Dual Master of Science (MSc) in Applied Behavior Analysis and Master of Education (MEd) in Teaching Special Education

ID 510 Science, Math and Digital Literacy in the Classroom

This course is designed to enhance students' understanding of mathematics and science concepts and develop an awareness of their interdisciplinary nature. Through lectures, labs, and other hands-on approaches, basic principles and concepts important for teaching math and science are covered with a focus on modifying the curriculum and instructional materials to meet the needs of students with mild and moderate disabilities. The Massachusetts Science and Technology Curriculum Framework and the Massachusetts Mathematics Curriculum Framework are used as basic references.

ID 512 Humanities in the Classroom

In this interdisciplinary course, the focus is on expanding students' knowledge of the humanities. Candidates will explore genres, literary elements, and literary techniques in art, literature, poetry and music and look for ways to integrate the humanities into the curriculum. As well, candidates will study perspectives of education and society through the expressions of art through the writing process for students with mild and moderate disabilities. Discovery in the humanities can be a basis in which teachers may develop curriculum and enhance classroom teaching for students with mild and moderate disabilities.

ABA 601 Concepts and Principles I: Introduction to Applied Behavior Analysis

This course is the first course in a series of two courses (ABA 601 and ABA 602) and is designed to introduce students to applied behavior analysis (ABA). In this course, students will be given an overview of the assumptions, characteristics, and goals of applied behavior analysis. Students will learn the basic concepts and principles of behavior analysis as related to behaviors of social importance; therefore, the primary readings, lectures, and assignments of this course will focus on the applied literature in behavior analysis. Students begin to learn how to apply behavior-analytic procedures to change behavior and improve conditions for individuals in need and learn to articulate the science of learning and behavior in both scientific and layman terms.

ABA 602 Concepts and Principles II: Experimental Analysis

In Concepts and Principles I, students explored the basic concepts and principles as related to behaviors of social significance. In Concepts and Principles II, students examine the basic literature to learn the origin of the concepts and principles of behavior analysis and hence develop a more thorough understanding of the fundamental building blocks of behavior analysis. Students primarily review basic experimental studies, but are required to apply the concepts and principles examined in the basic literature to applied problems.

ABA 604 Treatment Evaluation

In this course, students are introduced to the methods needed to evaluate the effectiveness of a variety of interventions. Students learn to develop reliable procedures for measuring behavior using both continuous and discontinuous measurement systems, effective methods to display data, and develop skills to analyze the visual representation of behavior change in a variety of graphic displays. This course places a particular emphasis on the use of single-subject designs, which include the reversal, alternating treatment/multi-element, multiple baseline, changing criterion, and concurrent chains arrangement. By the end of this course, students will be able to select an appropriate measurement system, calculate reliability measures, identify the most appropriate experimental design(s), and determine whether functional control was achieved.

ABA 606 Behavior Assessment

This course is designed to teach students the major concepts, methods, and ethical issues related to behavioral assessment. Students are taught to select and operationally define target behaviors for change, identify methods to assess behavior using behavioral assessments (e.g., indirect assessments, descriptive assessments, functional analyses, skill assessments), and align assessment outcomes with appropriate strategies that are designed to address areas of weakness while utilizing best practices in the field of applied behavior analysis. Considerations for designing function-based interventions and preparing for undesired side-effects are also discussed.

ABA 608 Behavior Intervention

This course is designed to prepare students to identify, implement, and maintain effective behavioral interventions in applied settings. Students are taught to design evidence-based intervention strategies that reduce inappropriate behaviors and increase an individual's performance both academically and socially. Emphasis is placed on approaches that facilitate maintenance and generalization across settings. Students are also taught to design a comprehensive plan to train and supervise the implementation of behavioral interventions.

ABA 610 Ethical Practice in Applied Behavior Analysis

In this course, students are presented with a focused review of the ethical, legal, and professional issues related to the field of applied behavior analysis. Students thoroughly examine the ethical principles adopted by the Behavior Analyst Certification Board® (BACB®) to guide professional practice. Students will critically evaluate ethical scenarios and identify acceptable action given a particular situation. 

ABA 612 Verbal Behavior

In this course, students develop a thorough understanding of Skinner's approach to verbal behavior and contrast Skinner's approach with more traditional approaches. The primary readings are from Verbal Behavior written by B. F. Skinner; however, students also critically review commentaries on Skinner's approach and recent research in verbal behavior.

ABA 614 Radical Behavior

Students are taught to differentiate between methodological behaviorism, teleological behaviorism, and radical behaviorism. The primary focus of this course is radical behaviorism and topics include determinism, private events, problem-solving, rule-governed behavior, and culture and society. Students apply the philosophy of radical behaviorism to a variety of complex and socially important behaviors. The readings primarily include Skinner's articles on radical behaviorism, commentaries on Skinner's approach, and Skinner's response to commentaries.

ABA 616 ABA Training and Supervision

This course prepares students to be effective supervisors. In this course, students will be given an overview of evidence-based practices for training and supervision. Students will learn how to use behavior analytic supervision methodologies and the potential risks of ineffective supervision. Students will demonstrate how to establish clear performance expectations, select supervision goals, and use performance monitoring, feedback, and reinforcement systems. Students will incorporate function-based strategies to improve personnel performance and effective training procedures for teaching assessment and intervention techniques.

ABA 625 Thesis I (2 credit hours)

The thesis is typically completed across three semesters and requires students to examine, conduct research, analyze, and share results in the form of a written thesis and presentation. Students work closely with their advisor during individual and group meetings. In the first and second semester of thesis, students will identify their research question, select committee members, conduct a literature review, write the introduction, identify the methodology to scientifically answer their research question, and obtain thesis committee and institutional review board (IRB) approval. In the end of the second semester or beginning of the third semester of thesis, students will carry out their study, finalize the manuscript, and present their findings to their committee members.

ABA 626 Thesis II (2 credit hours)

The thesis is typically completed across three semesters and requires students to examine, conduct research, analyze, and share results in the form of a written thesis and presentation. Students work closely with their advisor during individual and group meetings. In the first and second semester of thesis, students will identify their research question, select committee members, conduct a literature review, write the introduction, identify the methodology to scientifically answer their research question, and obtain thesis committee and institutional review board (IRB) approval. In the end of the second semester or beginning of the third semester of thesis, students will carry out their study, finalize the manuscript, and present their findings to their committee members.

ABA 627 Thesis III (1 credit hour)

The thesis is typically completed across three semesters and requires students to examine, conduct research, analyze, and share results in the form of a written thesis and presentation. Students work closely with their advisor during individual and group meetings. In the first and second semester of thesis, students will identify their research question, select committee members, conduct a literature review, write the introduction, identify the methodology to scientifically answer their research question, and obtain thesis committee and institutional review board (IRB) approval. In the end of the second semester or beginning of the third semester of thesis, students will carry out their study, finalize the manuscript, and present their findings to their committee members.

ABA 672 Fieldwork I (1 credit hour)

ABA 672 is the first course in the course fieldwork series. This course is required in the MS in ABA course sequence. The fieldwork series is designed so that students will obtain a substantial portion of their experience and supervision hours required to sit for the Board Certified Behavior Analyst® examination in a structured and carefully curated manner while enrolled in the MS in ABA program. Students work in a supervised clinical setting for approximately 20 hours per week, in which the implementation of behavior analytic principles are evidenced. No more than 40% of the total hours can consist of direct implementation of behavioral programs. Students engage in a variety of activities outlined by the Behavior Analyst Certification Board® (BACB®). Each week, students attend a 1.0 hour on-campus group supervision meeting and receive at least one hour of individual supervision from a BCBA® at their approved fieldwork site. Students work with multiple clients who are appropriate for behavior analysis services as outlined by the BACB®.

ABA 673 Fieldwork II (2 credit hours)

ABA 673 is the second course in the course fieldwork series. This course is required in the MS in ABA course sequence. The fieldwork series is designed so that students will obtain a substantial portion of their experience and supervision hours required to sit for the Board Certified Behavior Analyst® examination in a structured and carefully curated manner while enrolled in the MS in ABA program. Students work in a supervised clinical setting for approximately 20 hours per week, in which the implementation of behavior analytic principles are evidenced. No more than 40% of the total hours can consist of restricted activities. Students engage in a variety of activities outlined by the Behavior Analyst Certification Board® (BACB®). Each week, students attend a 1.0 hour on-campus group supervision meeting and receive at least one hour of individual supervision from a BCBA® at their approved fieldwork site. Students work with multiple clients who are appropriate for behavior analysis services as outlined by the BACB®.

ABA 674 Fieldwork III (2 credit hours)

ABA 674 is the third course in the fieldwork series. This course is required in the MS in ABA course sequence. The fieldwork series is designed so that students will obtain a substantial portion of their experience and supervision hours required to sit for the Board Certified Behavior Analyst® examination in a structured and carefully curated manner while enrolled in the MS in ABA program. Students work in a supervised clinical setting for approximately 20 hours per week, in which the implementation of behavior-analytic principles are evidenced. No more than 40% of the total hours can consist of restricted activities. Students engage in a variety of activities outlined by the Behavior Analyst Certification Board® (BACB®). Each week, students attend a 1.0 hour on-campus group supervision meeting and receive at least one hour of individual supervision from a BCBA® at their approved fieldwork site. Students work with multiple clients who are appropriate for behavior analysis services as outlined by the BACB®.

ED 503 Student Teaching (9 credit hours)

The initial practicum experience is the culminating course for the initial license program as required by DESE. It offers students the opportunity to reflect, analyze, and integrate knowledge gained from coursework within the program, as well as best practices through their experience as a student. Candidate’s performance is evaluated through the use of the Candidates Assessment of Performance (CAP) evaluation system as mandated by DESE. A total of 300 hours of field placement (PK-8 or 5-12) is required.

ED 503A Student Teaching Seminar

A required weekly seminar component is part of the ED 502 Initial Practicum course. Here candidates will discuss and address current issues as demonstrated in their classroom placements in addition to gaining additional knowledge from guest speakers who are experts in the field of education.

ED 515 (B) Contemporary Issues in Special Education

This course addresses the historical, philosophical, and ethical perspectives of education services for students with special needs. Federal and state laws and regulations pertaining to special education will be studied. Legal and educational terminology and definitions for students with mild to moderate disabilities will be discussed. Knowledge of services provided by other agencies, such as augmentative and alternative communicative, assistive technology, development of an individualized educational plan (IEP), and relevant current literature are covered in this course.

ED 517 Assessment of Students with Special Needs

This course will address the principles of both formal and informal assessment of children and adolescents with mild to moderate disabilities. It will provide experience with informal and formal assessment measures. Basic concepts of measurement will be covered so that students can evaluate test instruments and interpret test results knowledgeably. Current issues in the field of assessment will be discussed and ethical issues emphasized throughout the course.

ED 518 Literacy Development for Children with Special Needs

This course addresses the significant theories, approaches, instructional practices, and programs for developing reading skills and reading comprehension in children and adolescents with and without disabilities. It includes a study of phonemic awareness, phonics, principals, and instructional practices through the reading/writing processes, the development of reading/writing skills, and the transition to content area texts. Diagnosis and assessment of reading skills, including formal and informal reading assessment instruments, will be examined. Emphasis will be on differentiated instruction to meet the needs of diverse learners. A field based experience is required.

ED 519 A/B (B) Curriculum Adaptations/Differentiated Instruction for Children with Special Needs

This course will address the design or modification of curriculum, instructional materials, and general education classroom environments for students with moderate disabilities. Emphasis will be placed on differentiated instruction that focuses on developing appropriate strategies for meeting the needs of diverse learners. It will align the principles of inclusion with their educational implementation by exploring and applying instructional strategies and curricular adaptations that are most effective in the general education setting.

ED 521 (A) Classroom Management for Students with Special Needs in Inclusive Classrooms

This course will address classroom management strategies, facilitating appropriate behavior, and meeting the social/emotional needs of students with moderate disabilities. Emphasis will be placed on preventive discipline and on classroom environments and techniques that have been found effective for students with special needs. Theoretical models of behavior management will be discussed and compared, including their application for preparing and maintaining students with disabilities in general education classrooms.

ED 523 Sheltered English Immersion Teaching

This course is designed to prepare teachers to address the individuality of English language learners (ELL) including social and cultural considerations, second language acquisition processes, and English language arts and literacy development in the preK-12 classroom. This course is aligned with the Massachusetts Curriculum Frameworks and the WIDA English Language Development Standards and covers best practices in the field of ELL instruction. Note: Successful completion of this course leads to SEI endorsement through the Massachusetts Department of Elementary and Secondary Education ONLY if completed as part of a master’s in education program; this is NOT a standalone endorsement course.

ED 604 Culturally Responsive Teaching

This course will explore the theory, research, and practice of culturally responsive teaching. A variety of perspectives are used to explore culture, equity, and access as it relates to a student's educational experience. Further investigation will focus on the current educational systems and societal relationships that influence academic success. Strategies to foster responsive communication, classroom management, and curriculum utilizing the MA Frameworks will be deepened.