with structured guidance to develop a behavior-analytic research-thesis or capstone-project proposal. Students will explore the distinction between the thesis and capstone pathways, select a project topic, secure a thesis advisor and project committee, and develop a formal project proposal. Emphasis is placed on identifying research questions derived from the behavior-analytic literature through a comprehensive literature review, designing methods based on behavior analysis, and crafting a clear, actionable plan. By the end of the course, students will have a completed proposal, and they will have secured approval from their committee to implement the project.

ABA 801: MA Thesis in ABA I

Credits 1
The optional thesis in applied behavior analysis shall consist of six credits distributed across four consecutive semesters in which one credit is earned during each of the first two semesters and two credits are earned during each of the second two semesters. During the first semester, students will choose a thesis advisor, identify at least two committee members, select an applied research topic, and conduct a literature search. In the second semester, students will write an introduction, develop a research design, and secure committee and IRB approvals. In the third and fourth semesters, students will collect and analyze their data, write their thesis manuscript and defend their thesis to their committee members.

ABA 802: MA Thesis in ABA II

Credits 2
The optional thesis in applied behavior analysis shall consist of six credits distributed across four consecutive semesters in which one credit is earned during each of the first two semesters and two credits are earned during each of the second two semesters. During the first semester, students will choose a thesis advisor, identify at least two committee members, select an applied research topic, and conduct a literature search. In the second semester, students will write an introduction, develop a research design, and secure committee and IRB approvals. In the third and fourth semesters, students will collect and analyze their data, write their thesis manuscript and defend their thesis to their committee members.

ABA 803: MA Thesis in ABA III

Credits 2
The optional thesis in applied behavior analysis shall consist of six credits distributed across four consecutive semesters in which one credit is earned during each of the first two semesters and two credits are earned during each of the second two semesters. During the first semester, students will choose a thesis advisor, identify at least two committee members, select an applied research topic, and conduct a literature search. In the second semester, students will write an introduction, develop a research design, and secure committee and IRB approvals. In the third and fourth semesters, students will collect and analyze their data, write their thesis manuscript and defend their thesis to their committee members.

ABA 804: Integrative Seminar in ABA

Credits 3
This course is designed to integrate conceptual, basic, and applied topics related to behavior analysis. Students will focus on case conceptualization, behavioral assessment in a variety of environments, and development and evaluation of treatment options. Students will be encouraged to develop sophisticated, fluent, and in-depth understanding of behavioral topics. In addition, students will explore professional issues related to the practice of applied behavior analysis.

ABA 805: Capstone Seminar

Credits 3
This course serves as a culminating experience for behavior analysis students completing a capstone project. Under the guidance of their research mentor, students will implement the project they proposed in ABA 800. Emphasis will be placed on application of behavior-analytic research methods, experimental design, and data analysis. By the end of the course, students will have produced a comprehensive final report and presentation that reflects their ability to synthesize and apply the behavior-analytic literature to answer a research question. All final projects must be approved by the student’s project committee.