ADVANCED CERTIFICATE IN APPLIED BEHAVIOR ANALYSIS
Statement of Program Goals
The goal of the Advanced Certificate Program in Applied Behavior Analysis is to prepare
people to design, deliver, and evaluate individualized behavioral intervention. The current emphasis is on children and adults with developmental disabilities. The aim of the certificate program is to provide practitioners with high-quality training and supervision in applied behavior analysis. To that end, faculty carefully integrate the practicum experiences with didactic course work to provide a meaningful repertoire of behavior analysis skills and to help prepare professionals for the National Behavior Analyst Certification Board Examination.
Job Opportunities for Graduates
Graduates will have an advantage over other applicants for employment in public and private schools, residential and vocational training facilities, and related human service agencies for individuals in need of behavioral intervention for teaching particular skills and remediating maladaptive behavior.
The full-time faculty and affiliated professionals are internationally recognized for their expertise in Applied Behavior Analysis. Some course work and supervision will be provided by doctoral-level, professional behavior analysts in off-campus practicum settings.
Candidates for Enrollment
A certificate in Applied Behavior Analysis will benefit individuals who are working or who wish to work in the area of human services. Specifically, the program provides a focused sequence of supervised practicum experiences and courses for individuals in fields such as psychology, education, social work, or other related fields, who are seeking training in applied behavior analysis.
Applicants for admission must have earned a B.A. or B.S. with a grade-point average of 3.0 or better in their area of specialization. Additionally, applicants will be required to have some background in psychology, developmental disabilities, education, or field-based experience. The Graduate Record Examination is not required, but students for whom English is not a native language must show a score of 600 or higher on the TOEFL. It is not anticipated that transfer credits will be accepted. Enrollment begins in the Fall Semester only.
How to Apply
Online applications are obtained and processed through Queens College’s Graduate Admissions Office. Applications require the submission of a completed application form, TOEFL scores if appropriate, official transcripts, three letters of reference, and a letter of application outlining your interests in pursuing this certificate program. The deadline to apply to the program is May 1 each year for Fall admission.
Description of the Curriculum
The curriculum for the 22-credit Advanced Certificate in Applied Behavior Analysis includes a set of required, core courses and practicum experiences (16 credits) and a specialization (6 credits). Most of the courses are scheduled for the late afternoon and evening to accommodate students who work during the daytime, but there is no guarantee that this is always possible. It should be emphasized that this curriculum does not constitute the curriculum for a teaching certificate or specialization.
1. Core Courses
The core courses provide 11 credits of didactic instruction in the analysis of behavior and ethical considerations coupled with 5 credits of supervised field-based application of this training as follows:
- Psych 730.01: Theory and Method in Applied Behavior Analysis I (3 credits)
- Psych 730.05: Practicum in Applied Behavior Analysis I (2 credits)
- Psych 771: Ethical Issues in Psychology (1 credit)
- Psych 730.02: Theory and Method in Applied Behavior Analysis II (4 credits)
- Psych 730.06: Practicum in Applied Behavior Analysis II (3 credits)
- 730.00: Psychology of Learning (strongly preferred, 3 credits)
- Psych 791.03: Special Topics: Learning & Behavior Analysis (3 credits)
The specialization courses provide in-depth concentration on concepts and methods related to specified areas (see below). Alternatively, students may design and propose their own specialization. Areas for specialization may include, but are not limited to, business and industry, behavioral medicine, and sports psychology.
The following are specialization courses, according to the specialization. 6 credits toward the specialization in Developmental Disabilities may be selected from the following courses currently offered:
Applied Behavior Analysis
- Psych 795.00: Fieldwork in Applied Behavior Analysis (3 credits)
Organizational Behavior Management
- Psych 720.01--Developmental Disabilities I (3 credits)
- Psych 720.02--Developmental Disabilities II (3 credits)
- Psych 720.03--Behavioral Intervention in Developmental Disabilities (3 credits)
- Psych 720.04: Behavioral Analysis of Child Development (3 credits)
- Psych 791.03: Special Topics: Autism Treatment (3 credits)
- Psych 791.03: Special Topics: Organizational Behavior Management (3 credits)
- Psych 730.07: Theories of Association (4 credits)
- Psych 732.00: Motivation and Reinforcement (4 credits)
- Psych 731.00: Stimulus Control of Behavior (4 credits)
- Psych 737.03: Categorization and Concept Formation (4 credits)
Eligibility for Behavior Analyst Certification Board Examination
The course work in our program has been approved by the Behavior Analyst Certification Board.
Click here for the content areas defined by BACB for all required courses.
Students who wish to be eligible to sit for the National Behavior Analyst Certification Board Examination should take their 9 credits of specialization in the area of behavior analysis. They must take a course in Principles of Learning, or Learning and Behavior Analysis, and they may select from the following partial list of additional courses:
Fieldwork in Applied Behavior Analysis
Theories of Association
Motivation and Reinforcement
Categorization and Concept Formation
The full-time faculty and affiliated professionals are internationally
recognized for their expertise in Behavior Analysis. Some coursework
and supervision will be provided by doctorate-level, professional behavior
analysts in off-campus practicum settings.
Alicia M. Alvero, Assistant Professor, Ph.D., Western Michigan University.
Organizational Behavior Management, Behavioral Safety, Organizational Training and Performance Feedback.
Bruce L. Brown, Professor. Ph.D., Yale University.
Pavlovian conditioning, autoshaping, associative learning, temporal control
of human and non-human animal behavior.
Daniel M. Fienup, Assistant Professor. Ph.D., Illinois State University. Academic interventions, translational research, stimulus equivalence, college teaching, developmental disabilities.
Nancy S. Hemmes, Professor. Ph.D., University of North Carolina, Chapel
Hill. Basic and applied learning theory, temporal control of behavior,
instrumental and Pavlovian conditioning in human and animal subjects.
Emily Jones, Professor. Ph.D., SUNY Stony Brook. Autism & Down Syndrome.
Patricia J. Krantz, Adjunct Professor. Executive Director of Princeton Child
Development Institute. Ph.D., University of Kansas.
Autism, early intervention, incidental teaching.
Robert N. Lanson, Associate Professor. Ph.D., Columbia University.
Animal psychophysics, stimulus control with humans and non-humans.
Lynn E. McClannahan, Adjunct Professor. Executive Director of Princeton
Child Development Institute. Ph.D., University of Kansas.
Autism intervention, language intervention, systems analysis, technology
Peter Sturmey, Associate Professor. Ph.D., Liverpool University, UK.
Developmental disabilities, dual diagnosis, challenging behavior, staff and parent training.
For more information about the program contact Program Director Alicia Alvero.
Notice to Applicants & Candidates
Services restricted to New York State licensed professionals, including licensed behavior analysts certified behavior analysts assistants (supervised by a licensed behavior analyst) and licensed psychologists, cannot be rendered by program students or graduates unless: (a) they are licensed in New York State to provide such services, (b) they provide those services in an exempt setting as salaried employee, (c) the person holds a limited permit to practice in a setting approved by the New York State Education Department, or (d) the person is a student, intern, or resident in an educational program acceptable to the Department pursuant to the commissioner’s regulations, provided that such constitutes a part of his or her supervised course of study.
Due to the recent change in the law, one must be a licensed behavior analyst to engage in "behavior analysis" types of activities: modifying behavior, conducting behavior analysis, etc. The exception is if one works in a school, clinic, hospital, and similar institutions, which are called exempt settings. The New York State Education Department, which approves all graduate programs, requires this disclaimer in our materials. If you have a question, you can either contact the ABA Program Director at Queens College or call the State Education Department.
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