MASTER OF ARTS, CLINICAL PSYCHOLOGY, APPLIED BEHAVIOR ANALYSIS (ABA) SPECIALIZATION 2

Size: px
Start display at page:

Download "MASTER OF ARTS, CLINICAL PSYCHOLOGY, APPLIED BEHAVIOR ANALYSIS (ABA) SPECIALIZATION 2"

Transcription

1 MASTER OF ARTS, CLINICAL PSYCHOLOGY, APPLIED BEHAVIOR ANALYSIS (ABA) SPECIALIZATION 2 ADMISSION REQUIREMENTS 2 PROGRAM SPECIFIC REQUIREMENTS 2 TOEFL, INTERNATIONAL CREDENTIALS, AND INTERNATIONAL STUDENTS 2 APPLICANT NOTIFICATION 3 POLICIES 4 TRANSFER OF CREDIT 4 WAIVER OF COURSES 4 RESIDENCY REQUIREMENT 4 SATISFACTORY PROGRESS 4 GRADUATION REQUIREMENTS 5 THE PROGRAM 6 PHILOSOPHY 6 OBJECTIVES 6 ETHICS AND PROFESSIONAL BEHAVIOR 6 CERTIFICATION/LICENSURE 6 LICENSED PROFESSIONAL COUNSELOR (LPC) LICENSURE TRACK (OPTIONAL) 7 APPLIED BEHAVIOR ANALYSIS SPECIALIZATION PROGRAM COMPETENCIES 7 PROFESSIONAL DEVELOPMENT GROUP 7 THESIS/FINAL PORTFOLIOS 7 BCBA EXAM 8 PRACTICUM 8 ABA SEMESTER AWAY 8 FULL-TIME VS. PART-TIME STATUS 9 CONFERENCE ATTENDANCE 9 CLASS SCHEDULING 9 TECHNICAL REQUIREMENTS (RESPECIALIZATION STUDENTS) 9 THE APPLIED BEHAVIOR ANALYSIS SPECIALIZATION CURRICULUM 10 CLINICAL PSYCHOLOGY, ABA SPECIALIZATION PROGRAM REQUIREMENTS 10 CLINICAL PSYCHOLOGY, ABA SPECIALIZATION COURSES 10 CLINICAL PSYCHOLOGY, ABA SPECIALIZATION FULL-TIME SCHEDULE 11 CLINICAL PSYCHOLOGY, ABA SPECIALIZATION COURSE DESCRIPTIONS 11 THE BCBA RESPECIALIZATION CURRICULUM 15 BCBA RESPECIALIZATION PROGRAM REQUIREMENTS 15 BCBA RESPECIALIZATION COURSES 15 BCBA RESPECIALIZATION COURSE DESCRIPTIONS 15 THE BCABA RESPECIALIZATION CURRICULUM 17 BCABA RESPECIALIZATION PROGRAM REQUIREMENTS 17 BCABA RESPECIALIZATION COURSES 17 BCABA RESPECIALIZATION COURSE DESCRIPTIONS 17

2 Master of Arts, Clinical Psychology, Applied Behavior Analysis (ABA) Specialization Behavior analysis is the ethical design, implementation and evaluation of environmental changes to produce socially significant improvements in behavior. In addition to providing a solid foundation in Clinical Psychology at the master s level, the Applied Behavior Analysis specialization incorporates the content areas and practicum requirements to make graduates eligible for national board certification by the Behavior Analysis Certification Board. The aim is to prepare students for a rewarding career in the rapidly growing field of applied behavior analysis. Graduates work in residential, school, and community-based settings with a wide variety of clients including children, adults, and seniors. Diagnoses of clients include disabilities such as autism, behavioral difficulties, developmental disabilities, mental illness, and a variety of geriatric conditions. In addition to the Master of Arts degree, The Chicago School also offers two online re-specialization programs that develop mastery of applied behavior analysis principles. These programs meet the academic course work requirements to qualify to sit for the examination to become a Board Certified Associate Behavior Analyst (BCABA) or Board Certified Behavior Analyst (BCBA). The BCABA credential is granted by the Behavior Analyst Certification Board (BACB) to candidates who have previously earned a degree from a regionally accredited institution, completed the required Applied Behavior Analysis course work, appropriately completed and documented supervised field experience, and achieved passing scores on the examination administered by the board. Admission Requirements Application to The Chicago School s Master of Arts in Clinical Psychology, ABA specialization program, or the BCBA or BCABA respecialization programs is open to any person who has earned a bachelor s degree (a master s for BCBA) from an accredited institution and who meets other entrance requirements. Applicants will be judged on their overall ability to do graduate work. Factors that are considered in admission are: GPA from undergraduate and any graduate schools, successful work history after completion of the baccalaureate degree, the admission essay, and letters of recommendation from academic professors or professional or volunteer experience supervisors. Generally, an undergraduate GPA of a 3.0 or higher on a 4.0 scale is required for admission. There are separate applications for the campus-based track and the certificate programs. Standardized Testing: The Graduate Record Examination (GRE) is not required; however students who have taken the exam may submit their scores to enhance their application. Scores should be sent directly to the school (GRE School Code: 1119) for consideration. Please see the application for detailed instructions and information regarding application requirements, application deadlines, and letters of recommendation. Application Fees: Degree applications must be submitted with a $50.00(USD) application fee to be considered. Respecialization applications must be submitted with a $25.00(USD) application fee to be considered. Program Specific Requirements Master of Arts in Clinical Psychology, ABA Specialization The Applied Behavior Analysis specialization has two specific required undergraduate courses a course in psychology and a course in either statistics or research methods - that must be completed prior to enrollment with a grade earned of C or better. BCBA/BCABA Respecializations Students applying into the online BCBA Respecialization certificate program must posses a Master s degree. Applicants to this program should ensure their resume illustrates relevant work experience. A letter of reference, preferably from a supervisor or manager, is required. A practicum site approval form is also required from students seeking to complete their board required supervision through this program. Students applying into the online BCABA Re-specialization certificate program must posses a Bachelor s degree. Applicants to this program should ensure their resume illustrates relevant work experience. A letter of reference, preferably from a supervisor or manager is required. A practicum site approval form is also required from students seeking to complete their board required supervision through this program. In additional to the admission criteria, students entering either certificate program must have access to a computer that is less than three years old, a broadband internet connection, and the Microsoft Office Suite including Word, Excel, and Outlook and, at minimum, the following computing skills: A comfort with basic Internet technology The ability to open and attach files from and to s The ability to send and receive The ability to save documents TOEFL, International Credentials, and International Students TOEFL: If English is not your primary language, you must submit official TOEFL scores with your application (TOEFL School Code: 7161). International students who received a bachelor s degree from an accredited United States institution are exempt from this requirement. International credentials: Applicants with international credentials must obtain and submit an official course-by-course evaluation through an evaluation agency such as World Education Services (www.wes.org) or Educational Credential Evaluators Inc (www.ece.org). In addition to the agency evaluation, all official graduate and undergraduate transcripts must be submitted

3 International students: International students must have a completed application by the general consideration deadline. This will allow sufficient time to obtain the additional documentation required to study in the United States. In addition, once accepted, international students must supply documentation of financial support showing the ability to finance their education at The Chicago School. An I-20 visa will not be issued without this documentation. Applicant Notification The Chicago School reviews applications on a rolling basis. Once review begins, complete applications will be considered by the Admission Committee and applicants will be notified regarding the admission decision. The Chicago School does not share information or provide any feedback regarding admission decisions. If a student is offered admission, in order to secure a place in the incoming class, a non-refundable tuition deposit of $500 will be required by the deposit deadline indicated in the offer of admission. The non-refundable deposit will be applied in full toward the student s tuition upon enrollment. * Students accepted into the BCBA or BCABA Respecialization program are required to submit the intent to enroll form, but not a tuition deposit

4 Policies Transfer of Credit Prior graduate course work, if within the area of study may be eligible for transfer or waiver of credit. All accepted students may petition by submitting a Petition of Transfer/Waiver of Credit ** and all required documentation. The decision to accept transfer credit is solely that of the school and reserves the right to require satisfactory performance on an examination before awarding a transfer of credit. Satisfactory completion of a competency examination is required before transfer of credit is awarded when the course in question has been taken more than five years prior to admission. No credit will be transferred for course work that is more than 10 years old. Transfer of credits is subject to the following conditions. Transferred course credit is restricted to graduate level courses from a regionally accredited graduate degree granting institution. Transfer of credit is awarded only for required courses. Transfer of credit is not granted for clinical practica or for internships. Transfer of credit is granted only for courses in which the grade obtained was a B or higher. (Pass/Fail grades are not eligible.) Each hour of credit accepted for transfer will be assessed a fee of $75 per credit hour. A maximum of 12 semester hours of credit may be transferred. Transfer credits can be applied to the BCBA and BCABA Re-specialization to satisfy prerequisite course work, however, The Chicago School can only guarantee courses completed within the framework of our program will be honored by the Behavior Analyst Certification Board. Therefore, students planning to sit for the Board exam are encouraged to contact them in advance for a final determination regarding the course(s) in question. Students may contact the Board by visiting (www.bacb.com). **The Petition for Transfer/Waiver of Credit is available on the school website under Student Services, Student & Academic Services Forms. Please submit all required documentation with each petition. Any credit approved for transfer will not be added to the student s academic record until after the second week of their first semester. Waiver of Courses Any domestic or international student with previous graduate course work may request a waiver of additional course work. Waiver of courses does not reduce the total number of hours of course work to be completed at The Chicago School; it permits students to substitute course work as approved by the department chair. An international student who has completed an undergraduate course(s) that, in the judgment of the department chair, is equivalent to a required course at The Chicago School, may apply for the course to be waived. Waiver will not apply to undergraduate courses offered by U.S. educational institutions. Students may seek a waiver for a total of 12 credit hours. The combination of a waiver and transfer of credit hours may not exceed a total of 12 credits. Waivers granted for course work in the BCBA or BCABA Respecialization programs are not guaranteed to be honored by the Behavior Analyst Certification Board. Therefore, students planning to sit for the board exam are encouraged to contact them in advance for a final determination regarding the course(s) in question. Students may contact the board by visiting (www.bacb.com). Residency Requirement It is expected that students will fulfill all degree requirements through courses offered at The Chicago School. Under unusual circumstances, and subject to the approval of the department chair, a student may be permitted to complete certain course requirements at another institution. Satisfactory Progress Matriculated students must be continuously enrolled in their degree or certificate program until graduation unless granted an approved leave of absence. Satisfactory progress semester hours do not include waiver or transfer credit hours. No student will be permitted to take less than three semester hours of course work in the fall or spring semesters unless that student has fewer than three semester hours of course work remaining or is on an approved leave of absence. In order to receive financial aid, however, students must be at least half-time for the semester. Credit Hours per Year and Program Length: The maximum duration of Master of Arts in Clinical Psychology, Applied Behavior Analysis specialization program is five years. Students must complete, at minimum, nine semester hour credits each calendar year. Students must be enrolled for a minimum of nine semester hours during fall and spring semester and five credits during summer term to be classified as full-time in terms of financial aid. The BCBA Respecialization program can be completed in as little as 10 months. Completion may run longer for students also doing supervision through the program. The length of time will depend on the practicum option selected (either six or 13 weeks). Both practicum options will result in 12 additional credit hours. Students must be granted approval for their practicum site location and work with their assigned academic advisor to determine the best practicum option. The BCABA Respecialization program can be completed in as little as six months. Completion may run longer for students also doing supervision through the program. The length of time will depend on the practicum option selected. Both practicum options will result in eight additional credit hours. Students must be granted approval for their field experience site location and work with their assigned academic advisor to determine the best practicum option

5 Graduation Requirements By the end of the third week of the semester in which a student expects to meet the program requirements for the Master of Arts degree, he or she is required to submit the Petition for Program Completion* to the Office Academic Records. Students must be in good standing in their program for the Master s degree to be awarded. Participants in the BCBA program will receive a post-graduate certificate indicating completion of 15 graduate level credit hours and an additional 12 hours if the student participates in the program s of supervised field work experience. Participants in the BCABA program receive a certificate indicating completion of nine (9) graduate level credit hours and an additional eight (8) hours if the student participates in the programs supervised field work experience. *Detailed information and the Petition for Program Completion can be found on The Chicago School website under: Student Services, Student and Academic Services, Graduation - 5 -

6 The Program Philosophy ABA procedures and theories have made remarkable progress possible for many people. For just a few examples, this progress takes the form of children learning to read, of children with severe disabilities learning very basic life skills, of increased communications between people, decreased symptoms of adults with brain injuries, and many other examples of reduced human misery and increased skills. The theories and procedures now cover many diagnoses, many behaviors and many procedures. Because all ABA work is to be validated with data about its effectiveness, each clinician generates a data set, and tests what s/her does. As clinicians review their outcomes, they modify and test procedures to get better results. Hence newly tested procedures are added each year, and older procedures are modified and sometimes discarded. The reason for the existence of the ABA department is to make even greater progress for many more people, by training students to understand and implement these theories and procedures. This goal requires that the faculty measure students performances and insure that students implement procedures correctly and ethically, and to forward competent students to the next steps in the professional progression. The ABA program and curriculum are designed to help the student master the large ABA verbal and physical repertoires needed to be an effective professional. While there is overlap, classes and textbooks primarily shape the student s verbal repertoires, and practica and experiences shape the physical repertoires. ABA procedures must be implemented as documented by data, so students must learn them exactly. For this reason, the BH model is that of the student as apprentice learning to be a professional, not of the student as consumer choosing what to learn. When the student learns to correctly implement procedures and measure behavior, the resulting data should drive procedures and theory; until that time, students must rely upon the literature and professors. As an apprentice, the student is required to attend professional meetings in addition to classes and practica. In the Fall semester, the student must attend the International Precision Teaching Conference, and in Spring, the Behavior Analysis Society of Illinois. In May of each year in residence, the student must attend the Association for Behavior Analysis: International. In addition to these, regional conferences (e.g., Midwest ABA), other state conferences (e.g., Missouri ABA) and the local Chicago Association for Behavior Analysis offer opportunities to learn and practice professional behavior. Note that professional conferences are held in various parts of North America, and so students should budget for attendance, workshops, hotel, meals and travel. Because ABA implementations are data driven, the student should focus especially on quick, precise and efficient data collection procedures that inform professionals about outcomes of his/her behavior. Then, as new curricula, procedures, clients, and situations are encountered, the ABA professional can use the data of each client to judge effectiveness and guide his or her actions according to the best outcomes for the client. In future years, as students transition into professionals, they can collect and share data that help others and advance the field. For now, the faculty will model and direct the use of data and ABA procedures, while students should view themselves as apprentices whose focus is to learn everything possible from their time at The Chicago School. Also, students should consider themselves works-in-progress, (as do other elements of program, such as faculty, curriculum, and administration) and expect change over time and in response to data and contingencies. A large element in professional success is the willingness to seek out and learn from feedback; this is especially true in the areas of personal and professional emotional development. Objectives By completing program, students will: 1. Develop essential diagnostic, therapeutic, and consultative skills in order to work with a variety of clinical populations, and with a variety of emotional and psychological conditions 2. Learn the theoretical frameworks and scientific bases of clinical psychology, and specifically ABA, at the Master s level 3. Learn research methodologies and be able to critically evaluate research as it relates to clinical psychology and ABA 4. Learn the ethical and professional guidelines of clinical psychology and ABA 5. Understand and appreciate the impact of diversity and cultural issues in clinical psychology and specifically in ABA Ethics and Professional Behavior Students are expected to learn and to follow the ethical guidelines of the American Psychological Association, the Association for Behavior Analysis: International, and the Behavior Analysis Certification Board during and after their work at The Chicago School. A class in ethics is required, and student adherence to ethical codes is evaluated both formally and informally. Certification/Licensure The Applied Behavior Analysis specialization/re-specialization course work is certified by the Behavior Analyst Certification Board and meets the requirements necessary to take the Board Certified Behavior Analyst (BCBA) exam. ABA curricula are periodically reevaluated by the BACB and recertified

7 Licensed Professional Counselor (LPC) Licensure Track (Optional) Degree seeking ABA students may petition to take the additional course work and practicum necessary to pursue the Licensed Professional Counselor (LPC) licensure credential in Illinois. The LPC licensure track requires approximately an additional 24 semester hours, six credits of supervised practicum and internship (600 hours), and the Clinical Competency Exam (CCE) beyond the ABA specialization requirements. Students planning to earn this credential should discuss the courses required with their advisor and the department chair during the fall semester of their first year. Generally, one additional summer and another year will be sufficient to meet the requirements if the student s choice of this track is made in the fall semester of the first year. Applied Behavior Analysis Specialization Program Competencies In accord with The Chicago School s plan for assessing student learning, the program has articulated key competencies in several areas. Note that this effort is a work in progress, and students should expect to contribute to discussion of these and other relevant professional issues as part of their experience. Finally, a unique strength of ABA at The Chicago School is the inclusion of training in basic clinical skills with the more specialized ABA techniques. Our ABA competencies include: Scholarship This is the ability to find, evaluate, and apply knowledge from clinical and research literature to benefit clients and illuminate issues and communicate this organized knowledge to others. Diversity This is the ability to appreciate, understand, and work with individuals and groups across racial, ethnic, gender, age, disability, social class, sexual orientation, and religious boundaries. In addition to their diverse backgrounds and identities, many ABA clients have disabilities that further increase the need for responsive, empowering environments. Sensitivity to these issues and effort to surmount potential barriers is critical to the ABA professional. Professional Behavior & Ethics By completion of the program, students will be able to function in a professional and ethical manner in the classroom, off-site training, and work settings. As some ABA clients cannot advocate for themselves, the ABA professional identifies stakeholders, understands how decisions and interventions will affect them, and devises appropriate solutions that protect the client s rights and interests. From the beginning of their association with The Chicago School, students are expected to conduct themselves in an ethical and professional manner, utilize the APA and BACB ethics codes, and consult with faculty and other professionals as needed to adhere to these codes. Professional Practice By completion of the ABA program, students will be able to conduct assessments and develop, measure, and implement appropriate interventions in areas of ABA practice. Practice involves additional competencies, including: Relationship Competency- This is the ability to develop, maintain, and conclude productive ethical alliances with clients and professionals (e.g., subordinates, peers, supervisors, co-workers, support staff, community-based representatives). Assessment Competency- This is the ability to collect and integrate information from multiple sources to accurately describe, conceptualize, categorize, make predictions about, and offer recommendations to individuals, groups, and organizations. Measurement Competency- This is the ability to design, collect, use, judge, and communicate data about the ongoing stream of behavior exhibited by individuals. Measurement specifically includes the capability to apply continuous frequency methods (such as those used in Precision Teaching), time sampling, and other direct measures of behavior that allow the prediction of behavior of individuals. The student must be able to judge the quality (reliability, accuracy, and utility) of data sets in order to appropriately guide interventions to help clients attain pro-social outcomes. Intervention Competency- This is the ability to affect positive change, sustain optimal functioning, or prevent decline in individuals and groups. It also includes the ability to guide the application of treatments using data, and to learn the parameters that facilitate and those that threaten the effectiveness of ABA methods and accuracy of measurement and prediction. Professional Development Group All Master of Arts in Clinical Psychology, ABA Specialization students are required to enroll in a Professional Development Group during their first two semesters at the school. A student's Professional Development Group faculty member automatically becomes her or his advisor. The Professional Development Group class is graded on a pass/fail basis. Thesis/Final Portfolios Degree seeking students write a Master s thesis in the second year, concurrent with the practicum and enrollment in Advanced Research Project I and II. The thesis utilizes measurement, data collection, and research design methods presented in BH 400, 405, and 455 to address a problem of the student s choosing. The thesis is generally structured as a submission to a professional journal if approved by the thesis chair. The APA format should be used throughout the thesis. The literature review should provide a complete but concise statement of all issues relevant to the topic. Students may present thesis data at conferences (e.g., the ABA conference) when appropriate. Note that the ABA Conference and IPTC Conference experiences in the first year provides an opportunity to discover, define, and discuss thesis ideas with a wide range of professionals

8 Students enrolled in the BCBA or BCABA Respecialization program will build an e-portfolio to reflect mastery of course learning outcomes and the BACB Third Edition Task List. Activities must adhere to the dimensions of applied behavior analysis identified by Baer, Wolf, and Risley (1968) in the article Some Current Dimensions of Applied Behavior Analysis published in the Journal of Applied Behavior Analysis. BCBA Exam The ABA program prepares and qualifies students to take the BCBA Exam. The exam results are treated as a professional qualification for individual students, as well as data about the adequacy of the program in preparing students. Students should visit (www.bacb.com) for details. Practicum Master s in Clinical Psychology, ABA Specialization Students enrolled in the degree program will complete 1,000 hours of supervised field placements. In the spring term of the first year as part of the Professional Development class (BH416) students are supervised during 20 hours per week at a field site. The practicum classes begin in the student s first summer semester and continue through the following spring term. The practicum involves 10 to 20 hours per week, at least three weeks per month, distributed as six credit hours over three semesters (usually taken over one year). When structured as planned, it meets the BACB requirement for practicum experience in ABA. The practicum is coordinated through BH staff. Generally, thesis data are collected during part of the practicum. BCBA Respecialization The BCBA Respecialization program requires 15 credits of internet-based core course work and 12 credits of supervised practicum work. Students who do not wish to become a Board Certified Behavior Analyst (BCBA) are not required to complete a supervised practicum. Completing supervised practical work experience required by the Behavior Analyst Certification Board while enrolled in an approved program can lead to a significant reduction of required field experience hours (1,000 versus 1,500). Students who plan to pursue the BCBA credential must enroll in two distance courses (group and individual supervision) each term. Students must submit an application for site approval to the department chair who will review it with the BCBA supervisor and advisor. An applicant may not start accumulating experience until he or she has begun the course work required to meet the BACB course work requirements. Sites must meet BACB criteria for approved activities and hours. All students must be able to complete a weekly minimum of 10 hours per week (not to exceed 25 hours per week) of documented work with clients to meet the necessary requirements of the Behavior Analyst Certification Board. BCABA Respecialization The BCABA Respecialization program requires nine credits of internet-based core course work and eight credits of supervised practicum work. Students who do not wish to become a Board Certified Associate Behavior Analyst are not required to complete a supervised practicum. Completing supervised practical work experience required by the Behavior Analyst Certification Board while enrolled in an approved program can lead to a significant reduction of required field experience hours (670 versus 1,000). Students who plan to pursue the BCABA credential must enroll in two distance courses (group and individual supervision) each term. Students must submit an application for site approval to the department chair who will review it with the BCBA supervisor and advisor. An applicant may not start accumulating experience until he or she has begun the course work required to meet the BACB course work requirements. Sites must meet BACB criteria for approved activities and hours. Respecialization Practicum Criteria BCBA and BCABA Re-specialization students must be able to complete a weekly minimum of 10 hours per week (not to exceed 25 hours per week) of documented work with clients to meet the necessary requirements of the Behavior Analyst Certification Board. Applicants are encouraged to have experience in multiple sites and with multiple supervisors. Appropriate experience activities include: o Conducting assessments related to the need for behavioral interventions o Designing, implementing, and monitoring behavior analysis programs for clients o o Overseeing the implementation of behavior analysis programs by others Other activities normally performed by a behavior analyst that are directly related to behavior analysis such as attending planning meetings regarding the behavior analysis program, researching literature related to the program, and talking to individuals about the program. Any additional activities related to the oversight of behavioral programming, such as behavior analyst supervision issues or evaluation of behavior analysts' performance, are appropriate. Clients may be any persons for whom behavior analysis services are appropriate. The applicant may not be related to the client or the client s primary caretaker. Applicants must work with multiple clients during the experience period. Approved site hours are applied toward certification eligibility in accordance with BACB University Approved Site requirements. ABA Semester Away The Chicago School also offers an ABA Semester Away program in which a degree seeking student can spend the semester in a nationally- recognized BCBA supervised field placement. This placement generally may be done in the third semester or the fourth semester. If desired, BH 481, 592, 406, and 506 may be taken as distance classes. Note that the ABA Semester Away program provides for uniquely valuable skills development, but may require an additional semester in residence to complete required courses that are not available in a distance format

9 Full-Time vs. Part-Time Status Master s in Clinical Psychology, ABA Specialization Since the function of the program is to increase the student s knowledge and abilities, and these goals require intensive efforts and substantial time, the student must consider carefully the balance between school, work, family, and other responsibilities. In general, faculty plans for students to spend three hours studying for each hour in class. Full-time status requires a minimum of nine credit hours of registration per semester, or five to six semesters, to complete the 50 hours required. However, the program can be completed in as little as two years if the student strictly limits her or his other commitments and takes nine to 13 hours per semester. Students who work full-time should take a lighter load (six to nine hours per semester) in order to be able to devote to the program the energy and time that will yield the maximum benefit to them. Registration for courses during the summer semester is required. BCBA/BCABA Respecializations Students entering the BCBA/BCABA Respecializations are considered part-time. In general, faculty plan for students to dedicate at least 10 hours per week to their studies. Both respecialization programs fall under the Executive and Professional Education division of The Chicago School which emphasizes blending real-world experience with career enhancement course work. Students are therefore expected to be working in a relevant field and should consider carefully the balance between school, work, family, and other responsibilities and the rigors of specialized, online study. Conference Attendance Integral to the program is attendance at various professional conferences, such as the Association for Behavior Analysis Conference and the International Precision Teaching Conference. Students must make arrangements for these conferences individually and are urged to do so as soon as notified about conference registration by faculty. Student scholarships may be made available by the sponsoring organizations. Conference attendance is critical to keeping abreast of current interventions and techniques, to contribute to the professional literature, and to provide effective, ethical professional services to clients. Thus, students on part-time plans are required to attend specified conferences even after completing the associated ABA classes. Students should budget for travel, hotel, and conference registration expenses to attend two major conferences and two local conferences each year. Class Scheduling Since the Master of Arts in Clinical Psychology, ABA specialization is able to draw upon the skills of professionals from across North America, some classes will be scheduled to meet in non-traditional formats to minimize travel. These will be announced well in advance so that students can make appropriate arrangements. Classes generally meet in one of three schedule patterns: Once a week for one, two, or three hours the distance class, involves few or no face-to-face meetings, but instead extensive work via the internet or a similar distance communication system. Between three and eight times a semester (for longer periods at each class meeting) when the faculty member is traveling from outside the Chicago area Classes are offered in a mix of day, evening, and weekend times. Note that there are some classes offered only in one time slot, such as evenings or weekends. Students are expected to have arranged other obligations in such a way as to permit attendance to classes whenever they are scheduled. The majority of online respecialization courses are asynchronous. Students are allowed to access their core course(s) weekly as permitted by their personal schedule. However, students completing the group practicum supervision online (either as a stand-alone option or coupled with their one-on-one supervision) may have preset meeting times. Students will be advised by faculty at the beginning of the term as appropriate. Technical Requirements (Respecialization Students) Students completing virtual supervision through The Chicago School will enroll in one of the following series of online courses: EBC 500, 520, 540, or 560. To successfully participate, students must have these technical capabilities: A computer made in the last three years Broadband Internet connection A webcam, digital camera, or digital recorder capable of: Recording 24 frames per second (fps) Recording for 60 consecutive minutes Recording sound Focusing appropriate to collect student-client interaction A cable that connects the camera to the computer Software that converts the raw footage to a smaller file Windows MovieMaker (PC) or imovie (Mac) - 9 -

10 The Applied Behavior Analysis Specialization Curriculum Clinical Psychology, ABA Specialization Program Requirements The Clinical Psychology, Applied Behavior Analysis specialization program requires a minimum of 50 semester credits, including 44 credits of classroom-based course work and six credits of practicum. The specialization requires six credits (1000 clock hours) of field-based clinical training held at approved sites. In addition to clinical training, the Applied Behavior Analysis Specialization requires students to complete a thesis (two one-credit courses - BH 406 and BH 506). The curriculum is structured with core classes and electives. Students may repeat BH 519, BH 520, and BH 521 (Special Topics). Students may choose to exceed 50 credits if desired. Clinical Psychology, ABA Specialization Courses Required Core Courses Select ONE Elective Course From Each Pair Below: Course Title Credit Hours Course Title Credit Hours BH 400 Introduction to ABA 3 BH 408 Behavioral Consulting in Organizations OR 2 BH 403 Analysis and Treatment of Develop. Disabilities 2 BH 524 Performance Management in Human Services 2 BH 405 Observation & Measurement 3 BH 425 Intellectual Assessment OR 3 BH 406 Advanced Research Project I 1 BH 527 Analysis and Arrangement of Instructional Content 2 BH 407 Conditioning and Learning 3 BH 415 Professional Development I 1 BH 416 Professional Development II 1 BH 423 Psychopathology 3 Select Remaining Electives From BH 429 Clinical & Diagnostic Skills 2 Course Title Credit Hours BH 432 Clinical & Diagnostic Skills II 2 BH 408 Behavioral Consulting in Organizations 2 BH 443 Diversity in Clinical Psychology 2 BH 425 Intellectual Assessment 3 BH 445 Ethics 2 BH 519 Special Topics I 1 BH 455 Research Methods 3 BH 520 Special Topics II 2 BH 481 Psychopharmacology 2 BH 521 Special Topics III 3 BH 493 Advanced Intervention: Behavioral 2 BH 522 Radical Behaviorism 1 BH 506 Advanced Research Project II 1 BH 524 Performance Management in Human Services 2 BH 512 Psychology of the Lifespan 3 BH 525 Translational Research in ABA 1 BH 529 Behavior Analysis of Instruction 2 BH 526 Seminal Writings in Behavior Analysis 1 BH 591 Practicum I 2 BH 527 Analysis and Arrangement of Instructional Content 2 BH 592 Practicum II 2 BH 528 Verbal Behavior 1 BH 593 Practicum III 2 BH 561 Canonical Writings of B.F. Skinner 1 Electives 6 Total M.A. Clinical Psychology, ABA Specialization credits

11 Clinical Psychology, ABA Specialization Full-Time Schedule Year 1 Fall Spring Summer BH 400 Introduction to ABA 3 BH 403 Anal. & Treat. of Devel. Disabilities 2 BH 423 Psychopathology 3 BH 405 Observation & Measurement 3 BH 416 Prof. Development Group II 1 BH 591 Practicum I 2 BH 415 Prof. Development Group I 1 BH 432 Clinical & Diagnostic Skills II 2 BH 429 Clinical & Diagnostic Skills I 2 BH 455 Research Methods 3 BH 445 Professional Ethics & Issues 2 BH 529 Behavior Analysis of Instruction 2 BH 443 Diversity in Clinical Psych. 2 Optional credit overload electives: BH 519 Special Topics I (1) BH 520 Special Topics II (2) BH 521 Special Topics III (3) BH 561 Canonical Writings of B.F. Skinner (1) Total fall credits 13 Total spring credits 10 Total summer credits 5 Year 1 total credits - 28 Year 2 Fall Spring BH 406 Adv. Research Project I 1 BH 407 Conditioning & Learning 3 BH 481 Psychopharmacology 2 BH 492 Adv. Intervention: Behavioral 2 BH 512 Psychology of the Lifespan 3 BH 593 Practicum III 2 BH 592 Practicum Seminar II 2 BH 506 Adv. Research Project II 1 Choose three elective credits 3 One of the following: 2 BH 425 Intellectual Assessment (3) BH 524 Performance Mgmt. in Human Services BH 527 Analy. Arran of Instr. Content (2) BH 408 Behavioral Consulting in Orgs. BH 528 Verbal Behavior (1) One of the following: 1 BH 522 Radical Behaviorism (1) BH 525 Translational Research in ABA BH 526 Seminal Writing in Behavioral Analysis Total Fall credits 11 Total Spring credits 11 Year 2 total credits - 22 Total Clinical Psychology, ABA Specialization - 50 credits Clinical Psychology, ABA Specialization Course Descriptions BH 400 Introduction to Applied Behavior Analysis Applied Behavior Analysis (ABA) is the ethical, data-based application of principles derived from the experimental analysis of behavior to produce socially significant change in people. This course introduces students to ABA through readings, lecture, homework assignments, and exercises; the content relates specifically to people with developmental disabilities. The students will learn about basic principles of behavior and how to apply them to produce effective, ethical, and meaningful change in the behavior of people they support. The students learn how to assess the functions or causes of behavior, develop interventions appropriate to those functions, design behavior intervention programs, and assess their effectiveness. (3 credits) BH 403 Analysis and Treatment of Developmental Disabilities This course builds upon the basic principles of learning and applied behavior analysis presented during the conditioning and learning course (BH 407). The course will offer advanced coverage of special topics, including practicing behavior analysis in applied settings such as schools and hospitals; conducting parent training assessment and treatment procedures for improving communication skills of individuals with developmental disabilities; managing problem behaviors such as self-injury, food refusal, and noncompliance; and for dealing with special populations such as children with autism. (2 credits) BH 405 Observation and Measurement This course addresses behavior definition, data collection, inter-observer agreement, social validity, treatment integrity, functional assessment, and stimulus preference assessment. The course content is based on current state-of-the-art procedures in applied behavior analysis and includes methods of classroom data collection, such as precision teaching and curriculum-based measures, and basic issues in data-driven decision making and measurement-guided education. (3 credits)

12 BH 406 Advanced Research Project I This is the first seminar in preparing the applied behavior analytic Master s thesis. Emphasis will be on utilizing the corequisite M.A. practicum as a setting to propose a piece of applied behavior analytic research. The major learning objective is the completion of an accepted proposal for the M.A. thesis. (1 credit) BH 407 Conditioning and Learning This course focuses on behavioral principles and their applications to diverse populations. Both classical and operant conditioning are reviewed with a heavy emphasis on operant. Candidates will learn behavioral principles and procedures to increase, reduce, or promote the generalizations and maintenance of behavior. This is a course that relates to fieldwork and previous courses. (3 credits) BH 408 Behavioral Consulting in Organizations This course focuses on applying behavior analytic principles in the domain of behavioral consultation and management. Emphasis is placed upon understanding the various stages of successful behavioral consultation, identifying potential problems that may arise during the consultation process, and knowing how to overcome them. School-based consulting is a major focus. Other learning objectives include: Correctly identifying, explaining, and understanding the key concepts of behavioral consultation Applying the key concepts of behavioral consultation to any targeted consultation population. Correctly identifying, explaining, and understanding the various stages of successful behavioral consultation Successfully identifying potential problems that may arise during the consultation process and knowing how to overcome them (2 credits) BH 415 Professional Development I BH 416 Professional Development II The Professional Development Group is a two-course series (fall and spring semester) in which students explore issues of professional and career development in counseling including the history of counseling, roles of counselors, organizational structures, and credentialing. In addition, this course provides a forum for students to receive regular advisement, become oriented to The Chicago School, review polices and procedures of the program, master APA style and improve professional writing skills, learn and discuss implementation of APA ethical guidelines, plan for progress through the program, and prepare to begin their first practicum. Applied Behavior Analysis specialization students also participate in approximately 10 hours per week of field experience. BH 415 must be taken during the first semester of enrollment, and BH 416 during the second semester. Students will complete 20 hours per week of field work during BH 416. (1 credit each semester 2 credits total) BH 423 Psychopathology This course addresses the major definitions for mental disorders, as well as the theories of etiology within the context of recent developments in the categorization and classification of psychological phenomena (DSM-IV TR). A survey of the classes of psychotropics used for the major disorders will also be addressed in this course. (3 credits) BH 425 Intellectual Assessment This course serves as an introduction to models of intellectual assessment and explains the administration, scoring, and interpretation of the most widely used intellectual assessment instruments. Specific emphasis is placed on interpretation and report writing using the WISC-IV and WAIS-III. (3 credits) BH 429 Clinical and Diagnostic Skills I This course provides a broad understanding of the philosophic bases of the helping process and an integration of counseling methods and strategies, basic helping skills, client and helper self-understanding and self-development, and facilitation of client change. Developmental factors with children and cultural differences are considered. (2 credits) BH 432 Clinical and Diagnostic Skills II Prerequisite: BH 429. This course builds upon the foundation of Clinical and Diagnostic Skills I. Specifically, students will learn ways of incorporating these techniques into models of diagnostic interviewing. This course provides the student with a solid understanding of additional interview formats, including Mental Status Examinations and the assessment of suicidal ideation. Consideration of cultural differences in establishing a relationship and conducting an interview is integral to this course. (2 credits) BH 443 Diversity in Clinical Psychology Using a systems approach, this course will examine the impact of privilege on students perception of culture, diversity, and identity. Students will explore their own culture, and their reactions to and perceptions of persons who are different. The course specifically examines class, ableness, gender roles, ethnicity, sexual orientation, and the interaction between those statuses and clinical issues. (2 credits)

13 BH 445 Professional Ethics and Issues Professional, ethical, and legal issues related to the practice of clinical psychology and the psychologist are critically examined. Issues considered include privacy, privilege, confidentiality and its limitations, informed consent, patients rights, malpractice, patient-therapist relationships, and regulation influencing the practice of therapy. For the Applied Behavior Analysis Specialization this course meets Behavior Analysis Certification Board requirements for 10 hours in ethical and professional standards issues relevant to the practice of behavior analysis. (2 credits) BH 455 Research Methods This course is designed to teach students experimental and quasi-experimental research designs at both the conceptual and applied levels. Areas of emphasis include experimental control, validity, reliability, sampling, correlational research, qualitative research, single subject designs, independent group designs, repeated measures and complex designs, and design confounds. Descriptive research methods will also be discussed. Students will learn how to generate research designs, how to select variables for study, and how to critique designs in psychological research. This course will require students to designate the designs utilized in published research, identify and explain design confounds, and think critically about published psychological research. (3 credits) BH 481 Psychopharmacology This course presents the basic principles required for the use of psychopharmacological agents. All major classes of psychotropics will be presented, including antidepressants, mood stabilizers, antipsychotics, anxiolytics and sedatives/hypnotics, psychostimulants atypical medications. Other topics convered will include laboratory and physiological assessments pertinent to their use, basic neurochemical and anatomical concepts associated with their proposed mechanism of action, drug-drug interactions, adverse reactions, and pertinent aspects of differential diagnosis. Psychiatric aspects of general medical conditions, with particular attention to the diagnosis and treatment of delirium, will also be presented. (2 credits) BH 493 Advanced Intervention: Behavioral This course provides an overview of contemporary behavioral models and therapy techniques. It presents major behavioral modalities and their theoretical and research foundations. The emphasis is on the further development of a broad range of behavioral assessment, intervention, and conceptualization skills. A major focus is the proficiency in two full regimens of contemporary, empirically-supported, manualized behavior therapy. (2 credits) BH 506 Advanced Research Project II This is the second seminar in preparing an applied behavior analytic Master s thesis. Emphasis will be on utilizing the corequisite M.A. practicum as a setting to complete a piece of applied behavior analytic research. The major learning objective is the completion of the M.A. thesis. (1 credit) BH 512 Psychology of the Lifespan This course examines normal development from infancy through advanced ages, focusing on the development of perceptual and cognitive processes, psychosocial roles and familial interpersonal processes. Current clinical approaches are examined from diverse theoretical viewpoints and in view of recent research findings. Cultural diversity and individual differences are integral to this course. For the Applied Behavior Analysis Specialization this course meets Behavior Certification Board requirements for 45 hours in any other behavior analysis content area. (3 credits) BH 519 Special Topics I BH 520 Special Topics II BH 521 Special Topics III These seminar courses for the Applied Behavior Analysis Specialization will address current topics in the field that may include: autism, stimulus control, relational frame theory, verbal behavior theory, behavioral intentional communities, instructional methodologies, and similar topics of interest. (BH credit, BH credits, BH credits) BH 522 Radical Behaviorism As an introduction to the topic, this seminar will allow students to begin their study of radical behaviorism, the philosophy of science, pioneered by B.F. Skinner, that underlies the Experimental Analysis of Behavior and Applied Behavior Analysis. Works studied will include modern commentaries on Skinner s original formulations. (1 credit) BH 524 Performance Management in Human Services Prerequisites: BH 405, BH 523. This class will teach students a generic process for developing staff repertoires that are essential in delivering effective behavior-analytic services in applied settings. Staff performances are measured and feedback is provided to improve client outcomes. (2 credits) BH 525 Translational Research in Applied Behavior Analysis Prerequisite: BH 400. Translational research promotes the interchange between basic and applied findings. The class focuses on Experimental Analysis of Behavior and Applied Behavior Analysis efforts to address similar clinical issues. Students will review experimental articles, from JEAB and other journals and applied behavior analysis readings that address an applied issue and translate the basic lab findings to an applied setting. (1 credit)

14 BH 526 Seminal Writings in Behavior Analysis By exploring various foundational and modern readings in behavior analysis, this seminar will address different areas such as schedules of reinforcement, stimulus control, punishment and its effects, and shaping. Topics covered within the seminar will vary from year to year. (1 credit) BH 527 Analysis and Arrangement of Instructional Content By applying non-linear and constructional analyses, students in this course will learn important principles involved in both analyzing instructional content and arranging it into sequences. This course is appropriate for students who will design and supervise instructional programs for clients in settings such as institutions, private intervention programs, rehabilitation programs, and schools or other educational programs. It is also for students who will work with clients such as adults with developmental disabilities, children with autism and related disabilities, or persons with learning disabilities. Before taking the course, students should have a solid foundation in reinforcement theory and at least a rudimentary understanding of stimulus control. Students are also encouraged to take BH 529 Behavior Analysis of Instruction and/or 528 Verbal Behavior before or at the same time they take this course. (2 credits) BH 528 Verbal Behavior Prerequisite: BH 400. In this graduate seminar, students will read and discuss Skinner s analysis of verbal behavior from theoretical and experimental perspectives. This seminar is appropriate for anyone with a basic understanding of radical behaviorism and reinforcement theory and who also wished to explore the behavior analysis of language. Please note that this seminar will not heavily emphasize the use of a verbal behavior analysis in applied settings. (1 credit) BH 529 Behavior Analysis of Instruction By emphasizing the critical features of effective instruction, this class will provide students with an overview of several evidence-based instructional arrangements derived from behavior analysis. Students will learn the research base that supports each feature of effective instruction, as well as the literature base related to each instructional arrangement covered in the class. (2 credits) BH 561 Canonical Writings of B.F. Skinner By studying several of Skinner s important works, this graduate seminar will provide students with an introduction to topics related to Skinner s radical behaviorism including selection as an important change process, the behavior analysis of language, and the role of private events within radical behaviorism. (1 credit) BH 591 Practicum I BH 592 Practicum II BH 593 Practicum III Prerequisites: BH 400, 405, 415, 416, 423, 429 and 445. This applied experience is an opportunity for a student to demonstrate understanding of key concepts in clinical psychology and counseling in a work setting. Training includes a variety of activities that a clinical professional counselor is expected to perform, such as interviewing and intakes; individual, group, and family counseling; and staff/case conference time. The training experience requires a minimum of 1,000 hours over a minimum of 12 months of on-site supervised training, including at least one hour of individual supervision per week. (2 credits each 6 credits total) BH 997 Practicum Maintenance Prerequisite: Program approval. Students must register for Practicum Maintenance every semester while on practicum if their practicum extends past BH 593. Students are considered as enrolled half-time during this period. (0 credits) BH 998 Thesis Maintenance Prerequisite: Program approval. If thesis is not completed by BH 506 students must register for Thesis Maintenance every semester thereafter until completion. Students will be expected to meet regularly with their thesis chair to set necessary deadlines and to monitor progress. Students are considered as enrolled half-time during this period. (1 credit)

15 The BCBA Respecialization Curriculum BCBA Respecialization Program Requirements The Applied Behavior Analysis BCBA Respecialization requires 15 credits of Internet-based core course work and 12 credits of supervised practicum work for a total of 27 semester credit hours. Students who do not wish to become a Board Certified Behavior Analyst are not required to complete a supervised practicum. All other students will work with their assigned academic advisor to determine the best practicum option. BCBA Respecialization Courses Required Core Courses Course Title Credit Hours EBC 401 Behavior Analytic Theory 3 EBC 405 Measurement, Evaluation, and Ethics 3 EBC 408 Human Performance Engineering I 3 EBC 409 Human Performance Engineering II 3 EBC 411 Intervention Design 3 EBC 412 Intervention Evaluation 3 BCBA supervised practicum 12 Total BCBA Respecialization credits 27 BCBA Supervised Practicum Options(1,000 hours) Option A Option B 12 eight week terms (approximately 10.5 hours per week) 6 eight week terms (approximately 21 hours per week) EBC500 series Group Supervision -.5 credit hours each EBC540 series Group Supervision - 1 credit hour each EBC520 series Individual Supervision -.5 credit hours each EBC560 series Individual Supervision - 1 credit hour each Total: 12 credit hours Total: 12 credit hours Students declare their preference upon enrollment in the program and register for EBC500/520 or EBC540/560 each term. BCBA Respecialization Course Descriptions EBC401 Behavior Analytic Theory Participants will learn to analyze human performance problems and to identify their causes by applying behavior analytic theory. Successful participants will demonstrate mastery to: o Explain the effects of environmental and genetic influences on human behavior according to the principles and processes of operant and respondent learning and the ABC model to behavior o Discriminate between the philosophical truth criteria used by behavior analysts to evaluate changes in human behavior and truth criteria used in other theoretical frameworks o Identify environmental variables that may influence a specified behavior o Perform a functional analysis of a specified problem behavior EBC405 Measurement, Evaluation, and Ethics Prerequisite: EBC401. Participants will learn to pinpoint human performance problems, collect valid measures of current behavior and results, and evaluate the current measure of behavior and results with the objective of identifying problems worth solving. Successful participants will demonstrate mastery to: o Define client problems in behavior analytic terms at the organizational, process, and individual levels o Design valid behavior analytic measurement procedures and collect data on critical dimensions of behavior o Present data using graphs, standard charts, and cumulative records o Use data to evaluate current results, performance, and procedures so as to guide practice with data o Apply ethical guidelines to support decision making around the selection of a problem to solve

16 EBC411 Intervention Design Participants will learn to develop and design interventions that best address the client s performance problems in a systemic way including training, management, and resource solutions. Successful participants will demonstrate mastery to: o Recommend the best behavior analytic solution to a client s performance problem based on appropriately collected and analyzed data, the best interests of the client and other stakeholders, and BACB guidelines for best practice o Distinguish between correct and incorrect implementation of teaching and management procedures with regard to appropriate teaching of prompting and fading, discriminations and generalizations, shaping, chaining, fluency, reinforcement and reinforcement schedules, extinction, and punishment o Design and implement each procedure correctly EBC412 Intervention Evaluation Participants will learn to evaluate the effectiveness and efficiency of behavior analytic interventions. Successful participants will demonstrate mastery to: o Evaluate research on procedures for solving human performance problems on the effectiveness and efficiency of the procedures studied using behavior analytic truth criteria as a guideline o Evaluate the effectiveness, efficiency, and return on investment (ROI) of solutions to human performance problems to determine whether the problem has been solved EBC Human Performance Engineering I and II Participants in this capstone course will use a real-world project as an application exercise to solve a client s human performance problem using the skills mastered in other courses. Part II focuses on implementing and evaluating the intervention. Successful participants will demonstrate mastery to: o Implement a behavior analytic intervention o Collect data and present it in the appropriate manner to facilitate decision making o Evaluate data to determine its effectiveness EBC / Group Practicum Seminar (Typically requires concurrent enrollment in either EBC or and academic course requirements unless completed.) While completing Chicago School approved field experience, students meet online with a BCBA supervisor one hour per week and prepare portfolio exhibits. Students remain enrolled until both minimum field experience hours and minimum supervision hours have been successfully completed. Supervision hours are counted toward the total number of experience hours required. EBC / Individual Practicum Supervision (Requires concurrent enrollment in EBC or and academic course requirements unless completed.) While completing field experience, the BACB approved supervisor observes the applicant engaging in behavior analytic activities in the natural environment at least once every week and provides specific feedback to applicants on their performance. During the initial half of the total experience hours, observation should concentrate on applicant-client interactions. Students will upload their video files to The Chicago School video server each week. Supervision hours may be counted toward the total number of experience hours required. Students remain enrolled until both minimum experience hours and minimum supervision hours have been successfully completed

17 The BCABA Respecialization Curriculum BCABA Respecialization Program Requirements The BCABA Respecialization requires nine credits of internet-based core course work and eight credits of supervised practicum work. Students who do not wish to become a Board Certified Associate Behavior Analyst are not required to complete a supervised practicum. All other students will work with their assigned academic advisor to determine the best practicum option. BCABA Respecialization Courses Required Core Courses Course Title Credit Hours EBA 401 Behavior Analytic Theory 3 EBA 405 Measurement, Evaluation, and Ethics 3 EBA 413 Intervention Evaluation 3 BCABA supervised practicum 8 Total BCABA Respecialization credits 17 BCABA Supervised Practicum Options(1,000 hours) Option A Option B 8 eight week terms (approximately 10.5 hours per week) 4 eight week terms (approximately 21 hours per week) EBA500 series Group Supervision -.5 credit hours each EBA540 series Group Supervision - 1 credit hour each EBA520 series Individual Supervision -.5 credit hours each EBA560 series Individual Supervision - 1 credit hour each Total: 8 credit hours Total: 8 credit hours Students declare their preference upon enrollment in the program and register for EBA500/520 or EBA540/560 each term. BCABA Respecialization Course Descriptions EBA401 Behavior Analytic Theory Participants will learn to analyze human performance problems and to identify their causes by applying behavior analytic theory. Successful participants will demonstrate mastery to: o Explain the effects of environmental and genetic influences on human behavior according to the principles and processes of operant and respondent learning and apply the ABC model to behavior o Discriminate between the philosophical truth criteria used by behavior analysts to evaluate changes in human behavior and truth criteria used in other theoretical frameworks o Identify environmental variables that may influence a specified behavior o Perform a functional analysis of a specified problem behavior EBA405 Measurement, Evaluation, and Ethics Prerequisite: EBA401. Participants will learn to pinpoint human performance problems, collect valid measures of current behavior and results, and evaluate current measure of behavior and results with the objective of identifying problems worth solving. Successful participants will demonstrate mastery to: o Define client problems in behavior analytic terms at the organizational, process, and individual levels o Design valid behavior analytic measurement procedures and collect data on critical dimensions of behavior o Present data using graphs, standard charts, and cumulative records o Use data to evaluate current results, performance, and procedures so as to guide practice with data o Apply ethical guidelines to support decision making around the selection of a problem to solve

18 EBA413 Intervention Design and Evaluation Participants will master the development, design, and evaluation of basic interventions that address the client s performance problems. Successful participants will demonstrate mastery to: o Recommend the best behavior analytic solution to a client s performance problem based on appropriately collected and analyzed data, the best interests of the client and other stakeholders, and BACB guidelines for best practice o Distinguish between correct and incorrect implementation of teaching and management procedures with regard to appropriate teaching of prompting and fading, discriminations and generalizations, shaping, chaining, fluency, reinforcement and reinforcement schedules, extinction, and punishment o o Design and implement each procedure correctly Evaluate the effectiveness and efficiency of solutions to human performance problems to determine whether the problem has been solved EBA / Group Practicum Seminar (Requires concurrent enrollment in either EBA or and academic course requirements unless completed.) While completing Chicago School approved field experience, students meet online as a group with a BCBA supervisor one hour per week and prepare portfolio exhibits. Students remain enrolled until both minimum field experience hours and minimum supervision hours have been successfully completed. Supervision hours are counted toward the total number of experience hours required. EBA / Individual Practicum Supervision (Requires concurrent enrollment in EBA or and academic course requirements unless completed.) While completing field experience, the BABC approved supervisor observes the applicant engaging in behavior analytic activities in the natural environment at least once every week and provides specific feedback to applicants on their performance. During the initial half of the total experience hours, observation should concentrate on applicant-client interactions. Students will upload their video files to The Chicago School video server each week. Supervision hours may be counted toward the total number of experience hours required. Students remain enrolled until both minimum experience hours and minimum supervision hours have been successfully completed

- 1 - MASTER OF ARTS, CLINICAL PSYCHOLOGY - COUNSELING SPECIALIZATION 2

- 1 - MASTER OF ARTS, CLINICAL PSYCHOLOGY - COUNSELING SPECIALIZATION 2 MASTER OF ARTS, CLINICAL PSYCHOLOGY - COUNSELING SPECIALIZATION 2 ADMISSION REQUIREMENTS 2 TOEFL, International Credentials, and International Students 2 Applicant Notification 2 POLICIES 3 Transfer of

More information

- 1 - MASTER OF ARTS, FORENSIC PSYCHOLOGY EXCEL TRACK 2

- 1 - MASTER OF ARTS, FORENSIC PSYCHOLOGY EXCEL TRACK 2 MASTER OF ARTS, FORENSIC PSYCHOLOGY EXCEL TRACK 2 ADMISSION REQUIREMENTS 2 TOEFL, INTERNATIONAL CREDENTIALS AND INTERNATIONAL STUDENTS 2 APPLICANT NOTIFICATION 3 POLICIES 3 EXTERNAL TRANSFER OF CREDIT

More information

- 1 - EDUCATION SPECIALIST, SCHOOL PSYCHOLOGY 2

- 1 - EDUCATION SPECIALIST, SCHOOL PSYCHOLOGY 2 EDUCATION SPECIALIST, SCHOOL PSYCHOLOGY 2 ADMISSION REQUIREMENTS 2 TOEFL, INTERNATIONAL CREDENTIALS, AND INTERNATIONAL STUDENTS 2 APPLICANT NOTIFICATION 2 POLICIES 3 TRANSFER OF CREDIT 3 WAIVER OF COURSES

More information

EDUCATION SPECIALIST, SCHOOL PSYCHOLOGY

EDUCATION SPECIALIST, SCHOOL PSYCHOLOGY EDUCATION SPECIALIST, SCHOOL PSYCHOLOGY ADMISSION REQUIREMENTS 2 TOEFL OR IELTS, INTERNATIONAL CREDENTIALS, AND INTERNATIONAL STUDENTS 2 APPLICANT NOTIFICATION 2 POLICIES 3 TRANSFER OF CREDIT 3 WAIVER

More information

MASTER OF ARTS, CLINICAL PSYCHOLOGY, COUNSELING SPECIALIZATION

MASTER OF ARTS, CLINICAL PSYCHOLOGY, COUNSELING SPECIALIZATION MASTER OF ARTS, CLINICAL PSYCHOLOGY, COUNSELING SPECIALIZATION ADMISSION REQUIREMENTS 2 TOEFL or IELTS, International Credentials, and International Students 2 Applicant Notification 2 POLICIES 3 Transfer

More information

Stephen F. Austin State University

Stephen F. Austin State University Stephen F. Austin State University Department of Human Services School Counselor Education Program Information Packet Revised January 2016 1 THE DEPARTMENT OF HUMAN SERVICES Stephen F. Austin State University,

More information

PSYCHOLOGY APPLICATION MATERIALS REQUIRED FOR THE MASTER OF SCIENCE WITH A MAJOR IN PSYCHOLOGY

PSYCHOLOGY APPLICATION MATERIALS REQUIRED FOR THE MASTER OF SCIENCE WITH A MAJOR IN PSYCHOLOGY PSYCHOLOGY The Psychology Department offers courses leading to the Master of Science degree in psychology. Included in the curriculum are a broad range of behaviorally focused courses. The purpose of this

More information

MASTER OF ARTS, FORENSIC PSYCHOLOGY 2

MASTER OF ARTS, FORENSIC PSYCHOLOGY 2 MASTER OF ARTS, FORENSIC PSYCHOLOGY 2 Admission Requirements 2 General Admission Requirements 2 Track Specific Admission Requirements 2 Licensure, Non-Licensure Practice, and Thesis tracks 2 TOEFL, International

More information

2011-2012 Program Guidebook Applied Behavior Analysis, M.A. - Los Angeles

2011-2012 Program Guidebook Applied Behavior Analysis, M.A. - Los Angeles 2011-2012 Program Guidebook Applied Behavior Analysis, M.A. - Los Angeles Table of Contents Department Educational Model and Goals...3 TCSPP Individual and Cultural Differences...3 Program Competencies...4

More information

Counselor Education CAREER COUNSELING, CLINICAL MENTAL HEALTH COUNSELING, AND SCHOOL COUNSELING

Counselor Education CAREER COUNSELING, CLINICAL MENTAL HEALTH COUNSELING, AND SCHOOL COUNSELING Counselor Education CAREER COUNSELING, CLINICAL MENTAL HEALTH COUNSELING, AND SCHOOL COUNSELING Dr. Peggy Whiting, Coordinator Counselor Education Program Program Telephone: (919) 530-6182 Fax: (919) 530-5328

More information

Forensic Psychology Master of Arts Program 2006-2007 Academic Catalog

Forensic Psychology Master of Arts Program 2006-2007 Academic Catalog Forensic Psychology Master of Arts Program 2006-2007 Academic Catalog MASTER OF ARTS, FORENSIC PSYCHOLOGY ADMISSION REQUIREMENTS 2 TOEFL, INTERNATIONAL CREDENTIALS AND INTERNATIONAL STUDENTS 2 APPLICANT

More information

Masters of Science in Clinical Psychology: MFT & LPCC Program Information Packet

Masters of Science in Clinical Psychology: MFT & LPCC Program Information Packet Masters of Science in Clinical Psychology: MFT & LPCC Program Information Packet Department of Psychology One Washington Square San Jose CA 95192-0120 psych.sjsu.edu/grad/clinical Dear Prospective Student,

More information

College of Education. Special Education

College of Education. Special Education 357 INITIAL PRACTICUM IN SPECIAL EDUCATION. (1) An introductory supervised field experience for special education majors. Students will participate in two special education programs as teacher aides. Placements

More information

Applied Behavior Analysis, M.S.Ed.

Applied Behavior Analysis, M.S.Ed. Applied Behavior Analysis, M.S.Ed. 1 Applied Behavior Analysis, M.S.Ed. COLLEGE OF EDUCATION (http://education.temple.edu) About the Program The mission of the Master of Science in Education program in

More information

Master of Arts, Counseling Psychology Course Descriptions

Master of Arts, Counseling Psychology Course Descriptions Master of Arts, Counseling Psychology Course Descriptions Advanced Theories of Counseling & Intervention (3 credits) This course addresses the theoretical approaches used in counseling, therapy and intervention.

More information

Master of Arts in Psychology

Master of Arts in Psychology Master of Arts in Psychology Administrative Unit This program is administered by the Office of Graduate Studies and Research through the faculty of Psychology, Department of Psychology, College of Arts

More information

Stephen F. Austin State University Department of Human Services. Clinical Mental Health Counselor Education Program

Stephen F. Austin State University Department of Human Services. Clinical Mental Health Counselor Education Program Stephen F. Austin State University Department of Human Services Clinical Mental Health Counselor Education Program Information Packet Revised January 2016 THE DEPARTMENT OF HUMAN SERVICES Stephen F. Austin

More information

DEPARTMENT OF PSYCHOLOGY Ph.D. in Clinical Psychology 90 SEMESTER HOURS

DEPARTMENT OF PSYCHOLOGY Ph.D. in Clinical Psychology 90 SEMESTER HOURS DEPARTMENT OF PSYCHOLOGY Ph.D. in Clinical Psychology 90 SEMESTER HOURS Program Coordinator: Ellen Koch, Ph.D. 301G Science Complex Ypsilanti, MI 48197 Ph: 734-487-0189 ekoch1@emich.edu Objectives The

More information

This program is offered entirely ONLINE throughout the United States and in approved international locations.

This program is offered entirely ONLINE throughout the United States and in approved international locations. West Virginia University 1 Special Education Degrees Offered Master of Arts in Special Education Doctor of Education with a major in Special Education MASTER OF ARTS IN SPECIAL EDUCATION OVERVIEW The graduate

More information

OAKLAND UNIVERSITY. Graduate Education. Modify Approved Graduate Academic Program. merge programs split program rename program X modify program

OAKLAND UNIVERSITY. Graduate Education. Modify Approved Graduate Academic Program. merge programs split program rename program X modify program OAKLAND UNIVERSITY GRADUATE COUNCIL Graduate Education 520 O Dowd Hall Modify Approved Graduate Academic Program The Graduate Council approves all major curriculum changes, deletions and additions to graduate

More information

. P S Y C H O L O G Y.

. P S Y C H O L O G Y. . P S Y C H O L O G Y. MASTER OF ARTS DEGREE PROGRAMS IN PSYCHOLOGY As a special-purpose institution of higher education for urban programming, Texas Southern University embraces the concept of liberal

More information

Doctor of Psychology, Clinical Psychology

Doctor of Psychology, Clinical Psychology Doctor of Psychology, Clinical Psychology Admission Requirements 2 TOEFL or IELTS, International Credentials, and International Students 2 Applicant Notification 2 Policies 3 Transfer of Credit 3 Waiver

More information

College of Education. Special Education

College of Education. Special Education 357 INITIAL PRACTICUM IN SPECIAL EDUCATION. (1) An introductory supervised field experience for special education majors. Students will participate in two special education programs as teacher aides. Placements

More information

M.A. Counseling Psychology 2015 2016 Program Guidebook

M.A. Counseling Psychology 2015 2016 Program Guidebook M.A. Counseling Psychology 2015 2016 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised version. 2) Policies

More information

Master of Arts in Psychology

Master of Arts in Psychology Master of Arts in Psychology Administrative Unit This program is administered by the Office of Graduate Studies and Research through the faculty of Psychology, Department of Psychology, College of Arts

More information

School Psychologist Graduate Program: Frequently Asked Questions by Applicants

School Psychologist Graduate Program: Frequently Asked Questions by Applicants Brooklyn College of the City University of New York Department of School Psychology, Counseling and Leadership School Psychologist Graduate Program Room 1107 James Hall 2900 Bedford Avenue Brooklyn, New

More information

Counseling Psychology, M.Ed.

Counseling Psychology, M.Ed. Counseling Psychology, M.Ed. 1 Counseling Psychology, M.Ed. COLLEGE OF EDUCATION (http://www.temple.edu/education) About the Program The Counseling Psychology program offers a 60-credit master's degree

More information

Practicum and Internship Manual

Practicum and Internship Manual "One of America s Great Metropolitan Research Universities" DEPARTMENT OF COUNSELING, EDUCATIONAL PSYCHOLOGY AND RESEARCH The College of Education The University of Memphis Memphis, TN 38152 (901) 678-2841

More information

2009-2010 ACADEMIC CATALOG. Ph.D. ORGANIZATIONAL LEADERSHIP ONLINE

2009-2010 ACADEMIC CATALOG. Ph.D. ORGANIZATIONAL LEADERSHIP ONLINE 2009-2010 ACADEMIC CATALOG Ph.D. ORGANIZATIONAL LEADERSHIP ONLINE thechicagoschool.edu The Chicago School Offices of Admission Toll Free: 800.721.8072, ext. 6666 Email: Hadmissions@thechicagoschool.edu

More information

BEHAVIOR ANALYSIS STUDENT HANDBOOK

BEHAVIOR ANALYSIS STUDENT HANDBOOK Florida Tech School of Behavior Analysis Behavior Analysis Degree Programs 2015-2016 BEHAVIOR ANALYSIS STUDENT HANDBOOK The information contained here regarding requirements and curricula is binding for

More information

College of Education. Special Education

College of Education. Special Education 357 INITIAL PRACTICUM IN SPECIAL EDUCATION. (1) An introductory supervised field experience for special education majors. Students will participate in two special education programs as teacher aides. Placements

More information

REHABILITATION COUNSELING PROGRAM GENERAL COURSE DESCRIPTION

REHABILITATION COUNSELING PROGRAM GENERAL COURSE DESCRIPTION REHABILITATION COUNSELING PROGRAM GENERAL COURSE DESCRIPTION The Master of Science degree prepares rehabilitation counselors for a wide variety of positions in public and private agencies, and private

More information

M.Ed. COUNSELING AND GUIDANCE School Counseling and Community Counseling

M.Ed. COUNSELING AND GUIDANCE School Counseling and Community Counseling College of Education M.Ed. COUNSELING AND GUIDANCE School Counseling and Community Counseling The Counseling and Guidance Program prepares qualified counselors who can work with diverse populations and

More information

HAWAII PACIFIC UNIVERSITY

HAWAII PACIFIC UNIVERSITY HAWAII PACIFIC UNIVERSITY PROGRAM OVERVIEW DEPARTMENT OF PSYCHOLOGY MASTER OF ARTS IN CLINICAL MENTAL HEALTH COUNSELING The Clinical Mental Health Counseling Master s Degree Program (CMHC-MA) is a post-baccalaureate

More information

Admissions Requirements

Admissions Requirements Special Education Dickinson Hall, Rooms 300F, 304 (501) 569-3124, (501) 569-8710, (501) 569-8922 Master of Education in Special Education The Master of Education in Special Education (SPED) prepares candidates

More information

262 CMR 2.00: Requirements For Licensure As a Mental Health Counselor

262 CMR 2.00: Requirements For Licensure As a Mental Health Counselor 262 CMR 2.00: Requirements For Licensure As a Mental Health Counselor 2.01: Preface 2.02: Definitions 2.03: Licensure Application Requirements 2.04: Education and Degree Requirements Pre-July 1, 2017 2.05:

More information

The University of Alabama Rehabilitation Counselor Education. Information for Prospective Students

The University of Alabama Rehabilitation Counselor Education. Information for Prospective Students The University of Alabama Rehabilitation Counselor Education Information for Prospective Students Thank you for your interest in the Rehabilitation Counselor Education (RCE) program at The University of

More information

BEHAVIOR ANALYSIS STUDENT HANDBOOK

BEHAVIOR ANALYSIS STUDENT HANDBOOK Florida Tech School of Behavior Analysis Behavior Analysis Degree Programs 2014-2015 BEHAVIOR ANALYSIS STUDENT HANDBOOK The information contained here regarding requirements and curricula is binding for

More information

SCHOOL PSYCHOLOGY 95. DIRECTOR, SCHOOL PSYCHOLOGY PROGRAM William Robelee, Psy.D. (845) 575-3000, ext. 6016 bill.robelee@marist.

SCHOOL PSYCHOLOGY 95. DIRECTOR, SCHOOL PSYCHOLOGY PROGRAM William Robelee, Psy.D. (845) 575-3000, ext. 6016 bill.robelee@marist. SCHOOL PSYCHOLOGY 95 DIRECTOR, SCHOOL PSYCHOLOGY PROGRAM William Robelee, Psy.D. (845) 575-3000, ext. 6016 bill.robelee@marist.edu MISSION AND OBJECTIVES Today s school psychologists must function as effective

More information

Master of Arts Programs in the Faculty of Social and Behavioral Sciences

Master of Arts Programs in the Faculty of Social and Behavioral Sciences Master of Arts Programs in the Faculty of Social and Behavioral Sciences Admission Requirements to the Education and Psychology Graduate Program The applicant must satisfy the standards for admission into

More information

Counselor Education COLLEGE OF EDUCATION AND HUMAN SERVICES. Master of Science in Education. 136 / Graduate Catalog 2015-2016 Chapter 2

Counselor Education COLLEGE OF EDUCATION AND HUMAN SERVICES. Master of Science in Education. 136 / Graduate Catalog 2015-2016 Chapter 2 136 / Graduate Catalog 2015-2016 Chapter 2 Counselor Education http://epse.ehs.siu.edu/ COLLEGE OF EDUCATION AND HUMAN SERVICES Graduate Faculty: Asner-Self, Kimberly K., Associate Professor, Ed.D., George

More information

Graduate Student HANDBOOK. Rehabilitation Counseling Program

Graduate Student HANDBOOK. Rehabilitation Counseling Program Graduate Student HANDBOOK Rehabilitation Counseling Program 2014-2015 Dear Rehabilitation Counseling Students, On behalf of the Rehabilitation Counseling faculty, staff, and second year students, I would

More information

2011-2012 Program Guidebook Industrial and Organizational Psychology, M.A. - Chicago

2011-2012 Program Guidebook Industrial and Organizational Psychology, M.A. - Chicago 2011-2012 Program Guidebook Industrial and Organizational Psychology, M.A. - Chicago Table of Contents Department Educational Model and Goals... 3 TCSPP Individual and Cultural Differences... 3 Program

More information

Psychology Professor Joe W. Hatcher; Associate Professor Kristine A. Kovack-Lesh (Chair) Visiting Professor Jason M. Cowell

Psychology Professor Joe W. Hatcher; Associate Professor Kristine A. Kovack-Lesh (Chair) Visiting Professor Jason M. Cowell Psychology Professor Joe W. Hatcher; Associate Professor Kristine A. Kovack-Lesh (Chair) Visiting Professor Jason M. Cowell Departmental Mission Statement: The Department of Psychology seeks for its students

More information

American International College PSYCHOLOGY. Doctor of Education in Educational

American International College PSYCHOLOGY. Doctor of Education in Educational American International College 1 PSYCHOLOGY Doctor of Education in Educational cognition Doctor of Education in Educational Psychology The Doctor of Education in Educational Psychology (EdD) program provides

More information

MASTER OF SOCIAL WORK

MASTER OF SOCIAL WORK MASTER OF SCHOOL OF Program Delivery The MSW Program accepts students as full-time or part-time students to begin in fall or spring semesters. Students entering with a degree other than the BSW must complete

More information

Professional Programs

Professional Programs Counseling (COU) Graduate Faculty: Roger Beach, Ed.D. (Chair); Jeffrey Lewis, Ph.D.; Linda Lytle, Ph.D.; Kendra Smith, Ph.D.; LaShaun Williams, Psy.D.; Cheryl Wu, Psy.D.; Frank R. Zieziula, Ph.D. Adjunct

More information

M.S. Applied Behavior Analysis National Guidebook Chicago, Los Angeles, Washington D.C., Online 2015-2016

M.S. Applied Behavior Analysis National Guidebook Chicago, Los Angeles, Washington D.C., Online 2015-2016 M.S. Applied Behavior Analysis National Guidebook Chicago, Los Angeles, Washington D.C., Online 2015-2016 1 2 Table of Contents Program Overview... 2 Description... 2 Program Learning Outcomes... 2 Integration

More information

College of Arts and Sciences. Psychology

College of Arts and Sciences. Psychology 100 INTRODUCTION TO CHOLOGY. (4) An introduction to the study of behavior covering theories, methods and findings of research in major areas of psychology. Topics covered will include the biological foundations

More information

Psychology. Forensic Psychology Master of Science (M.S.)

Psychology. Forensic Psychology Master of Science (M.S.) University of North Dakota 1 Psychology http://www.und.edu/dept/psych/ Bradley, Derenne, De Young, Ferraro, Grabe, Holm, Kehn, Kelly, King, Legerski, Looby, McDonald, Miller, Peters, Petros, Plumm, Poltavski,

More information

Saybrook University. School of Clinical Psychology. LIOS MA Counseling Program in Seattle 2014/2015 - Course Descriptions

Saybrook University. School of Clinical Psychology. LIOS MA Counseling Program in Seattle 2014/2015 - Course Descriptions Saybrook University School of Clinical Psychology LIOS MA Counseling Program in Seattle 2014/2015 - Course Descriptions PSYCHOLOGY COUNSELING COURSES RES 1026L Information Competency and Library Use This

More information

Education and Counseling (M.A.Ed.)

Education and Counseling (M.A.Ed.) III: Influencing Literacy Instruction and Leadership RDG 5320 Diversity and Multicultural Education RDG 5330 Leadership in Reading RDG 5610 Diagnosis, Assessment, Instruction, and Practicum in Reading

More information

UNIVERSITY OF SOUTH FLORIDA SCHOOL OF SOCIAL WORK Master of Social Work Program Information Packet. Program Description.

UNIVERSITY OF SOUTH FLORIDA SCHOOL OF SOCIAL WORK Master of Social Work Program Information Packet. Program Description. UNIVERSITY OF SOUTH FLORIDA SCHOOL OF SOCIAL WORK Master of Program Information Packet Thank you for your interest in our Master of Program. As the USF Graduate Catalog indicates, our program is a specialized

More information

OVERVIEW AND ADMISSION REQUIREMENTS

OVERVIEW AND ADMISSION REQUIREMENTS PH.D. PROGRAM IN SPECIAL EDUCATION EMPHASIS IN APPLIED BEHAVIOR ANALYSIS AND POSITIVE BEHAVIORAL SUPPORT (ABA/PBS; INCLUDING BCBA) (THIS IS A SPECIAL FEDERALLY FUNDED PROJECT) OVERVIEW AND ADMISSION REQUIREMENTS

More information

Master of Science in Education Counseling

Master of Science in Education Counseling Program Director Matthew Paylo 3312 Beeghly Hall (330) 941-3264 mpaylo@ysu.edu Program Description Master of Science in Education Counseling The counseling program prepares individuals as professional

More information

School Psychology PsyD Program Information for Applicants

School Psychology PsyD Program Information for Applicants School Psychology PsyD Program Information for Applicants PROGRAM OVERVIEW William James College offers a doctoral degree (PsyD) in school psychology that prepares practitioners to assume leadership roles

More information

College of Social Justice and Human Service

College of Social Justice and Human Service College of Social Justice and Human Service Graduate Programs The College of Social Justice and Human Service offers flexible programs leading to a range of master s, educational specialist, and doctoral

More information

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009) Council for Standards in Human Service Education National Standards ASSOCIATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional

More information

IPP Learning Outcomes Report

IPP Learning Outcomes Report Page 1 IPP Learning Outcomes Report Program: Department: Applied Behavior Analysis Certificate Program Psychology Number of students enrolled in the program in fall, 2011: Data unavailable Students become

More information

Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook

Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised

More information

Department of Psychology

Department of Psychology The University of Texas at San Antonio 1 Department of Psychology The Department of Psychology offers the Master of Science Degree in Psychology and the Doctor of Philosophy Degree in Psychology. Master

More information

CLINICAL COMPETENCY EXAMINATION GUIDELINES

CLINICAL COMPETENCY EXAMINATION GUIDELINES CLINICAL COMPETENCY EXAMINATION GUIDELINES 2013-2014 Nova Southeastern University Center for Psychological Studies Revised: April 2011 1 Clinical Competency Examination All Psy.D. candidates are required

More information

Psychology. Forensic Psychology Master of Science (M.S.)

Psychology. Forensic Psychology Master of Science (M.S.) University of North Dakota 1 Psychology http://www.und.edu/dept/psych/ Bradley, Derenne, De Young, Ferraro, Grabe, Holm, Kehn, Kelly, King, Legerski, Looby, McDonald, Miller, Peters, Petros, Plumm, Poltavski,

More information

Social Work (MSSW) www.utpa.edu/grad. A d m iss i o n Requirements Apply to the UTRGV Graduate College:

Social Work (MSSW) www.utpa.edu/grad. A d m iss i o n Requirements Apply to the UTRGV Graduate College: The Master of Science in Social Work (MSSW) prepares graduates for advanced practice with Latino individuals and families, and groups or advanced practice with organizations and communities. Distance Education

More information

School Psychology Area Requirements

School Psychology Area Requirements School Psychology Area Requirements Graduate study in the School Psychology Program at the University of Wisconsin-Madison is a degree program leading to a Doctor of Philosophy (PhD) in Educational Psychology.

More information

Department of School Psychology Field Placement Manual

Department of School Psychology Field Placement Manual I. INTRODUCTION his manual includes pertinent information regarding requirements for practicum/field experience/internship in the School Psychology program. Be sure to read it over carefully as you are

More information

Wichita State University School Psychologist, Narrative Describing the Operation of the Program Assessment Plan Approved 11-15-05

Wichita State University School Psychologist, Narrative Describing the Operation of the Program Assessment Plan Approved 11-15-05 School Psychologist, Narrative Describing the Operation of the Program Assessment Plan Approved 11-15-05 Program evaluation in the Program occurs both (a) to make decisions about individual candidates

More information

Counseling (MA) Degrees. Program Description. Learning Outcomes. Counseling (MA)

Counseling (MA) Degrees. Program Description. Learning Outcomes. Counseling (MA) This program offered by College of Arts & Sciences Program Description The mission of the Webster University graduate professional counseling degree program is to provide high-quality learning experiences

More information

Master of Science in Mental Health Counseling Advanced Certificate in Mental Health Counseling

Master of Science in Mental Health Counseling Advanced Certificate in Mental Health Counseling Advanced Certificate in Mental Health Counseling Program Overview The program at St. John Fisher College educates students to provide therapeutic mental health interventions in the community. This program

More information

Phone: 572-5536 Program Coordinator: Dr. Robert Kersting, ACSW, Ph.D., DCSW, MSW

Phone: 572-5536 Program Coordinator: Dr. Robert Kersting, ACSW, Ph.D., DCSW, MSW MSW Program Description As of September 2010, Westfield State University is working with the Council on Social Work Education (SCWE) for accreditation of the MSW program. Further details on CSWE accreditation

More information

Program in Rehabilitation Counseling

Program in Rehabilitation Counseling Program in Rehabilitation Counseling The RC Profession Work and working are highly valued in our society. Rehabilitation Counselors provide and coordinate services for individuals with a range of physical,

More information

Academic Program: Doctoral Program in Clinical Psychology. Graduate or Undergraduate: Graduate Date: October 10, 2003

Academic Program: Doctoral Program in Clinical Psychology. Graduate or Undergraduate: Graduate Date: October 10, 2003 Academic Program: Doctoral Program in Clinical Psychology Graduate or Undergraduate: Graduate Date: October 10, 2003 Coordinator of the Program: Kenneth W. Sewell Person completing this form: Kenneth W.

More information

MASTER OF ARTS IN BEHAVIOR ANALYSIS AND CERTIFICATE IN APPLIED BEHAVIOR ANALYSIS

MASTER OF ARTS IN BEHAVIOR ANALYSIS AND CERTIFICATE IN APPLIED BEHAVIOR ANALYSIS MASTER OF ARTS IN BEHAVIOR ANALYSIS AND CERTIFICATE IN APPLIED BEHAVIOR ANALYSIS INFORMATION AND APPLICATION Revised May 2015 NOTE: New Priority Deadline for Master s program: January 5 th, 2016 WHAT IS

More information

College of Education. Rehabilitation Counseling

College of Education. Rehabilitation Counseling * 515 MEDICAL AND PSYCHOSOCIAL ASPECTS OF DISABILITIES I. (3) This course is designed to prepare rehabilitation and mental health counselors, social works and students in related fields with a working

More information

MASTER OF SCIENCE OCCUPATIONAL THERAPY

MASTER OF SCIENCE OCCUPATIONAL THERAPY Page 1 10/27/2014 10:31 AM MASTER OF SCIENCE OCCUPATIONAL THERAPY Occupational therapy is the art and science of facilitating participation in occupations. The core concepts and knowledge base of occupational

More information

Master of Library and Information Science (MLIS)

Master of Library and Information Science (MLIS) St. Catherine University 1 Master of Library and Information Science (MLIS) Mission The Master of Library and Information Science (MLIS) program at St. Catherine educates students in the principles, practices

More information

Master of Science. in Behavioral Psychology

Master of Science. in Behavioral Psychology Master of Science in Behavioral Psychology Dr. Robert A. demayo Associate Dean and Professor of Psychology Current estimates suggest that one in 68 children born in this country will be diagnosed with

More information

Program Assessment Report. Unit Psychology Program name: Clinical Psychology MA Completed by David Grilly May 2007

Program Assessment Report. Unit Psychology Program name: Clinical Psychology MA Completed by David Grilly May 2007 Program Assessment Report Unit Psychology Program name: Clinical Psychology MA Completed by David Grilly May 2007 This is a two year M.A. professional program in clinical psychology, which consists of

More information

PSYCHOLOGY. Master of Science in Applied Psychology

PSYCHOLOGY. Master of Science in Applied Psychology CJ 515 Budgetary Planning in Public Agencies Examines the nature of public budgeting and financial management from the perspective of a public manager. Explores public budgeting from an analytical perspective.

More information

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009) Council for Standards in Human Service Education National Standards BACCALAUREATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional

More information

Winston-Salem State University RSA Scholars Program

Winston-Salem State University RSA Scholars Program Winston-Salem State University RSA Scholars Program School of Education and Human Performance Department of Educational Leadership, Counseling, and Professional Studies Rehabilitation Counseling Program

More information

MASTER OF ARTS IN CLINICAL MENTAL HEALTH COUNSELING

MASTER OF ARTS IN CLINICAL MENTAL HEALTH COUNSELING MASTER OF ARTS IN CLINICAL MENTAL HEALTH COUNSELING Department Chair & Professor: Nancy G. Calleja, Ph.D., LPC Office: 234 Reno Hall Telephone: (313) 578-0436 Email: calleyng@udmercy.edu Assistant Professor:

More information

STUDENT MANUAL FOR THE REHABILITATION COUNSELING PROGRAM. (M.S. Degree)

STUDENT MANUAL FOR THE REHABILITATION COUNSELING PROGRAM. (M.S. Degree) STUDENT MANUAL FOR THE REHABILITATION COUNSELING PROGRAM (M.S. Degree) Department of Counselor Education Emporia State University Emporia, Kansas 66801 620-341-5220 http://www.emporia.edu/ce/rehabilitation-counseling/

More information

THE MASTER OF ARTS PROGRAM IN GENERAL PSYCHOLOGY GRADUATE SCHOOL OF ARTS AND SCIENCE NEW YORK UNIVERSITY. Information Booklet for Applicants

THE MASTER OF ARTS PROGRAM IN GENERAL PSYCHOLOGY GRADUATE SCHOOL OF ARTS AND SCIENCE NEW YORK UNIVERSITY. Information Booklet for Applicants THE MASTER OF ARTS PROGRAM IN GENERAL PSYCHOLOGY GRADUATE SCHOOL OF ARTS AND SCIENCE NEW YORK UNIVERSITY Information Booklet for Applicants Director: Adrienne Gans, Ph.D adrienne.gans@ nyu.edu Academic

More information

THE MASTER OF ARTS PROGRAM IN INDUSTRIAL/ORGANIZATIONAL PSYCHOLOGY GRADUATE SCHOOL OF ARTS AND SCIENCE NEW YORK UNIVERSITY

THE MASTER OF ARTS PROGRAM IN INDUSTRIAL/ORGANIZATIONAL PSYCHOLOGY GRADUATE SCHOOL OF ARTS AND SCIENCE NEW YORK UNIVERSITY THE MASTER OF ARTS PROGRAM IN INDUSTRIAL/ORGANIZATIONAL PSYCHOLOGY GRADUATE SCHOOL OF ARTS AND SCIENCE NEW YORK UNIVERSITY Information Booklet for Applicants Director: Barry H. Cohen, Ph.D Telephone: 212-998-7815

More information

School Psychology Re-specialization. Loyola University Chicago

School Psychology Re-specialization. Loyola University Chicago Re-specialization Loyola University Chicago Loyola University Re-specialization in Loyola University Chicago receives numerous requests from Doctoral Level Licensed Clinical Psychologists about obtaining

More information

Applicants new to graduate study at the University of Kansas must submit the following materials to the department s graduate admissions coordinator:

Applicants new to graduate study at the University of Kansas must submit the following materials to the department s graduate admissions coordinator: Doctoral Degrees in Curriculum and Instruction Department of Curriculum and Teaching University of Kansas Joseph R. Pearson Hall, Room 321 Lawrence, KS 66045-3101 (785)864-4435 The Department of Curriculum

More information

GRADUATE and POST-GRADUATE SCHOOL COUNSELING PROGRAMS

GRADUATE and POST-GRADUATE SCHOOL COUNSELING PROGRAMS GRADUATE and POST-GRADUATE SCHOOL COUNSELING PROGRAMS Department Chair & Professor: Nancy G. Calleja, Ph.D., LPC Office: 234 Reno Hall Telephone: (313) 578-0436 Email: calleyng@udmercy.edu Assistant Professor

More information

POST-MASTER S CERTIFICATE PROGRAMS

POST-MASTER S CERTIFICATE PROGRAMS POST-MASTER S CERTIFICATE PROGRAMS 1. POST-MASTER'S CERTIFICATE IN EDUCATION..............................100 a. Post-Master s Certificate in Education Program Grid..........................100 b. Statement

More information

102-4-3a. Educational requirements. To academically qualify for licensure as a master's level psychologist or a clinical psychotherapist, the

102-4-3a. Educational requirements. To academically qualify for licensure as a master's level psychologist or a clinical psychotherapist, the 102-4-3a. Educational requirements. To academically qualify for licensure as a master's level psychologist or a clinical psychotherapist, the applicant's educational qualifications and background shall

More information

Art Therapy and Counseling. Listening, creating and healing.

Art Therapy and Counseling. Listening, creating and healing. Art Therapy and Counseling Listening, creating and healing. Have you been searching for a career that combines your desire to help others with your passion for the healing value of creativity and art making?

More information

Ed.S. School Psychology 2014 2015 Program Guidebook

Ed.S. School Psychology 2014 2015 Program Guidebook Ed.S. School Psychology 2014 2015 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised version. 2) Policies

More information

Psychology. Program: College: Education and Professional Studies Major Code: 3710. Master of Arts (M.A.)

Psychology. Program: College: Education and Professional Studies Major Code: 3710. Master of Arts (M.A.) - Counseling Major Code: 3710 - Counseling, M.A. Counseling prepares graduates to provide services in diverse settings including community mental health centers, youth and family service agencies, marriage

More information

MASTER OF EDUCATION (M.Ed.) PROGRAMS

MASTER OF EDUCATION (M.Ed.) PROGRAMS MASTER OF EDUCATION (M.Ed.) PROGRAMS 1. M.ED. PROGRAM GRID..................... 90 2. MASTER OF EDUCATION (GENERAL)........ 90 a. Statement of Purpose.................... 90 b. Admission Requirements.................

More information

Rehabilitation & Mental Health Counseling Program Manual 1

Rehabilitation & Mental Health Counseling Program Manual 1 Rehabilitation & Mental Health Counseling Program Manual 1 I. INTRODUCTION ILLINOIS INSTITUTE OF TECHNOLOGY DIVISION OF COUNSELING AND REHABILITATION SCIENCE MASTER OF SCIENCE IN REHABILITATION AND MENTAL

More information

Master of Arts in Higher Education (both concentrations)

Master of Arts in Higher Education (both concentrations) Higher Education Dickinson Hall, Room 419 (501) 569-3267 Master of Arts and Doctor of Education The Master of Arts in Higher Education is designed for those individuals who are interested in entering or

More information

Course offerings and Descriptions CED Counseling and Educational Development Courses

Course offerings and Descriptions CED Counseling and Educational Development Courses Course offerings and Descriptions CED Counseling and Educational Development Courses 506 Institutes in Education (1-3) Practicum or workshop experiences to focus on issues, problems, or approaches in the

More information