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Millions of children across the nation live with challenges related to learning and behavior. In fact, according to National Institutes of Health estimations, about 20% of children—1 in 5—have a mental, emotional, developmental, or behavioral disorder. Further, the U.S. Department of Education estimates about 1 in 20 students (around 2.5 million) live with specific learning disabilities.
You’re here because you want to help. We can give you the tools and skills to make a difference.
Overview
At Regis College, we offer a Dual Master of Science in Applied Behavior Analysis and Master of Education in Teaching Special Education that can prepare you to work with multiple populations of children.
This dual program is designed to help you pursue special education teaching licensure and sit for the Board-Certified Behavior Analyst (BCBA®) certification exam. With Regis, you can earn two master’s degrees in just three years and pursue meaningful careers impacting lives.
Overview
Our program can help you qualify for careers both in applied behavior analysis and special education—and to thrive in both by developing complementary skill sets. Here are some examples of careers our graduates achieve.
Overview
You can pursue your education in confidence with a faculty of experienced professionals who are invested in your success. All faculty are PhD-level BCBAs® who have strong, expansive backgrounds in both research and applied practice and who have had papers published in peer-reviewed journals.
The program director also helps students find practicum placements, so they can get real-world practice to qualify for testing and careers.
Overview
Special education and applied behavior analysis have complementary skill sets and outcomes—and you may be interested in pursuing work in both. Our Dual MS/MEd allows you to build the skills to thrive in applied behavior analysis, education, and beyond through a comprehensive program designed to help you work toward special education teaching licensure while also preparing for the Board-Certified Behavior Analyst (BCBA®) certification exam.
It’s a streamlined path to earn two master’s degrees in just three years.
Program Details
We designed our curriculum with industry-experienced faculty to help you learn what you need to succeed and excel in these rewarding fields. Here’s a look at just some of the topics you’ll cover in our accelerated curriculum:
Program Details
In addition to classroom skills, theory, and research, we believe you should graduate with a career-ready skill set that applies to real-world practice.
Through a variety of fieldwork placements, shadowing opportunities, and project-based coursework, you’ll experience hands-on approaches to the challenges and issues you’ll face throughout your career in both fields. This is your opportunity to build skills, confidence, and comfort to practice at the highest level.
Program Details
Work toward professional credentials such as:
Program Details
The Dual MS in Applied Behavior Analysis and MEd in Teaching Special Education is a terrific way to earn a broad skill set and pursue meaningful work. But if you’d rather do a deeper dive, we offer several related programs.
Program Details
Applied Behavior analysis and special needs counseling are global concerns. That’s why we built an optional international component into our curriculum.
Every other year, our students can travel on an eight- to 12-day service-oriented trip to Iceland, where they work with children with disabilities or who are on the autism spectrum. Alongside colleagues, alumni, and faculty alike, participants provide culturally competent care and get valuable experience working with real-world populations.
Prepare for a more meaningful career
We designed our Dual Master of Science in Applied Behavior Analysis and Master of Education in Teaching Special Education to help you build distinct but complementary skill sets as you prepare for a career with real impact. The program, which grants master’s degrees in both subjects, comprises 26 courses totaling 75 credit hours and can be completed in about three years.
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.
Take a look at when you can get started
For more than 95 years, Regis College has supported learners in their journey to realize their full potential, reach their personal and professional goals, and become forces of good in the world. It’s our mission to help empower people to challenge themselves as they prepare to serve and lead through education.
With our focus on student success and our commitment to social justice and service, we help students in the greater Boston area and around the globe achieve more and go further.
College Details
Regis College is a coed university 12 miles west of Boston in Weston, Mass., founded by the Sisters of St. Joseph of Boston.
With more than 3,200 undergraduate, graduate, and doctoral students enrolled on campus and in fully online graduate programs, Regis provides an academically rigorous education within the schools of nursing, arts and sciences, business and communication, and health sciences.
College Details
Our School of Arts and Sciences gives students an avenue through which to engage with and study a range of subjects, including biomedical engineering, criminal justice, cybersecurity, education, environmental sustainability, and the humanities. Here, we promote universal skills like creative thinking, problem solving, and communication through theory and real-world practice.
The School of Arts and Sciences also houses our Public Heritage Institute, as well as the Pi Gamma Mu Honor Society.
College Details
Our motto, Via Veritas Vita, translates to “the way and the truth and the light.” These words drive our mission of empowering learners through knowledge to live meaningful lives and contribute to our global society.
Today, Regis boasts an alumni network more than 20,000 strong. This supportive, tight-knit community has a history of professional success in the job market: 97% of our graduates find full-time work or pursue further education within six months of graduation.
Dr. Jacquelyn MacDonald is a Board-Certified Behavior Analyst-D® with more than 15 years of experience across a variety of settings including schools, in-home, residential homes, and day programs with individuals diagnosed with disabilities. She is currently the director of the MS in Applied Behavior Analysis and the co-director of the Regis Autism Center. Her training was at The New England Center for Children. Before Regis, she was an adjunct faculty member at Simmons College and UMass Boston.
Meet your instructors
Dr. Priscilla Boerger previously served as an elementary school lead teacher and as faculty in the School of Education at Lynn University. At Regis, she is the department of education chair, program director of the EdD in Higher Education Leadership, MEd in Teaching Special Education, and the MEd in Student Success programs.
Her research explores college access and transition for first-generation students, women college presidents, and diversity/equity/social justice in the classroom.
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