Master of Education with a Major in Special Education and Teaching, Applied Behavior Analysis
The Department of Special Education in the College of Education at the University of West Georgia (COE-UWG) offers the Master of Education program in Special Education (MEd-SPED) with a concentration in Applied Behavior Analysis (ABA), designed to meet the local and statewide demand for highly-qualified practitioners with the knowledge and skills to support students with a range of behavior support needs to successfully engage in the school environment.
A program sheet, which provides a required coursework sequence, is available for download in the Courses tab below.
The Applied Behavior Analysis concentration is designed to meet the coursework and some of the fieldwork* requirements outlined by the Behavior Analysis Certification Board (BACB) for those who may want to seek national certification and a career as a Board Certified Behavior Analyst (BCBA).
*Candidates will complete two fieldwork practicum experiences within the program. The BACB requires a minimum of 1,500 supervised fieldwork hours in addition to coursework to be eligible to take the BCBA exam. Candidates who do not accrue these hours during the program will be required to do so independently to become eligible for examination.
Career Opportunities
Link to Additional Career Information:
https://www.buzzfile.com/Major/Education
External Resource
Program Location
Carrollton Campus
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: 30
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.
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
Fully online
Downloads
General
A comprehensive final examination is administered during the semester immediately preceding graduation to all candidates seeking a Master of Education degree. The exam is administered on the UWG campus in a computer lab or at a proctored site. Should be taken during the last semester in the program.
This course is designed to provide students with a deep understanding of how various forms of identity and social categories intersect and impact the experiences of individuals with disabilities in educational settings. This course will help educators gain a comprehensive understanding of the complex issues surrounding intersectionality in special education and develop the knowledge and skills needed to address these issues effectively and to foster inclusive and supportive learning environments in their professional roles.
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 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.
Morris Council, III Ph.D.
Associate Professor, Assistant Department Chair
Michelle Frazier Trotman Scott, Ph.D.
Director Of Graduate Affairs and Professor of Special Education
Katy Green, Ph.D.
Professor, Interim Department Chair
Brandy M. Locchetta, Ph.D., BCBA-D
Assistant Professor, ABA Program Coordinator
James Schwab, Ph.D.
Assistant Professor, Curriculum Instruction Assessment Lead
Trina Fortner Wood, Ed.D.
Lecturer, Assistant Department ChairGuidelines for Admittance
- All graduate applicants must complete the online Grad Application. A one-time application fee of $40 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.
- Official transcripts from a regionally or nationally accredited institution are required and should be sent directly to the UWG Graduate Admissions Office. Official transcripts from all post-secondary schools attended are required.
Program Specific Admittance Guidelines
- Complete the requirements for a bachelor's degree from an accredited institution
- Present a cumulative 3.0 (4.0 scale) grade point average or higher on all undergraduate work
- Optional, for Georgia educators seeking upgrade: present a current renewable teaching certificate in Special Education
Application Deadlines
Specific Graduate Admissions Deadlines are available via the Graduate School
Admission Process Checklist
The Graduate Studies Application Process checklist is available here
Contact
Graduate Admissions
Phone: 678-839-1394
Email: graduate@westga.edu
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.
- Special education specialists use valid and reliable assessment practices to minimize bias.
- Special education specialists use their knowledge of general and specialized curricula to improve programs, supports, and services at classroom, school, community, and system levels.
- Special education specialists facilitate the continuous improvement of general and special education programs, supports, and services at the classroom, school, and system levels for individuals with exceptionalities.
- Special education specialists conduct, evaluate, and use inquiry to guide professional practice.
- Special education specialists provide leadership to formulate goals, set and meet high professional expectations, advocate for effective policies and evidence-based practices, and create positive and productive work environments.
- Special education specialists use foundational knowledge of the field and professional ethical principles and practice standards to inform special education practice, engage in lifelong learning, advance the profession, and perform leadership responsibilities to promote the success of professional colleagues and individuals with exceptionalities.
- Special education specialists collaborate with stakeholders to improve programs, services, and outcomes for individuals with exceptionalities and their families.