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

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.