Applied Behavior Analysis (ABA)
ABA Mission Statement
The mission of the University of West Georgia’s graduate programs in ABA is to prepare compassionate, competent scientist-practitioners who embody professional excellence and social responsibility. We educate and nurture future behavior analysts to serve as agents of positive change in school- and clinic-based settings, where their expertise can disrupt the perpetuation of harmful practices and ensure all learners engage in meaningful educational experiences.
Our graduate programs cultivate practitioners who are dedicated to lifelong professional growth, grounded in trauma-informed and neurodiversity-affirming practices, and driven by a commitment to equity and compassion. We prepare graduates to celebrate learner individuality, prioritize dignity and autonomy, and implement evidence-based interventions that honor the unique identities and priorities of the learners, families, and communities they serve.
Our graduate programs develop behavior analysts who actively engage in service, advocacy, and collaboration, acknowledging the field's history while championing practices that center learner safety, agency, and socially significant outcomes. Our graduates emerge as critical consumers of research, reflective scientist-practitioners, and dedicated mentors who will lead the profession toward a more inclusive, responsive, and compassionate future.
Admissions
The ABA Program welcomes applicants from both educational and behavioral health backgrounds. Admission requirements are consistent with those for the Special Education M.Ed., Ed.S. (Tier 1 Leadership), and Ed.S. (Traditional) programs, with one exception: a renewable Special Education teaching certificate is NOT required. Applicants are eligible if they either hold a renewable Special Education teaching certificate OR have earned a bachelor's degree (for M.Ed. program) or graduate degree (for Ed.S. program) in Special Education or a related field such as psychology, human development, or behavioral health. This flexibility allows individuals from a variety of professional backgrounds to pursue advanced training in Applied Behavior Analysis.
Goals and Objectives
Rooted in the competencies as outlined below, upon successful completion of these programs, students will demonstrate at least a Rookie level of proficiency on Test Content Outline items associated with the following program competencies (i.e., Program Learning Outcomes, PLOs):
Rating Criteria
Student proficiency with each Program Learning Outcome is evaluated using the following criteria:
| Proficiency Level | Definition |
|---|---|
| Learner | Not yet demonstrating knowledge at the Rookie level. |
| Rookie | Given the technical definition, student can produce the term with no more than one error/prompt. |
| Intermediate | Given the technical definition, student can produce a technical definition with no more than one error/prompt. |
| Pro | Given a term, student can produce a technical definition, a lay definition, and an applied example. |
| Proficiency Level | Definition |
|---|---|
| Learner | Not yet demonstrating performance at the Rookie level. |
| Rookie | Student can identify (with rationale including ethical considerations), plan (with description of plan for training/supervision), and implement TCO item in a role-play context or with a client with between 6-10 errors/prompts across all areas (e.g., identify, plan, implement). |
| Intermediate | Student can identify (with rationale including ethical considerations), plan (with description of plan for training/supervision), and implement TCO item in a role-play context or with a client with no more than five errors/prompts across all areas (e.g., identify, plan, implement). |
| Pro | Student can identify (with rationale including ethical considerations), plan (with description of plan for training/supervision), and implement TCO item with a client with no more than two errors/prompts across all areas (e.g., identify, plan, implement). |
Program Handbook
The ABA Program Handbook is available to admitted students upon acceptance and to potential students upon request. Please contact Program Coordinator, Dr. Brandy M. Locchetta (blocchetta@westga.edu).
Meet Our Program Faculty
Dr. Brandy M. Locchetta
BCBA-D, LBA (GA)
Assistant Professor
Program Coordinator
Pathway 2 Program Contact
Advisor
The UWG ABA program is also supported by many part-time faculty who serve as both fieldwork supervisors and didactic coursework instructors.
Program Statistics
First Time BCBA Exam Pass Rate
Data are not yet available - please check back soon!