PROPOSAL FOR GRADUATE CERTIFICATE
IN APPLIED BEHAVIOR ANALYSIS:
DEPARTMENT OF SPECIAL EDUCATION
A.
Description of the program
Tentative Bulletin description
The Applied Behavior Analysis Certificate is designed to prepare professionals
with undergraduate degrees in education or related fields to use Applied Behavior
Analysis to create, coordinate and/or implement ABA-based interventions with
individuals with autism spectrum disorders and other disabilities.
Entrance Requirements:
 A Bachelor Degree
 A minimum of 2.75 overall grade point average
 Applicants for this program must have taken SPECED 205 Psychology of the
Exceptional Child or equivalent or have instructor permission.
Note: Credits earned in the ABA Certification Program may also count
toward the Master of Science in Education Degree Program in Special
Education, Professional Development emphasis.
B.
A set of clear and appropriate educational objectives at the post
baccalaureate level (what should a student be able to know/do upon
completion of the program
The Applied Behavior Analysis Certificate is designed to prepare professionals
with undergraduate degrees in education or related fields to use Applied Behavior
Analysis to create, coordinate and/or implement ABA-based interventions with
individuals with autism spectrum disorders and other disabilities.
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Prepare participants to improve socially significant behavior by focusing on the
reliable measurement and objective evaluation of observable behaviors.
Prepare participants to implement careful analysis and manipulation of
environmental variables to promote desirable behaviors and reduce challenging
behaviors.
Prepare participants to select, adapt, and use instructional strategies and materials
according to characteristics of the individual.
Prepare participants to design behaviorally based interventions to teach adaptive
behavior, self-help skills, communication and/or social skills.
Prepare participants to use strategies to facilitate maintenance and generalization
of skills across learning environments.
Prepare participants to develop and implement comprehensive, longitudinal
individualized programs in collaboration with team members.
Prepare participants to evaluate the effectiveness of practices through ongoing
assessment.
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C.
Prepare participants to modify instructional practices in response to ongoing
assessment data.
Prepare participants to create and maintain records.
Prepare participants to make ethical decisions related to behavior change
programming.
Proposed Course Sequence
The Applied Behavior Analysis Certificate program will require a minimum of 15
credits. Below is a tentative list of courses to be included in the program. All
courses will be offered online (* denotes an existing course).
*Advanced Behavior Intervention Strategies (SPECED 640) - 3 credits
The purpose of this course is to provide special educators with the knowledge and
skills to intervene with children with intense patterns of behavior that prevent the
student from accessing the general education classroom. Techniques for
conducting functional behavior assessments and designing behavior intervention
plans will be provided. In addition, legal aspects regarding behavior intervention
will be provided.
Advanced Principles of Applied Behavior Analysis (SPECED 709)- 3 credits
(pre-requisite SPECED 640 or instructor consent)
The purpose of this course is to provide students with specialized training in
applied behavior analysis. This course will provide in-depth training in advanced
concepts related to changing behavior, maintaining behavior change, teaching
skills and making data-based intervention decisions. In addition, this course will
discuss the ethical issues related to behavior change.
*Methods for Teaching Children with Autism Spectrum Disorder (SPECED 708)3 credits
This course provides students with methods of instructing children with autism
spectrum disorders. The focus will be on developing functional skills based upon
individual children's needs. Methods of instruction will include applied behavior
analysis, differential Reinforcement, discrete trial training, functional
communication training, and ecological assessment procedures.
*Advanced Methodology and Practices in Special Education (SPECED 701)3 credits (pre-requisite SPECED 640)
This course provides the post-baccalaureate student with the knowledge and skills
to understand, interpret, and apply single-case design methods within the large
context of research design in education. Students will learn how to evaluate singlecase design research studies in order to understand current research related to
behavioral intervention. In addition, students will learn how to conduct single-case
design research in order to evaluate their own intervention programs.
Advanced Applications of Behavior Analysis (SPECED 710)- 3 credits (prerequisite SPECED 640, SPECED 701 and new course 1)
The purpose of this course is to integrate and apply knowledge and skills from all
courses in the certificate program. Students will learn how to create ABA-based
programs to teach adaptive behavior, self-help, communication and social skills
targeting individuals with Autism Spectrum Disorders, Developmental
Disabilities or Emotional/Behavioral Disorders. Students will apply concepts
from previous courses to create environments that promote learning and minimize
challenging behavior in which to implement their ABA-based programs.
D.
A 4-Year Plan of course Offerings
F
13
708
701
640
709
710
Sp
14
Su
14
X
F
14
x
Sp
15
Su
15
X
F
15
x
x
Su
16
X
F
16
x
x
x
x
Sp
16
Su
17
X
x
x
x
x
Sp
17
x
x
x
x
x
Suggested Course Rotation
Fall 2013
SPECED 640
3
Spring 2014
SPECED 701
3
Summer 2014
SPECED Methods of Teaching Autism708
3
SPECED 709 Advanced Principles of ABA
3
Summer 2015
SPECED 710 Advanced Applications of ABA
E.
Discussion of the extent to which the curriculum overlaps with existing
programs
All courses count toward a MSE in Special Education, professional development
emphasis. One of the courses (SPECED 708) counts toward an Autism Specialist
Certificate. One of the courses (SPECED 640) counts toward a MSE in Special
Education, cross categorical licensure emphasis.
F.
An assessment plan for the program
Assessment Matrix Based on the Council for Exceptional Children’s Advanced
Knowledge and Skill Set: Developmental Disabilities/Autism Specialist. The
Assessment Matrix will be revised when Behavior Specialist Standards are
adopted.
Course
Applied Behavior Analysis Certificate
Assessment Matrix
CEC Advanced Knowledge & Skill
Standards
Advanced Behavior Intervention
Strategies (SPECED 640)
Advanced Methodology and
Practices in Special Education
(SPECED 701)
ACC4K1
ACC4K2
ACC4K3
ACC4K4
DDA4K1
DDA4.K2
DDA4.K3
DDA4.K24
DDA4.K5
DDA4.K6
ED
K6
ACC
1S3
ACC
3K1
ED3
K1
ACC
3S1
ACC
3S2
ACC
3S3
ACC
4K2
ACC
4S1
ACC
4S3
ED5
K3
ACC
5K2
ACC
5S1
ACC
5S5
ED5
S1
ED5
S3
ED5
S5
ED5
S6
ED6
S4
Methods for Teaching Children
with Autism Spectrum Disorder
(SPECED 708)
ACC1K1
ACC1K2
ACC1K3
ACC1K4
ACC1K5
ACC1S1
ACC1S2
ACC1S3
ACC1S4
DDA1.S1
DDA1.S2
DDA1.S3
DDA1.S4
DDA1.S5
ACC2K1
ACC2K2
ACC2K3
ACC2K4
ACC2K6
DDA2.K1
DDA2.K2
DDA2.K3
DDA2.K4
ACC2S1
ACC2S2
ACC2S3
DDA2.S1
DDA2.S5
Advanced Principles of Applied
Behavior Analysis (SPECED
709)
DDA2.S6
DDA2.S7
DDA2.S8
DDA2.S9
DDA2.S10
DDA2.S11
DDA2.S12
DDA2.S13
DDA2.S14
ACC3K1
DDA3.K1
ACC3S3
ACC3S2
ACC3S5
ACC3S2
ACC4K2
ACC4S1
DDA4.S5
DDA4.S6
DDA4.S7
DDA4.S8
DDA4.S9
DDA4.S10
ACC5S1
ACC5S2
ACC5S3
ACC5S4
ACC5S5
ACC5S6
DDA5.S1
DDA5.S2
DDA5.S3
DDA6.S3
DDA6.S4
DDA6.S5
ACC6S1
ACC6S6
ACC1S2
DDA1.S1
DDA1.S2
DDA1.S3
DDA1.S4
DDA1.S5
ACC2K1
ACC2K2
ACC2K6
DDA2.K2
DDA2.K3
DDA2.K4
DDA2.S1
DDA2.S2
DDA2.S5
DDA2.S6
DDA2.S7
DDA2.S8
DDA2.S13
DDA2.S14
ACC3K1
DDA3.K1
ACC3S1
ACC3S2
ACC3S3
DDA3.S1
DDA3.S2
DDA4.K4
ACC4S1
ACC4S2
ACC4S3
ACC4S4
DDA4.S4
DDA4.S5
DDA4.S6
DDA4.S7
DDA4.S8
DDA4.S9
ACC5K1
ACC5K2
ACC5K3
DDA5.K1
DDA5.K2
DDA5.K3
DDA5.K4
ACC5S1
ACC5S2
ACC5S3
ACC5S4
ACC5S5
ACC5S6
DDA5.S1
DDA5.S2
DDA5.S3
DDA5.S4
Advanced Applications of
Applied Behavior Analysis
(SPECED 710)
DDA5.S5
DDA5.S6
ACC6K1
ACC6S1
ACC6S2
DDA6.S1
DDA6.S2
DDA6.S3
DDA6.S4
DDA6.S5
ACC1S2
DDA1.S1
DDA1.S2
DDA1.S3
DDA1.S4
DDA1.S5
ACC2K1
ACC2K2
ACC2K6
DDA2.K2
DDA2.K3
DDA2.K4
DDA2.S1
DDA2.S2
DDA2.S5
DDA2.S6
DDA2.S7
DDA2.S8
DDA2.S13
DDA2.S14
ACC3K1
DDA3.K1
ACC3S1
ACC3S2
ACC3S3
DDA3.S1
DDA3.S2
DDA4.K4
ACC4S1
ACC4S2
ACC4S3
ACC4S4
DDA4.S4
DDA4.S5
DDA4.S6
DDA4.S7
DDA4.S8
DDA4.S9
ACC5K1
ACC5K2
ACC5K3
DDA5.K1
DDA5.K2
DDA5.K3
DDA5.K4
ACC5S1
ACC5S2
ACC5S3
ACC5S4
ACC5S5
ACC5S6
DDA5.S1
DDA5.S2
DDA5.S3
DDA5.S4
DDA5.S5
DDA5.S6
ACC6K1
ACC6S1
ACC6S2
DDA6.S1
DDA6.S2
DDA6.S3
DDA6.S4
DDA6.S5
Advanced Knowledge and Skill Set: Developmental Disabilities/Autism Specialist
Standard 1
Knowledge
ACC1K1
ACC1K2
ACC1K3
ACC1K4
ACC1K5
Leadership and Policy
Needs of different groups in a pluralistic society
Evidence-based theories of organizational and educational leadership
Emerging issues and trends that potentially affect the school community and the
mission of the school
National and State education laws and regulations
Current legal, regulatory, and ethical issues affecting education
ACC1K6
DDA1K1
Skills
ACC1S1
ACC1S2
Responsibilities and functions of school committees and boards
Electronic print and organizational resources on developmental
disabilities/autism spectrum disorders
Promote a free appropriate public education in the least restrictive environment
ACC1S3
Promote high expectations for self, staff, and individuals with exceptional
learning needs
Advocate for educational policy within the context of evidence-based practices
ACC1S4
Mentor teacher candidates, newly certified teachers and other colleagues
DDA1.S1
Prepare personnel and community members for interaction with individuals with
developmental disabilities/autism spectrum disorders
DDA1.S2
Promote high expectations for self, staff, and individuals with exceptional
learning needs
Provide structure, on-going training, and support to families, professionals, and
paraprofessionals
DDA1.S3
DDA1.S4
Oversee and monitor routines, schedules, and sequences of events and activities
DDA1.S5
Act as a positive role model for the acceptance, treatment and interaction with
individuals with developmental disabilities/autism spectrum disorders and their
families
Standard 2
Knowledge
ACC2K1
ACC2K2
ACC2K3
ACC2K4
ACC2K5
ACC2K6
DDA2.K1
DDA2.K2
Program Development and Organization
Effects of the cultural and environmental milieu of the individual and the family
on behavior and learning
Theories and methodologies of teaching and learning, including adaptation and
modification of curriculum
Continuum of program options and services available to students with
exceptional learning needs
Prereferral intervention processes and strategies
Process of developing individualized education plans
Developmentally appropriate strategies for modifying instructional methods and
the learning environment
General education curriculum and supports to facilitate the success of individuals
with developmental disabilities/autism spectrum disorders
Range of environmental supports that maximize learning for individuals with
developmental disabilities/autism spectrum disorders
DDA2.K3
Modify the verbal and non-verbal communication and instructional behavior in
accord with the needs of individuals with developmental disabilities/autism
spectrum disorder
DDA2.K4
Activities and techniques for developing independent living skills
Skills
ACC2S1
ACC2S2
ACC2S3
ACC2S4
DDA2.S1
DDA2.S2
DDA2.S3
DDA2.S4
DDA2.S5
DDA2.S6
Develop programs including the integration of related services for individuals
based on a thorough understanding of individual differences
Connect educational standards to specialized instructional services
Improve instructional programs using principles of curriculum development and
modification, and learning theory
Incorporate essential components into individualized education plans
Apply inclusive principles in the education of individuals with developmental
disabilities/autism spectrum disorder
Develop and implement program plans to transition individuals with
developmental disabilities/autism spectrum disorder between settings across the
life-span
Identify match between job requirements and individual’s skills, preferences, and
characteristics
Provide individuals with multiple job experiences
Implement instructional strategies that promote the generalization of skills across
domains and settings
Arrange program environments to facilitate spontaneous communication
DDA2.S7
Design and implement instruction that promote effective communication and
social skills for individuals with developmental disabilities/autism spectrum
disorders
DDA2.S8
Provide varied instruction and opportunity to learn play and leisure skills
DDA2.S9
Create opportunities and provide supports for individuals to organize and
maintain personal materials across environments
Organize the curriculum to integrate individuals’ special interests and materials,
activities and routines across curriculum
Identify evidence based strategies to increase self-awareness, and ability to selfregulate
Identify evidence based strategies to increase an individual’s self-determination
of activities, services and preferences
Design and implement program activities and techniques for developing
independent-living skills
DDA2.S10
DDA2.S11
DDA2.S12
DDA2.S13
DDA2.S14
Standard 3
Knowledge
ACC3K1
DDA3.K1
Skills
Plan and implement individualized and intensive programming that matches the
individual’s needs
Research and Inquiry
Evidence based practices validated for specific characteristics of learners and
settings
Current etiology and practice based research specific to developmental
disabilities/autism spectrum disorders
ACC3S1
ACC3S2
ACC3S3
DDA3.S1
DDA3.S2
Standard 4
Knowledge
ACC4K1
Identify and use the research literature to resolve issues of professional practice
Evaluate and modify instructional practices in response to ongoing assessment
data
Use educational research to improve instruction, intervention strategies, and
curricular materials
Interpret and relay research findings in layperson terms or jargon free language.
Remain informed of current research, legislation and debate concerning
developmental disabilities/autism spectrum disorders
Individual and Program Evaluation
Evaluation process and determination of eligibility
ACC4K2
Variety of methods for assessing and evaluating students’ performance
ACC4K3
Strategies for identifying individuals with exceptional learning needs
ACC4K4
Evaluate a student’s success in the general education curriculum
DDA4.K1
Criteria used to diagnose or identify the continuum of developmental
disabilities/autism spectrum disorders as defined by the most current version of
the Diagnostic and Statistical Manual of Mental Disorders
Ethical implications and obligations related to diagnosis and identification of an
individual suspected of having developmental disabilities/autism spectrum
disorders
Comprehensive assessment including specialized terminology and assessment
tools
Importance of ongoing evaluation of strengths and needs in varied contexts
DDA4.K2
DDA4.K3
DDA4.K4
DDA4.K5
DDA4.K6
Skills
ACC4S1
ACC4S2
ACC4S3
ACC4S4
DDA4.S1
DDA4.S2
DDA4.S3
Conditions for individuals who are dually diagnosed with developmental
disabilities/autism spectrum disorders and mental health
Comprehensive transition assessment including identification of external agency
assessment sharing
Design and use methods for assessing and evaluating programs
Design and implement research activities to examine the effectiveness of
instructional practices
Advocate for evidence based practices in assessment
Report the assessment of students’ performance and evaluation of instructional
programs
Describe the core and associated characteristics of individuals with
developmental disabilities/autism spectrum disorders
Describe the distinguishing features of disorders on the autism spectrum
Identify conditions that co exist between developmental disabilities and autism
spectrum disorders
DDA4.S4
Conduct non biased assessment
DDA4.S5
Use information from assessments and educational records to design instruction
DDA4.S6
Collect, interpret and use data to document outcomes for individuals with
developmental disabilities/autism spectrum disorders, and change programming
as indicated with family and team
Share a thorough profile of the individuals with developmental disabilities/autism
spectrum disorders with their family and the current and future educational
team(s)
Conduct functional behavioral assessments (FBA) to determine what initiates and
maintains a challenging/interfering behavior
Uses assessments information from a variety of school and external agency
resources to make transition recommendations
Articulate awareness of and the impact of mental health disorders on individuals
with developmental disabilities/autism spectrum disorders in collaborating with
family and colleagues
DDA4.S7
DDA4.S8
DDA4.S9
DDA4.S10
Standard 5
Knowledge
ACC5K1
ACC5K2
ACC5K3
DDA5.K1
DDA5.K2
DDA5.K3
DDA5.K4
Skills
ACC5S1
ACC5S2
Professional Development and Ethical Practice
Legal rights and responsibilities of students, staff, and parents/guardians
Moral and ethical responsibilities of educators
Human rights of individuals with exceptional learning needs and their families
Benefits of low- to high-technology across all areas of development
Criteria for evaluating effectiveness of interventions and strategies with
individuals with developmental disabilities/autism spectrum disorders
Impact of core and associated characteristics of developmental disabilities/autism
spectrum disorders on family dynamics and functioning
Critical social and ethical issues that impact the education of individuals with
developmental disabilities/autism spectrum disorders, families and professionals
Model ethical behavior and promote professional standards
ACC5S3
Implement practices that promote success for individuals with exceptional
learning needs
Use ethical and legal discipline strategies
ACC5S4
Disseminate information on effective school and classroom practices
ACC5S5
Create an environment which supports continuous instructional improvement
ACC5S6
Develop and implement a personalized professional development plan
DDA5.S1
Teach others to actively engage individuals with developmental
disabilities/autism spectrum disorders in individualized education and life
planning
Teach others to use individual strengths to reinforce and maintain skills
DDA5.S2
DDA5.S3
DDA5.S4
DDA5.S5
DDA5.S6
Standard 6
Knowledge
ACC6K1
ACC6K2
Skills
ACC6S1
ACC6S2
DDA6.S1
DDA6.S2
DDA6.S3
DDA6.S4
DDA6.S5
G.
Model use of and implementation of assistive technology and augmentative
alternative communication to aid in individual’s comprehension and level of
engagement
Mentor others to teach unstated rules and customs that govern social behavior
Provide professional service through leadership in the field of developmental
disabilities/autism spectrum disorders
Provide service to the profession through leadership activities in professional
organizations
Collaboration
Methods for communicating goals and plans to stakeholders
Roles of educators in integrated settings
Collaborate to enhance opportunities for learners with exceptional learning needs
Apply strategies to resolve conflict and build consensus
Coordinate processes that encourage collaboration needed for transition between
settings
Provide leadership in collaborating with individuals and families around the
issues of sexuality
Collaborate with families and other team members in non-judgmental ways to
make informed decisions about interventions and life planning
Promote collaborative practices that respect the family’s culture, dynamics, and
values and the impact the diagnosis may have on the family
Connect families and professionals to educational and community resources
A statement of resources needed to support the program
The Departments of Special Education will staff the program. Additional faculty
will not be needed due to the expertise of the current faculty. Most courses will
be offered during summer session.
H.
A statement of the need for the proposed program
The principles and applications of Applied Behaviors Analysis are relevant and
necessary for professionals in a variety of fields who work with diverse
populations and age groups. There is a demand for individuals who are trained to
work with children and adults who have autism and other developmental, mental,
physical, and educational disabilities in a variety of clinical, residential, and other
human services and rehabilitation programs to be able to understand and
implement behavioral programming.
The Applied Behavior Analysis Certificate program will be especially beneficial
to professionals in school districts as they attempt to comply with federal and
state laws that mandate appropriate educational services for children with
challenging behavior. The growing numbers of students who require behavior
intervention plans in their individualized education plans combined with
increased demands on school professionals necessitates the availability of
specialized training in this area. Professionals who work with individuals who
have disabilities and/or challenging behavior outside of the school setting will
benefit from specialized training in applied behavior analysis, as well. Many
individuals who receive special education services within the school setting also
receive supplemental or complementary services outside of the school setting.
The training offered in this program will be most immediately beneficial as
independent certificate training or a supplement to coursework within the
undergraduate and graduate programs and professionals in the following fields:
education, speech/language pathology, occupational therapy, psychology.
Professional who benefit from this graduate certificate include teachers, behavior
specialists, allied health professionals, educational consultants, speech-language
pathologists, school counselors, social workers, psychologists, and medical
professionals.
The Applied Behavior Analysis Certificate program is designed to increase
student enrollment in graduate courses within the College of Education and the
Department of Special Education. No similar program currently exists on the
UW-Whitewater campus. It is anticipated that this certificate program will serve
as a feeder to the current MSE in Special Education, Professional Development
emphasis. The Applied Behavior Analysis Certification Program will expand the
visibility of our graduate options throughout the state and the region. In addition,
the program will be offered completely online, making it a program likely to
attract students from across the country who might not have otherwise considered
UW-Whitewater for their education.