Graduate & Continuing Education: Behavior Analyst Graduate Certificate Program
 Tired of being excluded from job opportunities reading “BCBA required”? Fitchburg State’s Behavior Analyst Certification Program provides the specialized training needed for individuals interested in becoming Board Certified Behavior Analysts (BCBA) through the national Behavior Analyst Certification Board, Inc.
The five course certificate program has been approved by the Behavior Analyst Certification Board, Inc. as meeting coursework eligibility requirements required for the Behavior Analysis Certification exam. Our carefully planned course sequence prepares individuals to work with children and adults with Autism Spectrum Disorders and other disabilities through the understanding of behavioral analysis and other factors that often contribute to student success.
Most graduate students enrolled in a Fitchburg State Special Education teaching license program will be able to apply two courses to a master's degree, while students in the non-licensure Special Education Guided Studies, Individualized Track could count up to five courses toward their degree.
Program Requirements
The following five courses must be completed by students wishing to pursue certification as a Board Certified Behavior Analyst. The first two courses must be taken in sequence (not concurrently) while the final three courses can be taken concurrently and in no specific order.
Required Courses:
SPED 8015 Fundamentals in Applied Behavioral Analysis - Offered Fall 2010
SPED 8180 Positive Behavior Supports for Students with Disabilities - Spring 2011
SPED 8014 Behavioral Analysis in Applied Settings - Spring 2011
SPED 8175 Ethical Issues and Collaboration - Summer 2011
SPED 8030 Integrating Behavior, Communication and Sensory Strategies to Meet the Needs of those with Disabilities - Summer 2011
This sequence of courses has been approved by the Behavior Analysis Certification Board (BACB) to meet the 225 hour coursework requirement for taking the Board Certified Behavior Analyst (BCBA) Examination. View our Approved Course Content Verification Form (PDF).
In addition, students completing the Behavior Analyst Certification Program will need to make independent arrangements to complete 1500 hours of Supervised Independent Fieldwork to complete all requirements to sit for the Behavior Analysis Certification exam. For additional information, please visit http://www.bacb.com
Apply for the Certificate Program
You may apply to the Behavior Analyst Certification Program via our online or print application.
If you wish to have a graduate or undergraduate application mailed directly to you please send your request, name, and postal address to us at: gce@fsc.edu
Questions
For questions regarding completing an application please contact Graduate Admissions Counselor, Kathleen McCoy at kmmcoy2@fsc.edu or (978) 665-3136.
To conveniently review graduate admissions requirements visit:
Register for Courses
For registration information visit fsc.edu/gce/register. Current students can register online at Web 4 Student Self Service Online Registration.
 Course Descriptions
SPED 8015 Fundamentals in Applied Behavior Analysis
(3 Credits)
The basic frameworks and theory of applied behavior analysis (ABA) will be examined including the definition and characteristics of ABA. The history and foundation of applied behavior analysis will be reviewed. Students will learn to identify the differences in behaviorism, the experimental design of behavior, and applied behavior analysis. Important definitions, terms, and concepts will be identified and reviewed. Seminal research articles from the field of applied behavior analysis will be used to emphasize the relationship between behavior analysis and the education of children. General principles will be covered targeting areas of clinical intervention and educational intervention.
SPED 8180 Positive Behavior Supports for Students with Disabilities (3 credits)
Theoretical frameworks for analyzing behaviors are examined with a focus on a supportive or educational approaches. Students operationalize descriptions of behaviors, write instructional objectives, and collect data using several types of data collection strategies. Students assess the challenging behavior of one student with disabilities using multiple strategies and tools. Based on this written assessment, students design and implement as many components of the behavior support plan as possible. Federal and state special education legislation and regulations are examined with particular attention to their influence on the design and implementation of optimal educational programs for students with disabilities and challenging behaviors. In addition, school-wide and whole classroom behavior management/discipline philosophies and strategies are examined.
SPED 8014 Behavior Analysis and Intervention in Applied Settings (3 Credits)
This course will prepare students to function as behavior analysts and consultants within the community, school, and home environments. Students will learn to identify socially significant behaviors to target for change, operationally define these behaviors, conduct descriptive assessments, develop hypotheses based on the results of their assessments to conduct functional analyses, interpret the results of the functional analyses in order to develop effective and ethical treatments. Implemented treatments will be evaluated in terms of efficacy and consumer approval/acceptance/adherence based on the data. Students will learn to identify barriers to effective behavioral analysis and intervention within applied settings (e.g., resistance), and methods to overcome these barriers, such as conducting functional and ecological assessments of caregiver behavior and potential motivating operations for resistance. In addition, students will learn how to conduct a needs assessment to determine areas for caregiver training and support, and develop a support system/training program based on the results of the assessment. Throughout the content of this course, attention will be given to methods to improve consultant/consultee relationships to foster adherence to behavioral interventions and support systems. Ethical considerations regarding consultation within the community and behavior analysis will also be addressed.
SPED 8175 Ethical Issues and Collaboration (3 credits)
This course is designed to connect the ethical and professional standards of the profession of applied behavior analysis with its implementation. Candidates will learn to use questions such as, "What is the right thing to do?", "What is worthy of doing?", and "What does it mean to be a good behavior analyst?" to guide their personal and professional practices. Candidates will study theory and practice skills related to communication skills and processes as well as effective consultation strategies for working with families, school personnel and other professionals. Candidates will learn how to evaluate their consultation skills and maintain themselves as consultants and collaborators.
SPED 8030 Integrating Behavior, Communication, and Sensory Strategies to Meet the Needs of Those with Disabilities (3 credits)
This course will integrate behavior, communication, and sensory strategies with various behavioral, neurological, and psychiatric disabilities encountered by teachers within public and private schools. The student will be exposed to the diagnostic characteristics and the range of behavioral manifestations. The students will conduct a Functional Behavior Assessment (FBA) and develop a functionally equivalent behavior intervention plan for a target behavior within one of the disability areas.
Contact Us
For more information on the Behavior Analyst Certificate Program, call 978-665-3660 or e-mail gceadvisor@fsc.edu or contact one of the Graduate Program Chairs listed below.
Graduate Program Chair, Moderate Disabilities Program
Dr. Nancy L. Murray
978-665-3770
nmurray5@fsc.edu |
Graduate Program Chair, Severe Disabilities and
Guided Studies Programs
Dr. Anne Howard
978-665-3309
anhoward@fsc.edu |
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