Advanced Certificate in Applied Behavior Analysis
Department of Psychology
Queens College
Statement of
Program Goals
The goal of
the Advanced Certificate Program in Applied Behavior Analysis is to prepare
people to
design, deliver, and evaluate individualized behavioral intervention. The
current emphasis is on children and adults with developmental
disabilities. The aim of the
certificate program is to provide practitioners with high-quality training and
supervision in applied behavior analysis.
To that end, faculty carefully integrate the practicum experiences with
didactic course work to provide a meaningful repertoire of behavior analysis
skills and to help prepare professionals for the National Behavior Analyst
Certification Board Examination.
Job Opportunities
for Graduates
Graduates
will have an advantage over other applicants for employment in public and
private schools, residential and vocational training facilities, and related
human service agencies for individuals in need of behavioral intervention for
teaching particular skills and remediating maladaptive behavior.
Faculty
Expertise
The
full-time faculty and affiliated professionals are internationally recognized
for their expertise in Applied Behavior Analysis. Some course work and supervision
will be provided by doctoral-level, professional behavior analysts in
off-campus practicum settings.
Candidates
for Enrollment
A
certificate in Applied Behavior Analysis will benefit individuals who are
working or who wish to work in the area of human services. Specifically, the program provides a focused
sequence of supervised practicum experiences and courses for individuals in
fields such as psychology, education, social work, or other related fields, who
are seeking training in applied behavior analysis.
Admission
Requirements
Applicants
for admission must have earned a B.A. or B.S. with a grade-point average of 3.0
or better in their area of specialization.
Additionally, applicants will be required to have some background in
psychology, developmental disabilities, education, or field-based
experience. The Graduate Record
Examination is not required, but students for whom English is not a native
language must show a score of 600 or higher on the TOEFL. It is not anticipated that transfer credits
will be accepted. Enrollment begins in
the Fall Semester only.
To Apply
Obtain an
application form from the Queens College Graduate Admissions Office at (718)
997-5200, or download the application form from their website. Submit to the QC Graduate Admissions Office
your completed application form, your TOEFL scores if appropriate, your
official transcripts, and three letters of reference, and a letter of
application outlining your interests in pursuing this certificate program.
Transcripts must be mailed directly from the college or university you
attended. It is best to apply no later
than June for Fall Admission, as openings are limited.
Description
of the Curriculum
The
curriculum for the 22-credit Advanced Certificate in Applied Behavior Analysis
includes a set of required, core courses and practicum experiences (13credits)
and a specialization (9 credits).
Most of the
courses are scheduled for the late afternoon and evening to accommodate
students who work during the daytime, but there is no guarantee that this is
always possible. It should be
emphasized that this curriculum does not constitute the curriculum for a
teaching certificate or specialization.
1. Core Courses
The core
courses provide 8 credits of didactic instruction in the analysis of behavior
and ethical considerations coupled with 5 credits of supervised field-based
application of this training as follows:
Psych 730.01--Theory and Method in
Applied Behavior Analysis I (3 credits)
Psych 730.05--Practicum in Applied Behavior Analysis I (2 credits)
Psych 771--Ethical Issues in Psychology (1 credit)
Psych 730.02--Theory and Method in Applied Behavior Analysis II (4
credits)
Psych 730.06--Practicum in Applied Behavior Analysis II (3
credits)
2.
Specialization
The
specialization courses provide in-depth concentration on concepts and
methods
related to one specified area: Developmental Disabilities,Education,
Special Education, or Educational Administration at Queens College.
Alternatively, students may design and propose their own
specialization. Areas for
specialization may include, but are not limited to, business and industry,
behavioral medicine, sports psychology.
The
following is a sample specialization.
The 9 credits toward the specialization in Developmental Disabilities
may be selected from the following courses currently offered:
Psych 720.01--Developmental Disabilities I (3 credits)
Psych 720.02--Developmental Disabilities II (3 credits)
Psych 720.0--Behavioral Intervention in Developmental Disabilities
(3 credits)
Psych 730.03--Behavioral Intervention with Children (3 credits)
Eligibility
for Behavior Analyst Certification Board Examination
The course
work in our program has been approved by the Behavior Analyst Certification
Board.
Students who
wish to be eligible to sit for the National Behavior Analyst Certification
Board Examination should take their 9 credits of specialization in the area of
behavior analysis. They must take a
course in Principles of Learning, or Learning and Behavior Analysis, and they
may select from the following partial list of additional courses:
Fieldwork in
Applied Behavior Analysis
Theories of
Association
Motivation
and Reinforcement
Stimulus
Control
Categorization
and Concept Formation
Faculty
The
full-time faculty and affiliated professionals are internationally
recognized
for their expertise in Behavior
Analysis. Some coursework
and
supervision will be provided by doctorate-level, professional behavior
analysts in
off-campus practicum settings.
Alicia M. Alvero, Assistant Professor, Ph.D., Western Michigan University.
Organizational Behavior Management, Behavioral Safety, Organizational Training and Performance Feedback.
Bruce L.
Brown, Professor. Ph.D., Yale University.
Pavlovian
conditioning, autoshaping, associative learning, temporal control
of human and
non-human animal behavior.
Lanny
Fields, Professor. Ph.D., Columbia University.
Equivalence
class formation, transfer of stimulus control.
Nancy S.
Hemmes, Professor. Ph.D., University of North Carolina, Chapel
Hill.
Basic and
applied learning theory, temporal control of behavior,
instrumental
and Pavlovian conditioning in human and animal subjects.
Patricia J.
Krantz, Adjunct Professor. Executive Director of Princeton Child
Development
Institute. Ph.D., University of Kansas.
Autism,
early intervention, incidental teaching.
Robert N.
Lanson, Associate Professor. Ph.D., Columbia University.
Animal
psychophysics, stimulus control with humans and non-humans.
Lynn E.
McClannahan, Adjunct Professor. Executive Director of Princeton
Child
Development Institute. Ph.D., University of Kansas.
Autism
intervention, language intervention, systems analysis, technology
dissemination.
Claire L.
Poulson, Professor. Ph.D., University of Kansas.
Experimental
analysis of infant and child behavior, applied behavior
analysis,
education and treatment of children with autism, development of
language and
communication.
Marilyn K.
Rousseau, Professor. Ph.D., Florida State University.
School-aged
children in special education, academic and social learning
problems,
classroom management, teaching in correctional facilities.
Peter
Sturmey, Associate Professor. Ph.D., Liverpool University, UK.
Developmental
disabilities, dual diagnosis, challenging behavior, staff and
parent
training.
For more
information about the program contact Program Director Alicia Alvero at alicia.alvero@qc.cuny.edu.