Specialist in Education with a Major in Special Education, Applied Behavior Analysis
The Ed.S. in Special Education with a concentration in Applied Behavior Analysis emphasizes leadership in the field of special education. Our program is uniquely focused on compassionate, trauma-informed behavior support with core courses in data collection and analysis, functional behavior assessment, and individualized intervention.
A program sheet, which provides a required coursework sequence, is available for download in the Courses tab below.
The Ed.S. in Special Education – Applied Behavior Analysis (ABA) track offers an innovative pathway for students who already hold a master’s degree and are seeking initial certification as a Board Certified Behavior Analyst (BCBA).
Designed with the professional standards and program requirements established by the Behavior Analyst Certification Board (BACB) and the Association of Professional Behavior Analysts (APBA) in mind, this track provides a structured graduate-level pathway for students pursuing the BCBA credential.
As the only Ed.S.-level ABA track in the University System of Georgia, this program provides a unique opportunity to advance your education while preparing for the next step in your professional journey.
Program Location
Online
Method of Delivery
Fully Online
Accreditation
The University of West Georgia is accredited by The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).
Credit and transfer
Total semester hours required: 39
A transfer credit evaluation will be completed by the UWG Transfer Team (transfer@westga.edu). Course application to a program is subject to review by the department.
Graduate students may be able to reduce their cost through prior learning, previous degrees earned at UWG, or transfer credits. We have created a tool to help students estimate their tuition costs.
Our online courses are as affordable as you will find among accredited schools. Students will pay for 33 hours of tuition plus a $150 internship supervision fee and current University fees.
This program is offered entirely online. Though a student may choose to sign-up for a face-to-face elective or core course, one can earn this degree completely online.
Save money
UWG is often ranked as one of the most affordable accredited university of its kind, regardless of the method of delivery chosen. In addition, online courses and programs can mean a huge cost-savings in many non-evident ways: No more high gas charges. No childcare needed. The flexibility can allow one to maintain a job while attending school. Regardless of state residency, out-of-state non-resident students are not charged non-resident tuition for online course credit hours.
Details
- Total tuition costs and fees may vary, depending on the instructional method of the courses in which the student chooses to enroll.
- The more courses a student takes in a single term, the more they will typically save in fees and total cost.
- Face-to-Face or partially online courses are charged at the general tuition rate and all mandatory campus fees, based on the student's residency (non-residents are charged at a higher rate).
- Fully or entirely online course tuition rates and fees my vary depending on the program. Students enrolled in exclusively online courses do not pay non-Resident rates.
- Together this means that GA residents pay about the same if they take all face-to-face or partially online courses as they do if they take only fully online courses exclusively; while non-residents save money by taking fully online courses.
- One word of caution: If a student takes a combination of face-to-face and online courses in a single term, they will pay both all mandatory campus fees and the higher eTuition rate.
- For the cost information, as well as payment deadlines, see the Student Accounts and Billing Services website
There are a variety of financial assistance options for students, including scholarships and work study programs. Visit the Office of Financial Aid's website for more information.
Coursework
Applied Behavior Analysis (ABA) Track (39 credit hours) – Can be completed in six semesters and leads to level 6 upgrade and eligibility to sit for the National Board Certification exam in behavior analysis.
Admission is restricted to Fall semesters only.
Downloads
General
This course is designed to assist the educator in developing and maintaining an appropriate service delivery model for students with special learning needs. Strategies used to assess program effectiveness are discussed.
This course provides students with a comprehensive understanding of behavioral assessment and the role of behavioral assessment in the identification and treatment of socially significant behavior. Students will be introduced to trauma-informed practice and explore the connection to behavioral assessment. Students will apply their knowledge of functional behavioral assessment and trauma-informed practice to conduct and evaluate, and interpret data gathered from, various types of behavioral assessments. Finally, students will synthesize assessment data in a functional behavioral assessment report that includes recommendations for intervention.
This course provides public school administrators and teachers the opportunity to examine the statutory and case law requirements of educating special populations.
This course provides students with a comprehensive understanding of applied behavior analysis from its historical origins and applications to contemporary practice. Students will be introduced to the philosophical underpinnings of behavior analysis and gain an understanding of the concepts and principles of applied behavior analysis. Students will also be introduced to methods for selecting and operationally defining socially significant behavior to change. Finally, students will gain an introductory understanding of basic behavior change procedures and measurement concepts.
This course builds on student s prior knowledge of basic concepts and principles of ABA and promotes a deeper understanding of the theoretical and philosophical underpinnings of these principles through critical reflection and analysis. Students will be challenged to critically analyze various elements of ABA concepts and principles and distinguish between them. Additionally, students will explore advanced behavior change procedures (e.g., verbal behavior, self-management strategies, extinction) and their relative risks and benefits in the school context. Finally, students will apply their understanding of behavior change procedures using role plays, simulations, and practice activities.
This course is designed to prepare students to research, develop, implement, and evaluate behavior intervention plans in the school context. In this course, students will revisit foundational behavior analytic principles while expanding their knowledge of functional behavioral assessment. Students will also be introduced to behavior change procedures. They will apply their introductory knowledge as they select, design, and evaluate the effects of these procedures for a student's behavior intervention plan. Given the results of a functional behavioral assessment, students will complete an individualized behavior intervention plan.
This course provides an introduction to professional and ethical challenges in special education and behavior analysis in applied contexts. In this course, students will define terms and concepts related to ethical practice and behavior analytic service provision. Students will identify and discuss common challenges that may interfere with ethical practice. Students will define, identify, describe, and discuss the role of bias and trauma in instruction, assessment, and intervention for special educators and behavior analysts. Finally, students will identify strategies to detect and mitigate bias, and incorporate protective factors and trauma-informed practice into every aspect of their instruction, assessment, and intervention work with students and families.
This course provides an introduction to the application of organizational behavior management to the educational context. Through this introduction, students will be equipped to effectively supervise, mentor, and manage personnel (e.g., family members, staff, educators) involved with the implementation of assessment and intervention procedures that promote dignity, autonomy, and independence of students with disabilities and/or persistent interfering behavior. Students will identify culturally responsive, equity-driven strategies for establishing effective supervisory relationships, building rapport with collaborators, establishing and maintaining healthy and supportive workplace environments, receiving and delivering feedback, monitoring treatment integrity, as well as legal and ethical considerations related to supervision and management.
This course includes an introduction to the use of single-case research methods in special education and behavior sciences. This course includes an overview of single case research designs, description and measurement of independent and dependent variables, consideration of reliability and validity, identification, detection, and protection against threats to internal and external validity, data analysis, and synthesis of research.This course will also teach students to critically consume and interpret data from single-case experimental designs. Developing the initial portion of a behavior analytic research proposal (introduction and method) is required as a part of this course.
Supervised fieldwork is a required pre-requisite to apply for and attempt BACB certification examination. This course provides students with structured fieldwork experiences designed to support them as they apply concepts learned in previous ABA coursework under the supervision of a Board Certified Behavior Analyst (BCBA). Students will complete between 10-20 hours per week of fieldwork in an approved practicum site and participate in discussions, reflections, and presentations related to their experiences. Upon completion of this course, students will propose their capstone project for completion in Advanced Experiential Learning in ABA: Practicum II. Students must receive a Satisfactory grade in this course in order to enroll in Practicum II and complete the ABA Area of Concentration.
Supervised fieldwork is a required pre-requisite to apply for and attempt BACB certification examination. This course provides students with structured fieldwork experiences designed to support them as they apply concepts learned in previous ABA coursework under the supervision of a Board Certified Behavior Analyst (BCBA). Following successful completion of Practicum I, students will complete between 10-20 hours per week of fieldwork in an approved practicum site (to include supervisory activities, as appropriate) and participate in discussions, reflections, and presentations related to their experiences. During this practicum experience, students will complete, present, and submit their ABA Capstone Project.
This course is designed to support graduate students pursuing the ABA area of concentration in their accrual of supervised fieldwork hours. In this course, it will be the student s responsibility to accrue fieldwork hours meeting the requirements of approved activities issued by the BACB. The instructor (supervisor) in this course will meet with students virtually, review recorded or live client observations, provide regular feedback, and review and sign required UWG and BACB supervision paperwork. This course is 16-weeks.This course is repeatable and can be taken multiple times to support graduate students who do not have access to supervising BCBAs within their school district.
This zero-credit seminar course is designed for students at the end of their Ed.S. program to reflect on their learning experience and provide feedback. Students are also given information on the tiered certification system in Georgia.
Talia Campese, Ph.D.
Clinical Assistant Professor & Assistant Department Chair of SPED
Morris Council, III Ph.D.
Associate Professor
Katy Green, Ph.D.
Professor, Department Chair, & Assistant Dean of Funded Research and Grants
Brandy M. Locchetta, Ph.D., BCBA-D
Assistant Professor, ABA Program Coordinator, & Assistant Department Chair of SPED
Samantha Mrstik, Ph.D.
Assistant Professor
James Schwab, Ph.D.
Associate Professor & Curriculum Instruction and Assessment Lead
Trina Fortner Wood, Ed.D.
Clinical Assistant Professor & Assistant Department Chair of SPEDGuidelines for Admittance
- All graduate applicants must complete the online Graduate Application. A current application fee of $55 is required.
- Applicants should also review the Graduate School website below for individual program specific requirements and tasks that must be completed prior to admission. Also see Graduate Studies Application Process.
- International applicants are subject to additional requirements and application deadlines. See Procedures for International Students.
Program Specific Admittance Guidelines
- Students are admitted in Fall only
- Official transcripts from all schools that have conferred degrees (Associate's, Bachelor's, Master's, etc.) are required and should be sent directly to the UWG Graduate Admissions Office.
- All applicants must:
- Complete requirements for a Master's degree from an accredited institution
- Present a cumulative 3.0 (4.0 scale) grade point average or higher on the last graduate degree earned
- Present a clear and renewable T-5 teaching certificate in special education or S-5 service certificate in speech-language pathology
- Submit a professional resume documenting 2 or more years of successful experience as a special education teacher, collaborative teacher working directly with students with disabilities, or speech-language pathologist in the school setting.
All out-of-state students must verify with their local certification agency to determine if the sought-after degree will result in a certification upgrade.
Application Deadlines
Specific Graduate Admissions Deadlines are available via the Graduate School
Specific dates for Financial Aid, Fee Payment, Registration, Start/End of Term Dates, Final Exams, etc. are available in THE SCOOP.
Admission Process Checklist
The Graduate Studies Application Process checklist is available here
Contact
Graduate Admissions
graduate@westga.edu
678-839-1394
Special Education Department
Dr. Brandy Locchetta
Pre-enrollment Advisor
blocchetta@westga.edu
Phone: 678-839-6171
Specific Graduate Admissions Deadlines are available via the Graduate School
Specific dates for Financial Aid, Fee Payment, Registration, Start/End of Term Dates, Final Exams, etc. are available in THE SCOOP.
The ABA Track requires distinct PLOs in order to meet professional accreditation requirements as it will be accredited by the Association of Professional Behavior Analysts (APBA) as an initial BCBA preparation program.
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Foundations of Applied Behavior Analysis: Students will explain the scientific foundations of behavior analysis by identifying its goals, philosophical assumptions, and core dimensions; differentiating among major branches of the field; describing behavior from a radical behaviorism perspective; and accurately distinguishing key behavior- and stimulus-related concepts.
- Behavior Measurement Basics: Students will identify and operationally define target behaviors, design valid and reliable measurement systems, and collect and graph data.
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Operant Conditioning Basics: Students will define core respondent and operant conditioning concepts, including reinforcement, punishment, extinction, motivating operations, and schedules of reinforcement; and apply this knowledge to design and evaluate preference assessments.
- Behavior Change Basics: Students will design, implement, and evaluate reinforcement‑based procedures ethically, including the selection and development of feasible measurement systems, and interpretation of graphed data using visual analysis.
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Behavior Assessment: Students will select, design, conduct, and evaluate ethical and culturally responsive behavior analytic assessments (e.g., indirect assessments, descriptive assessments, functional analyses, assessments of client strengths) to determine the need for behavior-analytic services and inform intervention development.
- Behavior Change Tools & Tactics: Students will identify, describe, and apply evidence‑based behavior-change tactics (e.g., prompting and fading, modeling, differential reinforcement, shaping, chaining, tokens, time‑based schedules) that incorporate motivating operations and discriminative stimuli to teach and/or shape socially significant behaviors.
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Instruction & Intervention: Students will use assessment data to develop and evaluate evidence-based intervention and/or instruction, including setting measurable intervention and/or instructional goals, selecting and designing contextually relevant and socially valid behavior-change procedures, monitoring treatment integrity and outcomes, and collaborating effectively with partners to make data‑based decisions about intervention effectiveness.
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Generalization, Maintenance, and Fading: Students will program and evaluate stimulus/response generalization, emergent/generative performance, maintenance across time and settings, and systematic fading of prompts and artificial supports.
- Experimental Design: Students will identify and describe single‑case experimental designs by distinguishing among independent and dependent variables and internal and external validity; identifying the defining features and relative strengths of single‑case and group designs; differentiating between design and analysis types; interpreting and critiquing single‑case data; and appropriately selecting and implementing single‑case designs in applied contexts.
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Ethical and Professional Issues: Students will identify and apply BACB ethical standards to hypothetical scenarios by protecting confidentiality, avoiding multiple‑relationship risks, practicing within scope, planning for transition/discontinuation, and engaging in reflective, culturally humble professional conduct.
- Personnel Supervision & Management: Students will establish equitable supervisory relationships, select supervision goals from performance assessments, implement behavioral skills training and other performance management strategies, and make data‑based decisions to improve supervisee practice and client outcomes.