This course is intended to provide students with an introduction to the concepts of applied behavior analysis (ABA) and the science of human behavior with a focus on the application of behavior analysis for individuals diagnosed with autism spectrum disorder (ASD). Students will gain a strong foundation in the basic principles of ABA and how to apply these principles in school, home, and community settings, including identifying these principles in everyday situations. Students will learn how to identify setting and casual events that may lead to maladaptive behaviors as well as successful learning. Students will also learn evidenced based practices to decrease problem behaviors, identify and teach new behaviors, improve performance, and generalized improved performance to other settings. Topics include selecting, defining and measuring behavior, reinforcement contingencies, functional behavior assessment, social validity, treatment integrity, single subject experimental design, antecedent interventions, shaping, and promoting generalization. Multicultural competency in the application of behavior analysis will be discussed. Students will complete an applied project in which a problem behavior is identified and operationally defined, baseline data are collected, and an intervention designed and implemented. This course will be held as a distance education course involving asynchronous activities.

This course is intended to provide students with an advanced discussion and application of behavior analytic concepts and principles, particularly as applied for individuals diagnosed with autism spectrum disorder. Students will further explore topics such as respondent and operant conditioning, automatic and socially mediated contingencies, stimulus control, motivating operations, and derived stimulus relations, as well as how to apply this learning to affecting socially significant behaviors. This course will be held as a distance education course involving asynchronous activities. Fieldwork is required and will consist of at least six sessions (e.g., class periods, baseline data collection, intervention sessions, etc.) with a learner who displays behavior(s) targeted for change. Permission must be obtained from parents/ caregivers as well as the lead teacher, therapist, etc. Note the amount of time spent completing fieldwork may vary dependent on each student’s individual project. Prerequisites: APPL 6005.

This course will provide students with an understanding of the utilization of single-subject research design and the application of single-case research methodology in the behavioral sciences. Students develop valid and reliable systems for measuring behavior, display data using different graphing formats, and engage in databased visual analysis. Students will use single subject methodology to create a research proposal involving individuals with autism. This course will utilize an asynchronous model. Prerequisites: APPL 6005.

The purpose of this course is to teach students how to : (a) conduct a variety or behavior assessments, (b) utilize initial assessments and continuous data collection in intervention, (c) devise and implement behavior change procedures, systems, and interventions that increase socially meaningful adaptive skills via environmental modifications of stimuli and consequences, and (d) plan for generalization and maintenance. The course will focus on interventions for individuals with autism. Students will also learn ways to train others in the implementation of such procedures and systems. There will be an emphasis on the application of these skills in applied settings (e.g., home, school, adult group homes). This course will be held asynchronously, however fieldwork hours are required. Fieldwork will consist of at least six sessions (e.g., class periods, baseline data collection, intervention sessions, etc.) with a learner diagnosed with autism spectrum disorder. Permission must be obtained from parents/ caregivers as well as the lead teacher, therapist, etc. Note the amount of time spent completing fieldwork may vary dependent on each student’s individual project. Prerequisites: APPL 6005 & APPL 6015.

This course will focus on functional assessments to determine the function of challenging and maladaptive behaviors. Students will gain an understanding of the utilization of behavior analytic principles to create behavior change programs, targeting behaviors for increase and corresponding replacement behaviors for increase. Principles to be covered include behavior change procedures such as differential reinforcement, extinction, and antecedent interventions. Students will identify essential components of a behavior reduction program and will implement these in required fieldwork experiences. This class will be held asynchronously, however at least 30 fieldwork hours are required. Prerequisites: APPL 6010 and APPL 6015.

This course will outline ethical responsibilities in the field of applied behavior analysis and provide students with information to analyze ethical situations and engage in appropriate responses. Students will gain an understanding of historical events in the field of behavior analysis and in working with individuals with developmental disabilities. Students will be asked to analyze case scenarios for potential ethical violations, provide relevant standards to address the violations, and provide recommendations for responses. Students will discuss case scenarios to analyze degrees of harm and will analyze scenarios and their responses through a lens of cultural humility. Students will be encouraged to debate and discuss current ethical scenarios. Corequisites: APPL 6005.

This course prepares students to serve as effective supervisors, trainers, and performance managers within clinical, educational, and organizational settings using behavior analytic principles and practices. Students will explore how to employ ethical, culturally responsive, and data-informed behavior change across individual, group, and systems levels. Behavior change will be approached through use of goal setting and pinpointing, measurement and monitoring, functional assessment and analysis, evidence-based interventions, and data- informed decision-making. Emphasis is placed on relationship development, cultural responsiveness, staff satisfaction, prevention of burnout and turnover, and social validity. Prerequisites: APPL 6005 & APPL 6015 & APPL 6030.

This course will cover applicable NYS and federal laws governing behavior analytic practice. Students will understand which laws supersede others and in which environment (i.e., FERPA laws when practicing in schools). Students will also understand regulations involving ethical maintenance of client records, DOs and DON’Ts for medical billing, and available services in NYS throughout the lifespan. Students will also gain an understanding of maintaining records as per varying agency policies.

This course is an introduction and overview to autism in which students will understand common characteristics of autism. Students will gain an understanding of resources available across the lifespan. Evidence-based and affirming practices for supporting and serving Autistic individuals will be reviewed. Emphasis is placed on Autism as a cultural and disability identity. Special attention is paid to underrepresented Autistic groups including women, girls, BIPOCs, and LGBTQIA+ groups. Mental and physical health, including camouflaging and co-occurring conditions, and gender and sexuality will be addressed. Course emphasis is on promoting greater understanding of Autistic and Neurodivergent individuals and enhancing well-being, autonomy, and quality of life across the life span through affirming and inclusive approaches within professional practice and systems.

This course examines disability and inclusion through an examination of the lived experiences of individuals with diverse disabilities. Common characteristics, co-occurring conditions, and preferred supports will be examined. Analysis of the disability as socially constructed and historically medicalized will be aligned to the social model of disability and Universal Design. Discussion will occur regarding the disability rights and neurodiversity movements and their impact on disability-related legislation and greater inclusion across human service, education, and healthcare contexts, among others. Students will gain experience analyzing environments, materials, practices, and procedures to evaluate barriers to equity, access, and well-being. Using the Universal Design framework and affirming approaches, students will develop the skills needed to advocate for and employ accessible, affirming, and person-centered systems and approaches.

This optional practicum course requires ongoing experience hours towards the NYS license in Applied Behavior Analysis. Students must obtain experience hours for a minimum of 10 hours per week across two days with qualified supervisors and practicum sites. Supervisors are responsible for ensuring all clients with whom the candidate works have proper documentation. Students will focus on applying behavior analytic concepts and principles to pedagogy, as well as develop professional, ethical, and culturally responsive repertoires. Students must maintain records for NYS LBA supervision. If students wish to count these hours towards BACB supervision, they must maintain documentation as outlined in the BACB guidelines.

The purpose of the capstone project is to complete an experimental thesis investigating the impact of a behavior analytic intervention(s) to effect meaningful change. Students will develop socially significant research question(s) and design, conduct, and critically evaluate an applied research project that demonstrates ethical engagement in intervention processes, maintains participant dignity, and establishes the social validity of goals, procedures, and outcomes. Students will defend their project findings and methodology and complete a final thesis, which must be approved by the student's instructor for the Master of Science degree to be granted. In this course, students will review the literature and design their study in a manner that addresses a socially significant problem and prioritizes ethical and socially valid goals and procedures and protects participant dignity. Students will meet with their instructor during required synchronous classes and individual meetings to facilitate learning and progress. Prerequisites: APPL 6005 and APPL 6015.

The purpose of the capstone project is to complete an experimental thesis investigating the impact of a behavior analytic intervention(s) to effect meaningful change. Students will develop socially significant research question(s) and design, conduct, and critically evaluate an applied research project that demonstrates ethical engagement in intervention processes, maintains participant dignity, and establishes the social validity of goals, procedures, and outcomes. Students will defend their project findings and methodology and complete a final thesis, which must be approved by the student's instructor for the Master of Science degree to be granted. In this course, students will implement their study. Students will act as the primary investigator; recruit participants and obtain informed consent; implement their research methodology; collect and graph data on progress; monitor fidelity, observer agreement, and social validity; and make data-informed decisions. Prerequisites: APPL 6005, APPL 6015, APPL 7001.

The purpose of the capstone project is to complete an experimental thesis investigating the impact of a behavior analytic intervention(s) to effect meaningful change. Students will develop socially significant research question(s) and design, conduct, and critically evaluate an applied research project that demonstrates ethical engagement in intervention processes, maintains participant dignity, and establishes the social validity of goals, procedures, and outcomes. Students will defend their project findings and methodology and complete a final thesis, which must be approved by the student's instructor for the Master of Science degree to be granted. This course will focus on analysis and reporting, including writing of the results and discussion sections, finalizing the thesis, and conducting the thesis defense. The thesis defense and final thesis must be approved by the student’s instructor for the Master's of Science degree to be granted. Students will meet with their instructor during required synchronous classes and individual meetings to facilitate learning and progress. Prerequisites: APPL 6005, APPL 6015, APPL 7001, APPL 7002.

Note: This course requires ongoing fieldwork with individuals medically diagnosed with autism spectrum disorder in authorized settings. Students must obtain fieldwork for a minimum of 10 hours per week. Supervisors are responsible for ensuring all clients with whom the candidate works have proper documentation. The course itself will meet synchronously four times per semester with the instructor, however the candidate MUST meet with their assigned supervisor on a weekly basis as per NYS requirements. This course offers students the opportunity to receive supervision from NYS Licensed Behavior Analysts with clients diagnosed with ASD in the clinic, home, community, and/or school setting. This practicum course will focus on applying basic behavior analytic concepts and principles to pedagogy, as well as develop beginning soft skills such as collaborating on teams. The course instructor, supervisor, and student may meet with one another to come up with a list of applied projects should the referenced projects be inappropriate for the students’ clients. Students must maintain records for NYS LBA supervision. If students wish to also count these hours towards BACB supervision, they must maintain documentation as outline in the BACB guidelines. Prerequisites: APPL 7001 or concurrent.

Note: This course requires ongoing fieldwork with individuals medically diagnosed with autism spectrum disorder in authorized settings. Students must obtain fieldwork for a minimum of 10 hours per week. Supervisors are responsible for ensuring all clients with whom the candidate works have proper documentation. The course itself will meet synchronously four times per semester with the Instructor, however the candidate MUST meet with their assigned supervisor on a weekly basis as per NYS requirements. This course offers students the opportunity to receive supervision from NYS Licensed Behavior Analysts with clients diagnosed with ASD in the clinic, home, community, and/or school setting. Practicum II will focus furthering soft skills through peer coaching, application of pedagogy to practice for behavior reduction programs, advanced behavior analytic programming, advanced data decision analyses, and caregiver training. The course instructor, supervisor, and student may meet with one another to come up with a list of applied projects should the referenced projects be inappropriate for the students’ clients. Students must maintain records for NYS LBA supervision. If students wish to also count these hours towards BACB supervision, they must maintain documentation as outline in the BACB guidelines. Prerequisites: APPL 6005, APPL 6015.