Applied Behavior Analysis

Major: Applied Behavior Analysis
Degree Awarded: Master of Science (MS)
Calendar Type: Quarter
Total Credit Hours: 45.0
Co-op Option: None
Classification of Instructional Programs (CIP) code: 42.2814
Standard Occupational Classification (SOC) code:
19-3031

Behavior analysis is a widely accepted and validated scientific approach to the description and investigation of the environmental arrangements that occasion behavior. Extensive research with proven methods and impressive findings has helped develop the technology now called applied behavior analysis. Behavior analytic clinical and research advances have led to significant contributions in educational programming, and mental health and behavioral health assessment and treatment approaches.

The Master of Science in Applied Behavior Analysis will prepare clinical and educational leaders in the field of evidence-based approaches using behavior analytic principles and techniques. Graduates from this program will be highly successful candidates for institutions searching for knowledgeable and skilled behavior analysts serving in a variety of roles in behavior analytic settings. Interested students will also be prepared to transition to PhD programs in Applied Behavior Analysis and related fields.

The Behavior Analyst Certification Board, Inc.® has verified the Master's Core Applied Behavior Analysis course sequence as meeting the coursework requirements for eligibility to take the Board Certified Behavior Analyst Examination®. Applicants will have to meet additional experience and supervision requirements.

Additional Information

For more information about this program, contact:

Kyra Dukes, MS
Program Manager
Applied Behavior Analysis
kat353@drexel.edu

Admission Requirements

Applicants for the program will follow the university standards for admission to graduate study. Prospective students must have earned a bachelor’s degree from an accredited institution and have an undergraduate GPA of 3.0 or higher to be considered for admission (graduate degree GPAs will be considered along with the undergraduate GPA).

In addition, prospective students are required to submit the following:

  • Completed Application Form including official transcripts from all universities or colleges attended
  • Two letters of recommendation
  • Personal essay
  • Resume
  • Application fee

The admissions committee will evaluate the applicant’s potential and commitment to succeed in graduate study. The applicant’s potential to contribute to the overall quality of the program of study will also be considered.

Interviews, in person or by phone, may be conducted by the admissions committee with those applicants who meet Graduate Admission’s standard admissions criteria.

Decisions will be made using dates corresponding to the regular university schedule for rolling admissions in Graduate Admissions.

The online program admits students both in the Fall and Spring Terms, while the on-campus program admits students in the Fall.

Additional Information

For more information about this program, contact:

Kyra Dukes, MS
Program Manager
Applied Behavior Analysis
kat353@drexel.edu

Degree Requirements

Requirements
Core Applied Behavior Analysis Courses
EDEX 630Fundamental Elements of Behavior Change4.5
EDEX 631Measurement and Experimental Design4.5
EDEX 632Behavioral Assessment and Functional Analysis4.5
EDEX 633Behavioral Interventions4.5
EDEX 634Consultation, Systems Change and Supervision4.5
EDEX 635Ethical Considerations and Professional Conduct4.5
Select one option from the following:12.0
Option 1: Autism Spectrum Disorders Concentration
Characteristics & Methods: Autism
Characteristics & Methods: High Functioning Autism
Communication & Language Interventions: Autism Spectrum Disorders
Behavior & Sensory Support: Autism Spectrum Disorders
Option 2: Practicum Concentration *
Practicum in Applied Behavior Analysis
ABA elective (EDEX course, 3.0 credits, dealing with Autism selected in consultation with Program Manager or Advisor)
Capstone Courses6.0-7.5
Students have the option to select from one of the following capstone tracks.
Lesson Study
EDUL 780Lesson Study Capstone Course I3.0
EDUL 781Lesson Study Capstone Course II3.0-4.5
Thesis
EDUT 780Thesis Capstone Course I3.0
EDUT 781Thesis Capstone Course II
Practitioner
EDUP 780Practitioner Capstone Course I3.0
EDUP 781Practitioner Capstone Course II3.0-4.5
Total Credits60.0-64.5

The Behavior Analyst Certification Board, Inc.® has approved the Core Applied Behavior Analysis course sequence as meeting the coursework requirements for eligibility to take the Board Certified Behavior Analyst Examination®. Applicants will have to meet additional requirements to qualify.

Sample Plan of Study

MS Applied Behavior Analysis with Practicum Concentration Plan of Study

Term 1Credits
EDEX 630Fundamental Elements of Behavior Change4.5
EDEX 632Behavioral Assessment and Functional Analysis4.5
 Term Credits9.0
Term 2
EDEX 633Behavioral Interventions4.5
EDEX 700Practicum in Applied Behavior Analysis1.0
Elective3.0
 Term Credits8.5
Term 3
EDEX 634Consultation, Systems Change and Supervision4.5
EDEX 635Ethical Considerations and Professional Conduct4.5
EDEX 700Practicum in Applied Behavior Analysis1.0
 Term Credits10.0
Term 4
EDEX 700Practicum in Applied Behavior Analysis1.0
EDEX 631Measurement and Experimental Design4.5
 Term Credits5.5
Term 5
EDEX 700Practicum in Applied Behavior Analysis3.0
EDUP 780, EDUT 780,
or EDUL 780
Practitioner Capstone Course I
Thesis Capstone Course I
Lesson Study Capstone Course I
3.0
 Term Credits6.0
Term 6
EDEX 700Practicum in Applied Behavior Analysis3.0
EDUP 781, EDUT 781,
or EDUL 781
Practitioner Capstone Course II
Thesis Capstone Course II
Lesson Study Capstone Course II
3.0
 Term Credits6.0
Total Credit: 45.0

MS Applied Behavior Analysis with Autism Concentration Plan of Study 

Term 1Credits
EDEX 630Fundamental Elements of Behavior Change4.5
EDEX 632Behavioral Assessment and Functional Analysis4.5
 Term Credits9.0
Term 2
EDEX 556Characteristics & Methods: Autism3.0
EDEX 633Behavioral Interventions4.5
 Term Credits7.5
Term 3
EDEX 634Consultation, Systems Change and Supervision4.5
EDEX 635Ethical Considerations and Professional Conduct4.5
 Term Credits9.0
Term 4
EDEX 631Measurement and Experimental Design4.5
 Term Credits4.5
Term 5
EDEX 560Communication & Language Interventions: Autism Spectrum Disorders3.0
EDEX 562Behavior & Sensory Support: Autism Spectrum Disorders3.0
EDUP 780, EDUT 780,
or EDUL 780
Practitioner Capstone Course I
Thesis Capstone Course I
Lesson Study Capstone Course I
3.0
 Term Credits9.0
Term 6
EDEX 558Characteristics & Methods: High Functioning Autism3.0
EDUP 781, EDUT 781,
or EDUL 781
Practitioner Capstone Course II
Thesis Capstone Course II
Lesson Study Capstone Course II
3.0
 Term Credits6.0
Total Credit: 45.0

Education Faculty

Jennifer Adams, EdD (Harvard University). Associate Professor. Comparative and international education; Poverty and education; Child welfare; Educational policy.
Ayana Allen-Handy, PhD (Texas A&M University ). Assistant Professor. Urban education; Identity construction in school contexts; Urban school transformation.
Kristen Betts, EdD (George Washington University). Clinical Professor. Higher education administration and governance, online blended education, instructional design and educational technology, program assessment and evaluation.
José Luis Chávez, EdD (University of Southern California). Clinical Professor. Higher education leadership and administration.
Rebecca Clothey, PhD (University of Pittsburgh) Director, Global Studies major. Assistant Professor. Comparative and international education, education of ethnic and linguistic minorities, sociology of education.
James Connell, PhD (Louisiana State University) Clinical Director and Research Fellow, A.J. Drexel Autism Institute. Associate Professor. Identifying the variables that influence adult behavior change in community settings; autism intervention; widespread dissemination of evidence-based interventions in school and community settings.
Salvatore V. Falletta, EdD (North Carolina State University). Associate Clinical Professor. Human Resource intelligence (i.e., HR research and analytics practices); HRD assessment, measurement, and evaluation models and taxonomies; organizational diagnostic models; web-based employee and organizational survey methods, and computational modeling.
Aroutis N. Foster, PhD (Michigan State University). Associate Professor. Educational psychology and educational technology, especially the following: Motivation; Technological Pedagogical Content Knowledge (TPACK); Immersive Interactive Digital Environments (simulation, games, virtual realities.
Kathy Geller, PhD (Fielding Graduate University). Assistant Clinical Professor. Educational leadership and management.
Jacqueline Genovesi, PhD (Drexel University). Assistant Clinical Professor. Museum education, STEM learning, early childhood STEM experiences in informal environments, autism access and increasing women involvement in STEM.
Rajashi Ghosh, PhD (University of Louisville, Kentucky). Associate Professor. Mentoring and leader development, workplace Incivility, workplace learning and development.
Roger Geertz Gonzalez, PhD (Pennsylvania State University). Associate Clinical Professor. Civic engagement, college student identity development, indigenous higher education, comparative higher education access policies.
John M. Gould, PhD (University of Pittsburgh) Washington DC EdD Educational Leadership & Management Program. Associate Clinical Professor. Change leadership, curriculum re-design, the impact of technology on learning.
Allen C. Grant, PhD (Louisiana State University). Assistant Clinical Professor. K-3 virtual schooling, virtual school leadership, collaborative technologies, 21st century learning skills
Mary Jo Grdina, PhD (Case Western Reserve University). Associate Clinical Professor. Undergraduate studies, science education, curriculum design.
Dominic F. Gullo, PhD (Indiana University) Associate Dean of Research. Professor. Studying the relative and long-range effects of early schooling experiences in prekindergarten and kindergarten on children's achievement and social adaptation to school routine.
Penny Hammrich, PhD (University of Minnesota) Associate Dean of Academic Affairs and Graduate Studies. Professor. Urban education; science education; genetics; gender equity; science knowledge for conceptual teaching; sport science.
Paul Harrington, PhD (University of Massachusetts, Boston) Director, Center for Labor Markets and Policy. Professor. Teen and young adult job access; economic outlook, college labor market; workforce development, planning, and development; vocational rehabilitation and job market transition.
Michael J. Haslip, PhD (Old Dominion University). Assistant Professor. Early childhood education, social and emotional learning, child guidance strategies, effects of public pre-school attendance.
Marlene Hilkowitz, M.Ed (Temple University). Assistant Clinical Professor. Science education; Curriculum development; Student engagement
Erin Horvat, PhD (University of California, Los Angeles) Associate Dean for Academic Affairs. Professor. Urban education, access and equity, high school dropout, parent involvement/family involvement, community engagement in research.
Jennifer Katz-Buonincontro, PhD (University of Oregon). Associate Professor. Educational administration, leadership development, survey & instrument design.
Kristine Kelly, PhD (University of Wisconsin, Madison). Assistant Clinical Professor. Sociology of gender and development; anthropology of policy; comparative and international education; qualitative research methods; Vietnam and Southeast Asia.
Valerie Klein, PhD (Amherst College). Assistant Clinical Professor. Mathematics learning and teaching; teacher's use of formative assessment in mathematics; creating opportunities for rich problem solving in the classroom; examining teachers growth and change; qualitative research methods.
Vera Lee, EdD (University of Pennsylvania). Assistant Clinical Professor. Practitioner Research in online courses to explore inservice/preservice teachers’ emerging understandings about issues of diversity; the development of information/digital literacies of urban youth; English language learners.
Bruce Levine, JD (New York University). Assistant Clinical Professor. Educational policy, school law, public-private partnerships, intersection of business and education.
Kristine Lewis-Grant, PhD (Temple University). Associate Clinical Professor. Experiences of students of African descent at predominantly white colleges and universities, college access and college student development, youth civic engagement in urban school reform, qualitative research and evaluation.
William Lynch, PhD (University of Maryland). Professor. Curriculum and educational leadership, educational technology, distance learning policy development, higher and adult education.
Constance Lyttle, PhD, JD (University of Pittsburgh, Duquesne University). Associate Clinical Professor. Legal rights of gifted and talented children and children with disabilities; inclusive education of exceptional children; special education mediation; special education IEP/IFSP facilitation; resolution session facilitation
Kenneth Mawritz, PhD (University of Pittsburgh). Assistant Clinical Professor. Educational administration
Joyce Pittman, PhD (Iowa State University of Science and Technology). Associate Clinical Professor. Curriculum and instruction K-16; teaching English as a foreign language (TEFL); instructional design business education and administration; industrial and career technology; oral and written communication; research methodology; instructional and assistive technology assessment; online learning pedagogy
Kathleen Provinzano, PhD (Marywood University). Associate Clinical Professor. Educational administration.
Fredricka K. Reisman, PhD (Syracuse University) Director of the Torrance Center for Creativity and Innovation. Professor. Mathematics education, learning mathematics, mathematics pedagogy, teacher education, heuristic diagnostic learning and teaching, theory and research in creativity and applied creativity.
Lori Severino, EdD (Neumann University). Assistant Clinical Professor. Special education, differentiated instruction, reading, Wilson language, multi-sensory instruction, reading comprehension, assessment, adolescent literacy.
Jason Silverman, PhD (Vanderbilt University). Associate Professor. Teaching and learning of advanced mathematical ideas (algebra and calculus); improving teachers' ability to orchestrate and sustain inquiry-based and discussion-based instruction; technology in mathematics education.
Brian Smith, PhD (Northwestern University). Professor. Design of computer-based learning environments; Human-computer interaction; Design sciences.
Toni A. Sondergeld, PhD (University of Toledo). Associate Professor. Cognitive and affective assessment development; program/grant evaluation; high stakes testing measurement; STEM education; urban education
Mary Jean Tecce DeCarlo, EdD (University of Pennsylvania). Assistant Clinical Professor. Early literacy development, learning differences, knowledge construction, urban education.
Sarah P. Ulrich, EdD (Saint Joseph’s University) Associate Dean of Teacher Education and Undergraduate Affairs. Clinical Professor. Emphasis in cross-cultural, language and academic development.
Sheila Vaidya, PhD (Temple University). Professor. Educational psychology, school psychology, research design.
Christina Vorndran, PhD (Louisiana State University). Associate Clinical Professor. Behavior analysis, single subject research methods, functional analysis.
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