Undergraduate Programs in Applied Behavior Analysis and Autism Studies

Program Overview

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Felician University's Behavior and Autism Studies program prepares students to become Board Certified Assistant Behavior Analysts (BCaBAs) and work with individuals with autism spectrum disorder and other developmental disabilities. The program emphasizes professional practices, ethical compliance, and evidence-based interventions, equipping students with the knowledge and skills to make a meaningful impact in the field. Through a combination of coursework, practicum experiences, and competency exams, students develop the necessary foundation to pursue careers in behavior analysis and related fields.

Program Outline

Degree Overview:

The Felician University Behavior and Autism Studies program aligns with the university's mission to foster competent, caring, and compassionate behavior analysts who serve diverse populations. The program's guiding principles emphasize the Felician Sisters' values of respect for human dignity, compassion, transformation, solidarity with the poor, justice and peace, reverence, diversity, service, and joy.

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Objective:

• Equips students with the knowledge and skills to become Board Certified Assistant Behavior Analysts (BCaBAs).
• Prepares students to work with individuals with autism spectrum disorder and other developmental disabilities.
• Develops behavior-analytic practitioners and consultants who understand the basic principles of behavior analysis, contribute to behavioral research, and attain BCaBA certification.

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Outline:

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Undergraduate Major in Behavior and Autism Studies:

• Co-Major with Psychology or English
• 11 Core Courses/1 Practicum
• General Education and Co-Major Requirements

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Undergraduate Minor in Behavior and Autism Studies:

• 6 Courses/1 Practicum

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Course Descriptions:

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EDU 491: Educational Programming for Students with Autism Spectrum Disorders and other Developmental Disabilities (3 Credits)

• Explores evidence-based educational practices for students with ASD and other developmental disabilities.
• Examines research-based Positive Behavioral Supports for increasing academics, communication, and social skills, and for decreasing disruptive behaviors.

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EDU 492: Basic Applied Behavior Analysis for Students with Autism Spectrum Disorders and other Developmental Disabilities (3 Credits)

• Emphasizes the application of Applied Behavior Analysis with students with ASD and other developmental disabilities.
• Explores strategies to conduct functional behavioral assessments and provide positive behavioral supports.

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EDU 493: Team-Based Behavioral Assessment and Implementation (2 Credits)

• Provides knowledge and skills for implementing team-based behavioral assessments with professionals and parents.
• Focuses on methods to identify socially significant behaviors, relevant skill strengths and deficits, and preferred items and tasks.
• Includes information on specific methods to supervise, manage, and support others involved in assessment and intervention programs.

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EDU 494: Professional and Ethical Compliance Code and Disciplinary Systems in ABA (1 Credit)

• Emphasizes professional practices based on the BACB Professional and Ethical Compliance Code for Behavior Analysts and the BACB Code-Enforcement Procedures.
• Provides an overview of the codes and procedures used for promoting and maintaining standards of professional conduct in the practice of behavior analysis.

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EDU 498: Behavioral Assessment and Supports for Students with Autism Spectrum Disorders and other Developmental Disabilities (3 Credits)

• Explores direct observational methods and functional assessment procedures for individuals with ASD and other DD for the purpose of planning educational and positive behavioral supports.
• Teaches the process of designing behavioral and educational supports based on information gathered from objective behavioral data collection.

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EDU 499: Professional Practices in ABA and Autism Spectrum Disorders (3 Credits)

• Emphasizes professional practices based on the BACB Task List 4 and the BACB Professional Disciplinary and Ethical Standards and the BACB Guidelines for Responsible Conduct for Behavior Analysts.
• Provides an overview of the Guidelines.
• Stresses the importance of delivering evidence-based practices and performing in a manner consistent with professional and ethical standards.

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EDU 210: Seminar for Practicum in Applied Behavior Analysis (1 Credit)

• Students participate in a weekly seminar group supervision experience that follows the experience guidelines of the Behavior Analysis Certification Board.
• Must be simultaneously enrolled in the Field Experience component.

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EDU 210F: Field Experience for Practicum in Applied Behavior Analysis (2 Credits)

• Students participate in 15 hours per week of activities under the requirements of the BACB.
• Must be simultaneously enrolled in the Seminar component.

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PSYC 301: Educational Psychology

• Examines the psychological principles used in education.
• Covers major theories of learning, intelligence, and motivation.
• Emphasizes teaching issues such as setting goals and objectives and managing the classroom.

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EDU 220 Understanding Special Populations and Building Relationships between Home, School, School, and Community for all

• Examines the nature of children with exceptionalities, their family constellations, and issues regarding family-professional interaction with community agencies and sources of referral.
• Presents exceptionality in broad terms addressing both general human needs as well as the distinctive problems faced by persons who have exceptional handicaps.
• Emphasizes the needs of exceptional individuals and their families in terms of transitions through life cycles.

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SPED 410: Universal Design and Assistive Technology

• Provides an overview of curriculum development, organization, and planning of instructional activities, selection and preparation of materials, use of resources, and selection of Assistive Technology Resources.

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SPED 401: Supporting the Success of the Uniquely Able Learner

• Provides an understanding of programming, curriculum, and instruction of children with learning disabilities, attention deficit disorder, behavioral disorders, speech delays, slow learning ability, and mild autism within today's inclusive classroom.
• Emphasizes identification, referral, IEP development, methods for management, planning, and evaluating instructional strategies.
• Focuses on methods for differentiating instruction based on learner characteristics, learning environment, curriculum, technology considerations, and the New Jersey Core Curriculum Content Standards.

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Assessment:

To stay in the program, students must maintain a B- average or higher and pass 2 competency exams.

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Teaching:

• Classes are offered in evening schedules.
• The program works closely with local educational agencies, exceptional private schools and clinics utilizing behavior analysis, and the International Center for Autism and Disabilities Research (I-CADRE) that provide practicum, employment, and applied learning opportunities for students.

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Careers:

• Behavior analysts work around the world in businesses, schools, clinics, residential treatment centers, group homes, and private practice, working with children, individuals with autism, and people with schizophrenia or intellectual disabilities.
• Behavior Analysts also work with employees in both for-profit and nonprofit organizations in business, industry, speech-language pathology, animal behavior and training, and special education.

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Career Opportunities:

• Private practice as a BCaBA providing early intervention services to children with autism
• BCaBA in a school district assisting teachers to manage students with problem behavior
• BCaBA in a group home
• BCaBA consultant to companies focusing on improving employee performance
• BCaBA consultant to companies focusing on improving employee performance
• BCaBA internal consultant to improve employee performance
• Program manager or director of specialized school
• BCaBA for state or federal government