Applied Behavior Analysis and Special Education MS
Major: Applied Behavior Analysis and Special Education
Degree Awarded: Master of Science (MS)
Calendar Type: Quarter
Minimum Required Credits: 76.5
Co-op Option: None
Classification of Instructional Programs (CIP) code: 42.2814
Standard Occupational Classification (SOC) code: 19-3031
About the Program
This master’s program combines two valuable fields of study into a program focused on improving educational outcomes for individuals with disabilities. This innovative program will prepare candidates to work in PreK-12 institutions where educators and leaders knowledgeable about special education and skilled in behavior analysis are a growing area of need.
The Association for Behavior Analysis International has verified the core applied behavior analysis course sequence as meeting the 5th edition task list coursework requirements, content hours, and faculty standards. For eligibility to take the Board Certified Behavior Analyst Examination®, applicants will have to meet additional experience and supervision requirements set forth by the Behavior Analysis Certification Board.
Special Education courses in the program meet all required state and federal regulations including the Pennsylvania General Standards for Special Education as well as the competencies and standards outlined by the Council for Exceptional Children (CEC). Graduates seeking Pennsylvania special education teaching certification must either have an active Pennsylvania Instructional I or II teaching certificate or select the initial certification concentration to gain eligibility while in the program.
This program confers a Master of Science in Applied Behavior Analysis and Special Education, which provides candidates with increased flexibility and a much sought after skillset. Many courses include a fieldwork component that helps the student apply the skills and content learned in the classroom to real world educational environments.
Additional Information:
For more information about this program, please visit the School of Education's website.
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—professional or academic
- An essay describing why the applicant is interested in pursuing graduate study in this field
- Resume
An interview, in person or by phone, may be conducted by the admissions committee with those applicants who meet Graduate Admissions' standard admissions criteria.
Degree Requirements
| Required Courses | ||
| ABA 630 | Fundamental Elements of Behavior Change | 4.5 |
| ABA 632 | Behavioral Assessment and Functional Analysis | 4.5 |
| ABA 633 | Behavioral Interventions | 4.5 |
| ABA 634 | Consultation, Systems Change and Supervision | 4.5 |
| ABA 635 | Ethical Considerations and Professional Conduct | 4.5 |
| ABA 636 | Applications of Fundamental Elements of Behavior Analysis | 4.5 |
| ABA 731 | Research Methods and Practice | 4.5 |
| EDEX 536 | Special Education Law and Process | 3.0 |
| EDEX 543 | Emotional and Behavioral Support of Individuals with Disabilities | 3.0 |
| EDEX 549 | Teaching Individuals with High Incident Disabilities | 3.0 |
| EDEX 550 | Teaching Individuals with Low Incident Disabilities | 3.0 |
| EDEX 552 | Integrating Technology for Learning & Achievement | 3.0 |
| EDEX 555 | Teaching Students with Autism Spectrum Disorder | 3.0 |
| EDEX 578 | Special Education Practicum PK-12 | 3.0 |
| EDEX 588 | Implementing Academic Interventions in Inclusive Educational Environments | 3.0 |
| Concentration Options | 21.0-24.0 | |
| Initial Certification | ||
| Special Education Student Teaching Seminar | ||
| Fundamentals of Special Education | ||
| Inclusive Practices | ||
| Literacy and Content Skill Development PK-12 | ||
| Adolescent Learners | ||
| Typical and Atypical Development in Early Childhood Education | ||
| Foundations in Instructing English Language Learners | ||
| Autism Spectrum Disorder | ||
| Characteristics & Methods: Autism | ||
| Characteristics & Methods: High Functioning Autism | ||
| Communication & Language Interventions: Autism Spectrum Disorders | ||
| Behavior & Sensory Support: Autism Spectrum Disorders | ||
| Students must also complete the following: | ||
| Teaching STEAM in an Inclusive Environment PK-12 | ||
| Collaborative Special Education Law and Process | ||
| Family, School and Community Engagement in Special Education | ||
| Special Education Advocacy | ||
| Special Education Dispute Resolution and Skills Training | ||
| School Law & Policy in Special Education | ||
| Students must also complete the following: | ||
| Teaching STEAM in an Inclusive Environment PK-12 | ||
| Students selecting Autism Spectrum Disorders or Collaboartive Law and Process Concentration must also complete capstone sequence | ||
| Capstone in ABA I | ||
| Capstone in ABA II | ||
| Total Credits | 76.5-79.5 | |
Sample Plan of Study
MS in Special Education and Applied Behavior Analysis with Initial Certification Concentration
| First Year | |||||||
|---|---|---|---|---|---|---|---|
| Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
| EDEX 542 | 3.0 | EDEX 568 | 3.0 | ABA 630 | 4.5 | ABA 633 | 4.5 |
| EDEX 544 | 3.0 | EDUC 521 | 3.0 | ABA 632 | 4.5 | EDEX 555 | 3.0 |
| 6 | 6 | 9 | 7.5 | ||||
| Second Year | |||||||
| Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
| ABA 634 | 4.5 | EDEX 543 | 3.0 | EDEX 550 | 3.0 | ABA 636 | 4.5 |
| ABA 635 | 4.5 | EDUC 515 | 3.0 | EDEX 588 | 3.0 | ABA 731 | 4.5 |
| 9 | 6 | 6 | 9 | ||||
| Third Year | |||||||
| Fall | Credits | Winter | Credits | Spring | Credits | ||
| EDEX 536 | 3.0 | EDEX 514 | 6.0 | EDEX 552 | 3.0 | ||
| EDEX 549 | 3.0 | EDUC 565 | 3.0 | ||||
| EDEX 578 | 3.0 | ||||||
| 9 | 6 | 6 | |||||
| Total Credits 79.5 | |||||||
MS in Special Education and Applied Behavior Analysis with alternative concentration
| First Year | |||||||
|---|---|---|---|---|---|---|---|
| Fall | Credits | Winter | Credits | Spring | Credits | ||
| ABA 630 | 4.5 | ABA 633 | 4.5 | ABA 634 | 4.5 | ||
| ABA 632 | 4.5 | ABA 636 | 4.5 | ABA 635 | 4.5 | ||
| 9 | 9 | 9 | |||||
| Second Year | |||||||
| Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
| EDEX 536 | 3.0 | EDEX 543 | 3.0 | EDEX 550 | 3.0 | ABA 731 | 4.5 |
| EDEX 549 | 3.0 | EDEX 555 | 3.0 | EDEX 588 | 3.0 | Concentration Course | 3.0 |
| EDEX 575 | 3.0 | ||||||
| 9 | 6 | 6 | 7.5 | ||||
| Third Year | |||||||
| Fall | Credits | Winter | Credits | Spring | Credits | ||
| ABA 780 | 3.0 | ABA 781 | 3.0 | EDEX 552 | 3.0 | ||
| EDEX 578 | 3.0 | Concentration Course | 3.0 | Concentration Course | 3.0 | ||
| Concentration Course | 3.0 | ||||||
| 9 | 6 | 6 | |||||
| Total Credits 76.5 | |||||||
Program Level Outcomes
- Use multiple reliable and valid methods to assess student strengths and needs and make instructional recommendations based on assessment data.
- Demonstrate collaborative partnerships with stakeholders (including educational team members, family members and students) in the development, implementation and assessment of individualized educational plans and goals.
- Create and support inclusive learning environments where all learners are welcomed, challenged and held to high expectations.
- Demonstrate scholarship and leadership with the legal requirements with the legal requirements as well as ethical and professional standards that undergird the practice of special education.
- Exhibit competence in selecting and executing evidence-based behavioral, instructional, and technology strategies to address the diverse needs of students with disabilities.
- Design appropriate measurement systems, schedules of observation, and data displays.
- Conduct thorough behavioral assessments that consider all potential environmental variables and rule out other medical or biological variables.
- Analyze and interpret assessments and other outcome data and provide data-based recommendations.
- Construct behavioral interventions based on assessment results and the best available scientific evidence that also addresses the diverse and unique preferences and needs of the learners and their support systems.
- Practice within one's limits of professional competence in applied behavior analysis, and seek consultation, supervision, and training, or make referrals as necessary.
- Demonstrate awareness and a willingness to adhere to the BACB Ethics Code for Behavior Analysts.
- Identify and reflect on gaps in the behavioral literature and be able to conceptualize, develop, and conduct a capstone project that is experimentally sound, socially, and addresses all of the dimensions of ABA.