Program Handbook: M.S. in Educational Psychology (ABA) Revised 8/2018 Page | 1 College of Management and Human Service School of Education and Human Development Department of Educational and School Psychology PROGRAM HANDBOOK 2018-2019 Master of Science in Educational Psychology Concentration in Applied Behavior Analysis
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PROGRAM HANDBOOK 2018-2019 · Topics include respondent behavior and conditioning, operant behavior and conditioning, stimulus control, motivating operations, schedule influences
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Program Handbook: M.S. in Educational Psychology (ABA) Revised 8/2018 Page | 1
College of Management and Human Service
School of Education and Human Development
Department of Educational and School Psychology
PROGRAM HANDBOOK 2018-2019
Master of Science in Educational Psychology
Concentration in Applied Behavior Analysis
Program Handbook: M.S. in Educational Psychology (ABA) Revised 8/2018 Page | 2
Program Overview ........................................................................................................................................ 5
Program Mission ....................................................................................................................................... 5
Program of Study ...................................................................................................................................... 5
Policies and Procedures .............................................................................................................................. 13
Transfer Credits ....................................................................................................................................... 13
Student Evaluation and Progress ............................................................................................................ 14
Professional and Ethical Expectations .................................................................................................... 14
Other ....................................................................................................................................................... 14
Student Appeals and Complaints ................................................................................................................ 15
Appendix A .................................................................................................................................................. 17
Appendix B .................................................................................................................................................. 18
Program Handbook: M.S. in Educational Psychology (ABA) Revised 8/2018 Page | 3
Introduction
This handbook has been prepared as a resource for students in USM’s Educational Psychology (ABA)
program. The content of the handbook includes information about the program mission, course of
study, and policies. It is designed as a tool to guide course planning and clarify expectations for program
completion. It also is intended to facilitate understanding of role expectations for both students and
faculty advisors.
Students are advised that this handbook does not include all Department, College, and University
policies. Students should consult USM’s Graduate Catalog and their faculty advisors for additional
information. Students are reminded that consultation with their advisors is essential to planning an
individualized program of study.
Questions and comments about this handbook and the program of study are encouraged. Please send
your comments directly to the Chair of the Educational and School Psychology Department and
Coordinator of the Verified Course Sequence:
Jamie L. Pratt, PsyD, BCBA-D
Assistant Professor of Educational and School Psychology
Program Handbook: M.S. in Educational Psychology (ABA) Revised 8/2018 Page | 5
Program Overview
The Educational Psychology (ABA) program at the University of Southern Maine prepares professionals to apply the science of psychology to improve educational outcomes for learners of all ages. Graduates of the program pursue careers as Board Certified Behavior Analysts (BCBAs) in school and behavioral health settings.
Program Mission
The Educational Psychology (ABA) program emphasizes the principles of learning and the applications of evidence-based behavioral strategies to promote academic, social-emotional, and behavioral success for all learners. The program therefore imparts the knowledge and skills required to (a) conduct behavioral assessments, (b) design interventions that facilitate the acquisition of prosocial skills and the reduction of behaviors that interfere with learning, (c) implement and evaluate the effectiveness of interventions, and (d) provide behavior analytic consultation and supervision services.
Program of Study
The USM Educational Psychology (ABA) program offers a Master of Science degree in Educational
Psychology with a Concentration in Applied Behavior Analysis.
The program of study includes a course sequence verified by the Behavior Analyst Certification Board (BACB) to meet specific faculty and coursework standards. The BACB credentials professionals as Board Certified Behavior Analysts (BCBAs). To qualify for BCBA certification, individuals must obtain an approved graduate degree, complete specific coursework in applied behavior analysis, engage in supervised practice, and pass a national examination. The Educational Psychology program leads to an approved graduate degree that incorporates the behavior analytic coursework required for BCBA certification. All courses are aligned with the BACB Fourth Edition Task List, which outlines the skills and knowledge required for competent, ethical practice as a behavior analyst. Completion of supervised practice experiences and the national examination must be arranged by students independently of the USM program. Supervised experiences may occur concurrent with or upon completion of the coursework.
Additional information about the Behavior Analyst Certification Board standards and certification requirements can be obtained from: http://www.bacb.com/
Program Handbook: M.S. in Educational Psychology (ABA) Revised 8/2018 Page | 8
Course Descriptions
EDU 600: Research Methods and Techniques. This course studies the concepts, principles, and
techniques of educational research with an emphasis on scientific inquiry and problem solving, designed
for both the producer and consumer of educational research. Individual research critiques and research
reviews are completed.
SED 682: Special Education Regulations, Procedures, and IEP Team. This course brings teachers,
support staff, and related services personnel to an understanding of state and federal laws, regulations,
and procedures guiding special education services. Special emphasis is placed on the IEP team process
and writing IEPs in a standards-based educational environment.
SPY 601: Behavioral Principles of Learning. This course provides a comprehensive review of the
psychological principles of learning derived from experimental research and validated by applied
studies. Topics include respondent behavior and conditioning, operant behavior and conditioning,
stimulus control, motivating operations, schedule influences on behavior, and verbal and rule-governed
behavior. The course is designed to provide students with a foundational understanding of the concepts
and principles of behavior analysis and thereby provide a solid grounding for assessment and
intervention courses with a behavior analytic orientation.
SPY 602: Single Case Research Methods. This course is designed to introduce students to research
designs used in a comprehensive, systematic process of decision making and problem solving. This
course will emphasize methods for evaluating the effectiveness of academic and behavioral
interventions for school-aged children. A history of experimental design, types of experimental
reasoning, and experimental validity lay the groundwork for understanding how single-case research
designs are used to assess the efficacy of applied interventions. Students will learn how to identify and
record behaviors, analyze and display data, match research designs to the research question, and
flexibly employ research designs in applied settings. Finally, students will be exposed to technology and
information resources applicable to conducting single-case research.
SPY 604: Functional Behavioral Assessment This course examines a variety of behavioral assessment
methods for (a) identifying the variables that contribute to behavioral problems and (b) guiding the
design of effective behavioral interventions. Functional behavioral assessment techniques covered in
this course include interviews, observations, descriptive assessments, and functional analyses. Applied
learning experiences integrated throughout the course provide students with opportunities to practice
designing, conducting, and interpreting functional behavioral assessments.
SPY 605: Principles and Procedures for Instructional Intervention. The primary focus of this course is to
provide graduate students with exposure to evidence-based systematic instruction methods that are
used within school/agency settings. This course will review functional assessment procedures used to
identify appropriate educational programs for students/clients. This course will emphasize instruction
and practice in implementing empirically supported interventions for promoting academic, social,
communication, and life skills. Procedures such as shaping, chaining, discrete trial teaching, task
analysis, incidental teaching, functional communication, and direct social skills instruction will be
considered.
Program Handbook: M.S. in Educational Psychology (ABA) Revised 8/2018 Page | 9
SPY 606: Principles and Procedures for Behavior Intervention. This course examines the philosophical
underpinnings of behavior analysis and behavior analytic procedures for promoting socially meaningful
behavior change in applied settings. Emphasis will be placed on the application of behavior analytic
principles and procedures to (a) decrease behaviors that interfere with functioning and (b) strengthen
adaptive replacement behaviors. The dynamic interactions between academic, social-emotional,
behavioral, and diversity influences on human functioning will be considered. The course includes a
blend of assigned readings, lectures, discussions, clinical case examples, and applied learning
experiences to develop student competencies.
SPY 607: Consultation and Collaborative Problem-Solving. This course examines how school
psychologists and behavior analysts utilize collaboration and consultation skills to promote effective
implementation of interventions that address the academic, social-emotional and behavioral needs of
school-aged children and their families. This course will review varied models of consultation (e.g.,
behavioral, mental health, and problem-solving) and analyze the skills needed to collaborate effectively
with diverse individuals (e.g., parents/caregivers, educators, and community professionals). The role of
consultation will be explored within a data-based, collaborative problem-solving approach to the
delivery of a continuum of services that include assessment (e.g., functional behavioral assessment),
intervention (e.g., behavior intervention plans), staff supports (e.g., behavioral skills training), and the
application of single case research designs to evaluate the effectiveness of interventions. This course
includes a blend of lecture, discussion, role play and applied learning experiences.
SPY 608: Professional Ethics in Behavior Analysis. This course provides in-depth preparation for ethical
practices in behavior analysis. Drawing from the ethical standards of the Behavior Analyst Certification
Board (BACB), the course includes readings and application of ethical standards for clinical and school
settings. This course includes lecture, practica experiences, small group discussion, and large group
discussion learning experiences. The course is designed to meet the ethics training standards set by the
BACB.
SPY 640: Supervision and Performance Management in Applied Behavior Analysis. This seminar
provides training in knowledge and skills pertaining to best practice methods of personnel supervision
and management within the field of Applied Behavior Analysis. Behavioral skills training and
performance management strategies will be featured as models for increasing behavior analytic
competencies of supervisees. Students will review ethical and supervision standards established by the
Behavior Analyst Certification Board. Through readings, discussions, and case examples, students will:
(a) conduct a self-assessment of professional competencies in applied behavior analysis and (b) use the
self-assessment data to design an individualized professional development plan to guide goals,
objectives, and learning activities when conducting or receiving supervision.
SPY 671: Physical Bases of Behavior. This course examines the biological bases of behavior. Biological,
anatomical, physiological, neurological, biochemical, and endrocrinological factors that influence
behavior are explored. The course also considers the structure and function of the nervous system in
relation to both typical and atypical patterns of child development and functioning. Accordingly,
biological influences on learning, memory, attention, motivation, emotion, and other domains of
educational performance will be discussed.
Program Handbook: M.S. in Educational Psychology (ABA) Revised 8/2018 Page | 10
SPY 674: Psychopathology. This course acquaints the student with definitions of and development of
normal versus abnormal behavior from infancy through adulthood as well as presents common
classification systems for psychopathology. Continuity from normal to abnormal behaviors, behavior
problems in children as indices of pathology, and the prediction of psychopathology in adolescence and
adulthood are also considered. The course takes a developmental orientation to psychopathology and
discusses specific disorders in terms of symptoms, age considerations, and family and sociocultural
dynamics.
Course Alignment with BACB Standards Table 1 (page 11) shows the allocation of content and instructional hours for USM’s BACB Verified
Course Sequence. It clarifies the alignment between seven required ABA courses and the BACB’s Fourth
Edition Task List. Students who apply to sit for the BCBA exam prior to January 1, 2022 are required to
meet these Fourth Edition Task List standards.
Table 2 (page 12) shows the allocation of content and instructional hours that have been proposed to
meet revised BACB standards that take effect on January 1, 2022. It demonstrates the alignment
between eight required ABA courses and the BACB’s Fifth Edition Task List. Students who apply to sit for
the BCBA exam after to January 1, 2022 are required to meet these Fifth Edition Task List standards.
USM’s ABA course sequence is currently verified by the BACB to meet the Fourth Edition Task List
coursework requirements. An application for approval under the Fifth Edition Task List was submitted to
the BACB in June 2018, and feedback is expected by Fall 2018.
Program Handbook: M.S. in Educational Psychology (ABA) Revised 8/2018 Page | 11
Table 1. Alignment with the Fourth Edition BACB Task List (BACB Verified)
Content Area
Required Instructional
Hours
SPY 601
SPY 602
SPY 604
SPY 605
SPY 606
SPY 607
SPY 608
Total
A 45 hours in ethical & professional conduct
45 45
B 45 hours in concepts & principles of behavior analysis
45 3 48
C 25 hours in measurement (including data analysis)
20 5 25
20 hours in experimental design
25 2.5 27.5
D 30 hours in identification of the problem & assessment
37.5 7.5
45
45 hours in fundamental elements of behavior change & specific behavior change procedures
25 20 5 50
10 hours in intervention & behavior change considerations
2 12.5 14.5
10 hours in behavior change systems
5 5 10
10 hours in implementation, management, & supervision
12.5 12.5
E 30 hours in discretionary
15 15 7.5 37.5
Total 45 45 45 45 45 45 45 315
Program Handbook: M.S. in Educational Psychology (ABA) Revised 8/2018 Page | 12
Table 2. Alignment with the Fifth Edition BACB Task List (Pending BACB Verification)
Content Area and Required Instructional
Hours
SPY 601
SPY 602
SPY 604
SPY 605
SPY 606
SPY 607
SPY 608
SPY 640
Total
BACB Compliance Code and Disciplinary Systems; Professionalism (45 hours)
45 45
Philosophical Underpinnings; Concepts and Principles (90 hours)
45 15 15 15 90
Measurement, Data Display and Interpretation; Experimental Design (45 hours)
45
Behavior Assessment (45 hours)
45
Behavior-Change Procedures; Selecting and Implementing Interventions (60 hours)
25 25 10 60
Personnel Supervision and Management (30 hours)
30 30
Discretionary 5 5 20 7.5 37.5.5
Total 45 45 45 45 45 45 45 37.5 352.5
Program Handbook: M.S. in Educational Psychology (ABA) Revised 8/2018 Page | 13
Student Advising The Verified Course Sequence Coordinator will hold orientation meetings with all incoming students to
review BCBA certification requirements and provide an overview of the verified course sequence. In
addition, each student will be assigned a faculty advisor upon matriculation into the Educational
Psychology (ABA) program. Students may request a change of advisor at any time. Advisor changes are
at the discretion of program faculty; however, all requests will be carefully reviewed and every effort
will be made to accommodate student requests. Students are encouraged to maintain regular contact
with their faculty advisors throughout their program of study. At a minimum, students are encouraged
to consult with their advisors before registering for courses each semester.
Policies and Procedures For a comprehensive overview of University policies and procedures that apply to all graduate students,
students should reference the policies posted on the USM website: http://usm.maine.edu/students.
Additional policies and procedures specific to the Educational Psychology program are described below.
Transfer Credits
Students may request permission to transfer up to six (6) graduate credits toward the Master of Science degree in Educational Psychology (ABA Concentration). In order for credits to be eligible for transfer, they must meet the following criteria:
The credits must have been earned as part of a graduate course (e.g., 500 level or higher) offered at a United States institution of higher learning accredited (at the time the credits were earned) by a regional and/or national accrediting body and recognized as accredited by the U.S. Department of Education.
The credits must have been earned for a course that is equivalent, in terms of content knowledge and skill requirements, to one required within USM’s program.
The earned grade for the course and associated credits must be a B or higher (GPA equivalent of 3.0).
The credits must have been earned within 5 years from the date when transfer credit is requested.
Credits for courses that comprise part of the verified course sequence in applied behavior analysis must be transferred from a program that is verified by the BACB.
To request transfer credit, students must submit the course syllabi and official transcripts to the Educational and School Psychology Department Chair. The Department Chair will consult with program faculty to determine whether or not to approve the request.
If transfer credits are approved, the Department Chair will notify the USM Registrar to enter the official transfer onto the student's record. Transferred credits will be noted on the student's USM transcript and counted toward the student's degree program of study.
Program Handbook: M.S. in Educational Psychology (ABA) Revised 8/2018 Page | 15
Student Appeals and Complaints
Professional ethical and compliance codes include specific guidance and procedures for resolving ethical
dilemmas and other conflicts that arise in the context of professional practice. Consistent with these
guidelines, the core steps for resolving problems that arise in the context of the Educational Psychology
(ABA) program include the following:
1. Meet with the individual(s) involved in the problem to discuss the issue candidly. If possible,
develop a plan of action to resolve the problem.
2. If the problem cannot be resolved with a face-to-face meeting between the involved parties,
contact the supervisor(s) of the individual(s) involved to obtain assistance with problem resolution.
3. If the problem persists, then report the concerns to the appropriate member of leadership
within the organization.
Students in the Educational Psychology (ABA) program are expected to learn and follow the BACB
ethical guidelines and procedures during and after program completion; accordingly these basic
standards should be followed to address problems that arise while enrolled in the program. Specifically,
students should start by meeting with the individual(s) involved in the problem in an effort to find a
solution. If a solution cannot be generated within a face-to-face meeting, students should contact the
next individual(s) in the governance hierarchy at USM to obtain assistance. Except in circumstances
described below, this process should be followed on a stepwise basis such that the problem is addressed
“locally” and individually to the extent possible.
Here is an example of the procedures students should follow if they have a problem with a course
instructor or any other individual(s) working within the Educational Psychology (ABA) Program.
Lynn is a second year student. She just finished the semester and looked online to view her
grades for the term. She was shocked to see that she had earned a “B” in one of her classes. She
thought her work was very strong, and she expected an “A.” She reviewed the assignments she
had received back from the instructor, and all her work showed scores leading to an “A” grade.
Lynn decided she would ask the instructor why she earned a “B” in the class.
Lynn contacted the instructor by e-mail the next day and requested a time to meet and review
her grade. The instructor agreed and a meeting was set up for the next week. Lynn brought all
her coursework to the meeting and explained that she felt her work had earned an “A” instead of
a “B.” The instructor said that most of Lynn’s work for the semester was “A” material, but her
final paper (worth 30% of the grade) was of much lower quality than her other work. The
instructor showed Lynn the paper and went over his concerns. Lynn said that she disagreed with
the instructor and felt the work was on a par with her prior assignments. The instructor
disagreed.
In this example, Lynn was not able to resolve the problem with a face-to-face meeting with the
instructor. Therefore, her next step was to request a meeting with the Department Chair to discuss the
situation.
Lynn met with the Department Chair and the instructor together and discussed the grade dispute. The Department Chair suggested that she read the final paper and use the instructor’s scoring criteria to evaluate the paper. She suggested that she also read a selection of Lynn’s
Program Handbook: M.S. in Educational Psychology (ABA) Revised 8/2018 Page | 16
other work so she could compare the quality of the writing. Lynn and the instructor agreed that this was a good idea. One week later the Department Chair met with Lynn and the instructor again and reported her review of the paper. She scored Lynn’s last paper higher than the instructor had, and the new score yielded a course grade of “A-.” Lynn and the instructor agreed to accept the new paper score, and the instructor submitted a revised grade for the course.
In this case, Lynn’s problem was resolved by following steps 1 and 2 of the basic procedures for
problem-solving. If Lynn or the instructor had not been willing to accept the Department Chair’s new
score, the next step would have been to contact the Associate Dean to request additional help with the
problem.
As illustrated in the example above, the order for addressing problems will generally proceed as follows: