Curriculum

This course provides an in-depth overview of research methodologies that utilize direct observation and single-case experimental designs commonly used in applied behavior analysis. Students will learn how behavior analysts establish functional relationships between environmental variables and behavior. Key content areas include (a) Measurement: Understanding and defining both independent and dependent variables; (b) Data Displays and Techniques for visually presenting data; (c) Interpretation: Analyzing and making sense of data; and (d) Experimental Design: Various research designs such as withdrawals, reversals, alternating treatments, multi-element, changing-criterion, and multiple-baseline designs. Additional topics cover considerations for using these designs, identifying behavior dimensions (e.g., rate, duration, latency, inter-response times), operational definitions, measurement procedures, interobserver agreement, reliability and validity, and Standard Celeration Charts. The course will also focus on making informed treatment decisions based on data presented in various formats.

This course is designed to introduce students to applied behavior analysis (ABA). It provides an overview of ABA's assumptions, characteristics, and goals. The course content focuses on introducing behavior analytic concepts and principles as they relate to everyday life. Students learn how to apply behavior-analytic procedures to change behavior and improve conditions for individuals and articulate the science of learning and behavior in both scientific and layman’s terms.

This course offers a comprehensive understanding of how to analyze and apply behavior-analytic principles in a legal and ethical manner. Emphasizing professionalism, the curriculum covers the history of ethics in human services, ethical considerations for special populations, and the philosophical and theoretical foundations of ethics and morality. Additionally, students will explore the professional code of ethics specific to behavior analysis, ensuring they are well-equipped to uphold high standards of professional conduct in their practice.

In the Applied Behavior Analysis course, students learn how basic concepts and principles are applied to behaviors of social significance. During this course, students will examine the experimental analysis of behavior literature to learn about the origin of these concepts and principles. Students learn how basic behavior analysts study the functional relations between environment and behavior across a variety of species. Content includes basic learning processes (Pavlovian and operant conditioning), experimental tools, and approaches in basic behavioral research. 

This course will provide an overview of functional behavior assessment and function-based interventions for application in a wide range of settings. The purposes of this course are to: (a) provide students with a background in the seminal research in the area of functional assessment, (b) teach students to distinguish between the various types of functional assessment (i.e., indirect, descriptive, and experimental approaches), (c) teach students to identify the strengths and weaknesses of different functional assessment approaches, (d) familiarize students with methodological and procedural variations of experimental functional analysis, (e) teach students to critically evaluate functional assessment/treatment literature, and (f) to prepare students to conduct functional behavior assessments in practice. 

Prerequisites: 6001, 6002

Professionals who provide services based on the principles of behavior to support the needs of individuals with autism spectrum disorder (ASD) are required to use evidence-based assessment and intervention practices. A substantial portion of this practice will likely promote the development of language. Doing so requires an understanding of current conceptual developments in the analysis of verbal behavior and how those developments have and might be translated into applied practice for individuals with ASD. This class provides modern and practical content for individuals who work directly with individuals with ASD. This class introduces core verbal behavior concepts, principles, and approaches, covers the full spectrum of language repertoires, and includes consideration of interdisciplinary collaboration. 

Prerequisites: 6001, 6002

B.F. Skinner stands out as a key figure in 20th-century psychology, known for his Radical Behaviorism philosophy. Skinner's (and others) approach fundamentally challenges traditional psychological theories by insisting on a naturalistic scientific framework and practical application. Consequently, mainstream psychologists have often rejected his (and other’s) views and are misunderstood by the public. This course aims to demystify Skinner's (and other’s) theories on behavioral science and its philosophical foundations, supporting the advancement of psychology as a natural science.

This course will provide an overview of contemporary research and practice in organizational behavior management, including exposure to behavioral systems analysis, performance management, and behavior-based safety. This class aims to increase understanding and application of behavioral science in business, emphasizing human service organizations. Specific topics and activities will include organizational and systems-level analysis, identifying and measuring pinpoints, assessing performance problems, linking assessment to intervention, identifying interventions, social validity, rule-governed behavior, and supervision and mentorship.

Prerequisites: 6001, 6002

This course is the first course in a three-course sequence in which a student will complete a thesis (or equivalent) project. This first course will focus on standards for scientific dissemination (e.g., writing, presenting) relevant to behavior analysis; additionally, students (in conjunction with their assigned thesis/capstone chair) will develop their project idea and begin writing their proposal.

Prerequisites: 6001, 6002, 6003, 6004, 6005

This course is the second course in a three-course sequence in which a student will complete a thesis (or equivalent) project. During this second course, students (in conjunction with their assigned thesis/capstone chair) will complete their proposal, identify a committee, submit IRB documents (if applicable), orally defend their proposal, and begin data collection (if applicable)

Prerequisites: 6009

This course is the third course in a three-course sequence in which a student will complete a thesis (or equivalent) project. During this third course, students (in conjunction with their assigned thesis/capstone chair) complete data collection (if applicable), write their final thesis/capstone document, and orally defend their project. 

Prerequisites: 6010

This course is the first of a two-course sequence in which students will participate in fieldwork in an applied behavior analytic setting. For this first course, a total of 180 hours of fieldwork that includes applied behavior analytic assessments and interventions is required.

Prerequisites: 6001, 6002, 6003, 6004, 6005, 6006

This course is the second of a two-course sequence in conducting fieldwork in applied behavior analytic settings. For this second course, a total of 180 hours of fieldwork that includes applied behavior analytic assessments and interventions is required. 

Prerequisites: 6012

There has been rapid advancement in the professionalization of the field of applied behavior analysis (ABA) over the last several decades. Much of this progress is likely attributable to the success in application to support the needs of individuals with autism spectrum disorder/autistic individuals. Yet, the power and potential of ABA is not in application to a specific area but to any area of social significance. This class will provide a modern, in-depth look at professional possibilities for practicing behavior analysts. This class will introduce a plethora of specialties and, for each specialty, review applicable conceptual and basic work, discuss how this work has been adopted for practical application, and end with guidance on skills and knowledge necessary for entering the relevant workforce. Specific industries covered may include pediatric feeding disorders, severe problem behavior, behavioral pediatrics/pediatric psychology, clinical behavior analysis, education, child maltreatment, juvenile correctional services, brain injury rehabilitation, behavioral gerontology, substance use, applied animal behavior, marketing/sales, physical fitness (sports psychology, health & fitness), public health, social work, social responsibility & sustainability, data science and other technology fields (UI/UX design, software development, robotics).

Prerequisites: 6001, 6002, 6003

This course is designed to provide an overview of autism spectrum disorder (ASD) and related disabilities and examines empirical literature regarding evidence- and non-evidence-based treatments. Students learn about the prevalence of ASD and related disabilities as well as diagnosis, assessment, and evidence-based treatments. This course also presents non-evidenced-based treatments as well as the implications associated with selecting treatments for individuals diagnosed with ASD or related disabilities.

Prerequisites: 6001, 6002, 6003