Western Connecticut State University. Proposed Masters Degree: Applied Behavioral Analysis. February 2014

Transcription

1 Western Connecticut State University Proposed Masters Degree: Applied Behavioral Analysis February 2014 Dr. Janet Burke, ABA Program Coordinator Dr. Catherine O Callaghan, Chair, Department of Education and Educational Psychology

2 2 Table of Contents Item Page(s) Master of Education in Applied Behavioral Analysis Proposal Introduction 3 Program Overview Framework 4 Course Descriptions 6 Proposed Budget 8

3 3 Proposal Introduction In 2012, Western Connecticut State University began a program in Applied Behavioral Analysis to prepare candidates to assess the relationship between behavior and the environment in order to design interventions. Applied Behavioral Analysis is widely used with children on the autism spectrum and increasingly in other fields such as criminal justice, health care, and social work. The current program provides two tracks leading to eligibility to take the BCaBA certification examination. Candidates may choose the 16-credit track that leads to the Board Certified Assistant Behavior Analyst (BCaBA) Certificate or the 19-credit track that prepares them to sit for the Board Certified Assistant Behavior Analyst (BCaBA) Certificate. Candidates currently complete these courses as a cohort with an average of 25 enrollees. The Behavioral Analyst Certification Board has approved all courses. In 2016, the Behavioral Analyst Certification Board will implement a new Master s degree requirement containing the sequence of required ABA courses. Therefore, this proposal for a new graduate degree is critical in order to maintain our current certification status. The proposed 30-credit program would embed 19 credits of existing ABA courses with additional 11 credits focusing on research and grant writing. Candidates would also have the option of enrolling in a practicum to expedite their eligibility to sit for the examination. The required hours for the practicum are reduced to 750 from 1500 when candidates are supervised within a program. It is projected that there will continue to be a need for this new degree for the coming decade. On March 27, 2014, The Centers for Disease Control and Prevention reported that the number of children identified with autism has surged across America in the past two years. Currently 1 in 68 children are diagnosed along the spectrum, with more boys identified then girls. Liz Fields, President of Autism Speaks, responding to this recent report, urged community stakeholders to develop a comprehensive strategy to address this growing national crisis. Applied Behavioral Analysis is also used in myriad fields to analyze behavior and to design research-based interventions. The methods of applied behavioral analysis are used in substance abuse programs, prison programs, gerontology, and prevention programs, as well as business management. Therefore, demand for the proposed program extends well beyond the field of autism.

4 4 Proposed Draft of Masters degree in ABA Design Track A: No Practicum (30 credits) Track B: Practicum (34 credits) Core Program 19 credits (Already existing courses) EPY641. Introduction to Behavior Analysis. 4 hours. Defines and delimits the subject matter of behavior analysis. Examines the principles that describe behavioral processes and distinguishes the learned and unlearned components of operant and respondent behavior. Relates behavior change procedures to the processes accounting for learned behavior EPY642. Theory and Philosophy in Behavior Analysis. 4 hours. Study of the conceptual framework of behavior analysis; studies epistemological issues and nature of scientific explanation; examines common misconceptions and provides theoretical foundations for applications and basic research. EPY643. Experimental Analysis of Behavior. 4 hours. Reviews classical experimental literature in behavior analysis. Compares methodology to that in natural and social sciences. Special emphasis on experimental analysis of human behavior. EPY644. Legal, Ethical and Professional Issues in Behavior Analysis. 4 hours. Addresses and reviews the effects of court decisions in development and implementation of behavioral interventions, ethical requirements of the Behavior Analysis Certification Board, and professional conduct in treatment, intervention and consultation settings. Topics include accountability, confidentiality, quality of services, quality of life, emergency management. EPY645. Topics in Behavior Analysis. 3 hours. In-depth analysis and discussion of significant topics in behavior analysis. Topics include but are not limited to the following: philosophy of measurement of behavioral phenomena; rule-governed vs. contingency-governed behavior; the creation of settings and interpersonal dynamics; stimulus control; organizational behavior management. New Coursework 11 credits EDXXX Assistive Technology for Applied Behavioral Analysis 3 hours. This course will familiarize educators, care givers and families with the history, theories, models, examples and applications of assistive technology to promote the cognitive, social, psycho-motor and life skills of individuals with developmental needs. ED XXX Grant Writing for Applied Behavior Analysis. 2 hours. This course will provide candidates with the basic skills, principles and techniques of successful grant writing. Candidates will learn how to identify a funding source, prepare and submit a competitive proposal to help meet the learning and life skills needs of clients with aberrant behavior. EDXXX Capstone Project in Applied Behavioral Analysis 3credits. This course requires candidates to successfully complete a professional practices capstone project based on the comprehensive use of empirically validated behavioral learning principles. ABA enhances skill development and behavioral changes by empirically based intervention strategies. Action based research procedures are integrated in

5 5 the E&EP Department s NCATE based Conceptual Framework. A project specific evaluation rubric will confirm successful completion (80/100 points or higher) of an approved capstone project. EDXXX Research in Applied Behavioral Analysis 3credits. This course was developed to ensure that MS in ABA candidates will have the competence necessary to maintain their skills in a field that relies on scientific research. Class activities will help candidates select, evaluate, recommend and use research derived from leading scientific sources to develop treatments for individuals. Track B (Practicum) Practicum Experience (4 credits)

6 6 Course Descriptions EPY 651 Course Title: Assistive Technology for Applied Behavior Analysis Semester Hour Credit: 3 semester hour credits Rationale: Applied Behavior Analysis (ABA) is a scientific discipline that entails the comprehensive use of empirically validated behavioral learning principles to develop, implement, and evaluate practical strategies to enhance the abilities and self-direction skills of children and adults in the context of community, home, employment, and educational settings. ABA enhances skill development and behavior changes for people with developmental disabilities including individuals on the autism spectrum, Asperger syndrome, pervasive developmental disorder not otherwise specified (PDD-NOS), childhood disintegrative disorder, Rett syndrome, and behavior modification needs. Assistive/adaptive/augmentative technology (AT) is an item, equipment, or product system that is used to increase, maintain, or improve the functional capabilities of individuals with developmental needs. AT increases an individual s opportunities for participation in education, communication, social interactions, self-regulation, and employment. This graduate course will help candidates select, recommend, use, and evaluate AT appropriate for individuals with developmental needs. EPY 652 Course Title: Grant Writing for Applied Behavior Analysis Semester Hour Credit: 2 semester hour credits Rationale: Grants are an important source of support for Applied Behavior Analysis. The competition for funding within the non-profit sector is challenging, with cyclical declines in government spending, corporate philanthropy reductions, and foundation support narrowing. Funding from federal, state, local and private sources will help to augment the learning experiences for clients with disabilities. This course will help candidates identify, apply for and obtain funding to help meet the learning and life skills needs of clients with atypical needs. EPY 653 Course Title: Capstone Project in Applied Behavior Analysis Semester Hour Credit: 3 semester hour credits Rationale: This course requires candidates to successfully complete a professional practices capstone project based on the comprehensive use of empirically validated behavioral learning principles. Applied Behavior Analysis (ABA) enhances skill development and behavior changes for people with developmental disabilities including individuals on the autism spectrum. Action based research procedures

7 7 are integrated in the E&EP Department s NCATE based Conceptual Framework. A project specific evaluation rubric will confirm successful completion (80/100 points or higher) of an approved capstone project. EPY 654 Course Title: Research in Applied Behavior Analysis Literature Semester Hour Credit: 3 semester hour credits Rationale: Applied Behavior Analysis (ABA) is a scientific discipline that entails the comprehensive use of empirically validated behavioral learning principles to develop, implement, and evaluate practical strategies to enhance the abilities and self-direction skills of children and adults on the autism spectrum in the context of community, home, employment and educational settings. ABA advances the understanding of prevalence, intervention and a range of skill development through the use of complicated and highly technical research. This course was developed to ensure that MS in ABA candidates will have the competence necessary to maintain their skills in a field that relies on scientific research. Class activities will help candidates select, evaluate, recommend and use research derived from credible scientific sources to develop treatments for individuals with developmental disabilities or behavior modification needs.

8 8 Proposed Budget Connecticut Board of Regents for Higher Education RESOURCE SUMMARY Institution: Western Connecticut State University Proposed Program Name: MS in ABA PROJECTED ENROLLMENT FY ) Full Time Part Time FY ) Full Part Time Time FY ) Full Part Time Time Internal Transfers (from other programs) New Students (first time matriculating) Continuing (students progressing to credential) * Year 2 includes New Cohort from Spring of Year 1) Headcount Enrollment Total Estimated FTE per Year NEW REVENUES FY ) FY ) FY ) Tuition (Do not include internal transfers) $179,250 $780,127 $765,674 Program-Specific Fees Other Revenue (Annotate in text box below)

9 9 Total Annual Program Revenue $0 $179,250 $0 $780,127 $0 $765,674 PROJECTED Expenditures* FY ) FY ) FY ) Administration (Chair of $45,589 $47,868 Coordinator) Faculty (Full-time) 1 $79,599 2 $281,130 2 $295,186 Faculty (Part-time) $10,185 $78,937 $68,751 Support Staff Library Resource Program Equipment (Listed as needed) Estimated Indirect Cost (e.g. student services, operations, maintenance) Total ESTIMATED $89,784 $360,066 $363,937 Expenditures NET IMPACT $89,466 $420,061 $401,737 * Excludes Estimated Indirect costs