Master Degree (M.Ed.) Program. Foundations in Behavior Analysis. 18 MED-DL FNBA-DL and 18 MED FNBA CECH

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1 + Master Degree (M.Ed.) Program Foundations in Behavior Analysis 18 MED-DL FNBA-DL and 18 MED FNBA CECH 2014 Primary Faculty: James Hawkins

2 I. Program Overview The Master of Education (M.Ed.) in Foundations in Behavior Analysis provides students with foundational knowledge in applied behavior analysis, education, and psychology for practice in schools and other agencies serving children, including those with disabilities. The M.Ed. in Foundations in Behavior Analysis degree has broad applications in areas of increasing interest and market demand (e.g., serving children with autism and challenging behavior). Students enrolled in the M.Ed. Program learn to focus on changing behaviors in important contexts, such as the school and family, and to collaborate with key individuals for effecting meaningful changes within these contexts. The M.Ed. Program includes two tracks, with both providing students core knowledge in applied behavior analysis, academic and behavioral assessment and intervention, and child development. One track is for individuals seeking a terminal M.Ed. degree in behavior analysis and is offered 100% online. This track includes six courses that have been approved by the Behavior Analyst Certification Board as meeting the coursework requirements for eligibility to take the Board Certified Behavior Analyst Examination. Students in this track have professional goals linked to earning the BCBA credential and serving children with a variety of educational and behavioral needs in school and community settings. The second track is for students admitted to the Ed.S. or Ph.D. School Psychology Programs at the University of Cincinnati who have professional goals of becoming a certified school psychologist. For these students, the M.Ed. is earned during the first year of on-campus study and provides the behavioral foundations for continuing training and practice in school psychology.

3 II. Program Outcomes Original Program Learning Outcomes Students who obtain a Master of Education degree in Foundations in Behavior Analysis from the University of Cincinnati will: 1. Demonstrate mastery of knowledge in behavioral foundations as evidenced by performance on course-level assessments and a master's comprehensive exam. 2. Demonstrate mastery of knowledge within education and psychology that is the foundation for school psychology as evidenced by performance on course-level assessments & a master's comprehensive exam. Revised Program Learning Outcomes Students who obtain a Master of Education degree in Foundations in Behavior Analysis from the University of Cincinnati will: 1. Demonstrate mastery of knowledge of principles of behavior analysis. 2. Demonstrate mastery of knowledge of technically adequate assessment measures for behavior and academic skills. 3. Demonstrate mastery of knowledge of interventions to address academic skills deficits and challenging behavior based on the principles of applied behavior analysis. 4. Demonstrate mastery of knowledge of typical patterns of child development.

4 Req'd Courses Identified in P-1 1. Demonstrate mastery of knowledge of principles of behavior analysis as evidenced by performance on course-level assessments and a master's comprehensive exam 2. Demonstrate mastery of knowledge of technically adequate assessment measures for behavior and academic skills. 3. Demonstrate mastery of knowledge of interventions to address academic skills deficits and behavior based on the principles of applied behavior analysis. 4. Demonstrate mastery of knowledge of typical patterns of child development. III. Curriculum/Program Map Program Learning Outcomes Program Learning Outcomes KEY E Emerging D - Developed A - Achieved SPSY7043-Child Development SPSY8010-Applied Behavior Analysis I E, D E, D SPSY8011-Applied Behavior Analysis II D, A E, D SPSY8024-Academic Assessment & Intervention D, A D, A SPSY8025-Family Intervention & Early Intervention D, A D, A E, D, A

5 IV. Methods and Measures Student progress will be assessed through: Course Performance. Students will complete coursework on foundations of behavior analysis, academic and behavioral assessment and intervention, and child development. Courses include the most up-to-date research on reliable and valid assessment measures and effective strategies for promoting positive learning and behavior outcomes for children. Program expectations are for students to earn minimum grades of B in all coursework. Course grades will be used to evaluate all Program Learning Outcomes. M.Ed. Comprehensive Examination. To earn the M.Ed. degree, students must pass the Master s Comprehensive Examination as a program requirement. This written examination consists of multiple-choice and short-answer items reflecting mastery of knowledge of core theoretical foundations and principles in behavior analysis. Item analyses of the examination are conducted annually to assure that items are appropriate, and an item bank has been developed so that the examination is not identical each semester. A score of 80% is required to meet the criterion for passing the examination. According to College Policy, students may retake the examination to meet the passing standard. The M.Ed. Comprehensive Examination assesses Program Learning Outcomes #1-3. Alumni Survey. Every 3-5 years, alumni will be surveyed to obtain feedback on their perceived satisfaction with training and their assessment of their preparation for professional roles involving applied behavior analysis. Surveys will assess Learning Outcomes #1-4. Employer Survey. Every 3-5 years, the Program will reach out to employers of Program graduates to solicit feedback on their satisfaction with employees knowledge of applied behavior analysis and effectiveness at applying this knowledge in their professional roles. Employer data will assess all Program Learning Outcomes. BCBA Examination. Although not a Program requirement, it is expected that many Program graduates will pursue credentialing to become a Board Certified Behavior Analyst (BCBA). In order to earn this credential, students will have to pass the national BCBA examination. The Behavior Analyst Certification Board shares pass rates on this examination by university and the Program will be closely monitoring pass rates and making curricular changes based on the data. BCBA Examination pass rates will be used to assess Program Learning Outcomes #1-3.

6 Assessment Measures Aligned with Program Outcomes Program Outcome Assessment Tools Course/ Experience Time Line Responsible Person 1. Demonstrate mastery of knowledge of principles of behavior analysis as evidenced by performance on courselevel assessments and a master's comprehensive exam. 2. Demonstrate mastery of knowledge of technically adequate assessment measures for behavior and academic skills. 3. Demonstrate mastery of knowledge of interventions to address academic skills deficits and behavior based on the principles of applied behavior analysis. Course Performance (E, D) Comprehensive Exam (A) Alumni Survey (A) Employer Survey (A) BCBA Examination (A) Course Performance (E, D) Comprehensive Exam (A) Alumni Survey (A) Employer Survey (A) BCBA Examination (A) Course Performance (E, D) Comprehensive Exam (A) Alumni Survey (A) Employer Survey (A) BCBA Examination (A) SPSY8010 SPSY8011 SPSY8010 SPSY8024 SPSY8025 SPSY8011 SPSY8024 SPSY8025 Course Performance is evaluated each semester; Comprehensive Exam is completed in the final semester of study; Alumni and Employer Surveys will be completed every 3-5 years; BCBA Examination performance dependent on when graduates choose to sit for the exam Course Performance is evaluated each semester; Comprehensive Exam is completed in the final semester of study; Alumni and Employer Surveys will be completed every 3-5 years; BCBA Examination performance dependent on when graduates choose to sit for the exam Course Performance is evaluated each semester; Comprehensive Exam is completed in the final semester of study; Alumni and Employer Surveys will be completed every 3-5 years; BCBA Examination performance dependent on when graduates choose to sit for the exam Instructors are responsible for evaluating course performance; Program faculty evaluate performance on the Comprehensive Exam; Faculty responsible for distributing Alumni and Employer Surveys Instructors are responsible for evaluating course performance; Program faculty evaluate performance on the Comprehensive Exam; Faculty responsible for distributing Alumni and Employer Surveys Instructors are responsible for evaluating course performance; Program faculty evaluate performance on the Comprehensive Exam; Faculty responsible for distributing Alumni and Employer Surveys

7 4. Demonstrate mastery of knowledge of typical patterns of child development. Course Performance (E, D, A) Alumni Survey (A) Employer Survey (A) SPSY7043 Course Performance is evaluated throughout the semester; Alumni and Employer Surveys will be completed every 3-5 years Instructors are responsible for evaluating course performance; Faculty responsible for distributing Alumni and Employer Surveys

8 V. Assessment Infrastructure The Assessment Process for the Master of Education Program will occur under the oversight of the Program Coordinator and Program faculty, with input from adjunct instructors, Graduate Teaching Assistants, and Academic Advisors affiliated with the Program. The Program Coordinator will be responsible for keeping electronic files of all assessment data. Program faculty and Academic Advisors will meet bi-weekly to discuss student progress in the Program, reaching out to students in need of additional support. At the end of each semester, the Program Coordinator will compile student course grades to evaluate student progress toward achieving program learning outcomes. Students will complete the Comprehensive Examination during their last semester of study. Program faculty will share responsibility for scoring this exam and the Program Coordinator will report the results to students. Student course performance and Comprehensive Examination performance will be reviewed and discussed by faculty each semester to inform changes to course content and learning activities to promote Program learning outcomes. Alumni and employee surveys will be distributed every 3-5 years as another source of data on Program learning outcomes. In addition, the Program Coordinator will receive data from the BACB regarding student pass rates on the national credentialing exam and faculty will make curricular revisions as indicated by the data. Support for data collection, management, and reporting is provided through the College of Education, Criminal Justice, and Education (CECH) Office of Assessment and Continuous Improvement (OACI). Data is entered through web-based rubrics and assessments by the end of each semester. Over the summer OACI generates program specific reports and provides them electronically and in hardcopy to each program. Program faculty review and use these data in their program development and continuous improvement efforts, with documentation of specific actions and steps taken. OACI also has a web site that has all the assessment documents that are developed and maintained for use by program faculty that have national accreditations. For those programs that do not have this set up because they are beginning the assessment process, web sites will be set up during next year. Policies and procedures for data collection, analysis, and use are summarized in the improvement cycles below: Program Improvement Cycle: For Fall Semester Program Meetings (Summer Work) The following data is aggregated and summarized for decision-makers in program areas: Admissions data Performance on all assessments Handbook and materials developed for students reviewed Data posted to web site

9 By December 1 (Program faculty responsible) Data-based decisions made regarding the programs submitted to OACI Areas needing attention identified Curriculum proposals for curriculum adjustment/maintenance generated Candidates informed of program improvements in response to data By February 1 (Program Faculty responsible; Program Coordinator) Finalize major curriculum changes During Spring Semester, April 1 (Program Coordinator submits info to appropriate office) Record approved curriculum changes Update curriculum map Update curriculum guides, degree progress audits (DARS), program outlines Update evaluation forms for spring semester distribution Late Spring Semester (by April 15)-Program Coordinator works with Dean s office, Student Services Center (SSC) Dean s office submits official updates to CECH website [Units are responsible for updating their websites directly or through their Web liaison. Faculty are asked to work with Ric Stackpole re: edits to curriculum guides and program outlines.] Implement program improvements; continue to collect data on candidates and programs

10 VI. Findings N/A

11 VII. Use of Findings N/A

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