Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


31st Annual Convention; Chicago, IL; 2005

Event Details

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Expo Poster Session #275
#275 Expo - ABAI Accredited Graduate Training Programs
Sunday, May 29, 2005
10:00 PM–12:00 AM
Southwest Exhibit Hall (Lower Level)
1. Applied Behavior Analysis at St. Cloud State University
KIMBERLY A. SCHULZE (St. Cloud State University), Eric Rudrud (St. Cloud State University)
Abstract: The ABA program provides advanced academic and professional training in the application of behavior principles in applied and research settings. Both program and BACB certification courses are offered on-campus and in a distance-based format. Students are prepared for employment in a variety of community and private agencies and for further academic training in doctoral programs.
2. Applied Behavior Analysis M.A. Track, University of Maryland, Baltimore County
DAVID M. RICHMAN (University of Maryland, Baltimore County), A. Charles Catania (University of Maryland, Baltimore County), Iser Guillermo DeLeon (Johns Hopkins University), SungWoo Kahng (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute)
Abstract: The UMBC Department of Psychology together with the Kennedy Krieger Institute’s Department of Behavioral Psychology offer a M.A. track in the Human Services psychology program at UMBC that is accredited by the Behavior Analysis Certification Board. Students complete course work in basic (learning and cognition) and applied analysis of behavior, behavioral treatment design and data evaluation, the ethics of behavioral interventions, and practicum placement for hands-on experience with relevant behavioral procedures. In place of a master’s thesis, students complete a full behavioral intervention using the skills acquired in the program. The requirements for a master’s degree in the Human Services psychology program at UMBC consist of course work in the core curriculum of the department’s graduate programs, including the (a) learning or behavioral, (b) biological and (c) social dimensions of psychology and (d) ethics, as well as course work in basic and applied behavior analysis. The latter includes (e) principles of behavior, (f) conceptual issues, (g) within-subjects methodology emphasizing direct observation, (h) an elective), (i) practica or internships, and (j) behavior interventions.
3. Behavior Analysis and Therapy Program at Southern Illinois University
MARK R. DIXON (Southern Illinois University), Brandon F. Greene (Southern Illinois University), Anthony J. Cuvo (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University), Paula K. Davis (Southern Illinois University), April S. Worsdell (Southern Illinois University)
Abstract: This poster will present an overview of the Behavior Analysis and Therapy Program at Southern Illinois University. We will provide interested students with information regarding admissions procedures, funding opportunities, current research, and graduate job placements. This poster will also contain a description of our graduate curriculum, distance learning opportunities, and information on the southern Illinois region.
4. Behavior Analysis at California State University, Stanislaus
WILLIAM F. POTTER (California State University, Stanislaus), Jane S. Howard (California State University, Stanislaus), Bruce E. Hesse (California State University, Stanislaus), Gary D. Novak (California State University, Stanislaus), Gina M. Pallotta (California State University, Stanislaus)
Abstract: The Master's program in BA at CSUS is unique in that it offers the students an ABA accredited (and BCAB certified) training program, while at the same time preparing the student to be a licensed Marriage and Family Therapist. We have five BA faculty, and of those, four are BCBA, and three also are licensed clinical psychologists.
5. Behavior Analysis at Queens College and the Graduate Center, CUNY
ANNE FETHERSTON (The Graduate Center, City University of New York), Carolyn S. Ryan (New York Center for Autism), Matthew A. Taylor (The Graduate Center, City University of New York)
Abstract: An overview of graduate studies in behavior analysis at Queens College and the Graduate Center of CUNY is presented. Opportunities are described for doctoral study in the Learning Processes Program, Masters studies at Queens College in Clinical Behavioral Applications in Mental Health Settings and in the General Psychology MA program, as well as for the Advanced Certificate Program in Applied Behavior Analysis, a post-baccalaureate non-degree program offering in-depth training in applied behavior analysis and preparation for New York state or national certification exams. Faculty interests at the doctoral level in applied behavior analysis research, learning theory, stimulus control, equivalence class formation, language development, contingencies of reinforcement, developmental disabilities, and infant learning offer the student intensive training in a broad range of areas in basic and applied behavior analysis. The doctoral program offers a specialization in Developmental Disabilities. For students with applied interests, practicum experiences in applied behavior analysis are available at a wide range of public and private institutions.
6. Behavior Analysis Graduate Programs at Western Michigan University
R. WAYNE FUQUA (Western Michigan University), James E. Carr (Western Michigan University), Richard W. Malott (Western Michigan University), Cynthia J. Pietras (Western Michigan University)
Abstract: This poster described the ABA-Accredited Masters and Doctoral Program in Behavior Analysis at Western Michigan University.

Behavior Analysis Programs at the University of Nevada, Reno

KRISTEN A. MAGLIERI (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno), Ramona Houmanfar (University of Nevada, Reno), Michele D. Wallace (University of Nevada, Reno), W. Larry Williams (University of Nevada, Reno)

Behavior Analysis Programs at the University of Nevada, Reno

8. Graduate and Undergraduate Training at the University of North Texas
MANISH VAIDYA (University of North Texas)
Abstract: The poster will describe the graduate and undergraduate training opportunities available at the Department of Behavior Analysis at the University of North Texas in Denton, Texas. The primary focus of the description is on coursework, facilities for basic human and nonhuman research, and opportunities for application in the community.
9. Graduate Programs in Special Education at The Ohio State University
WILLIAM L. HEWARD (The Ohio State University), Gwendolyn Cartledge (The Ohio State University), Ralph Gardner III (The Ohio State University), Nancy A. Neef (The Ohio State University), Pamela G. Osnes (The Ohio State University), Diane M. Sainato (The Ohio State University)
Abstract: The Ohio State University’s M.Ed. program in Special Education is a full-time behaviorally oriented master’s program that leads to Ohio licensure as a special education teacher in Early Childhood Special Education, Mild/Moderate Educational Needs, or Moderate/Intensive Educational Needs. The M.A. program in Applied Behavior Analysis emphasizes the development, implementation, and evaluation of behavioral interventions for improving socially significant behavior. Full- and part-time M.A. students fulfill their practicum and research program requirements in a wide variety of school, residential, employment, and other community settings. The Ph.D. program prepares full-time students for leadership positions in special education whose research and teaching are guided by the philosophical, scientific, and technological principles of applied behavior analysis. The curriculum develops each student's knowledge and skills in six competency areas: (a) conceptual analysis, (b) research and scholarship, (c) design and application of educational interventions, (d) professional communication, (e) administration and collegial relations, and (f) teaching and advising. The M.A. and Ph.D. programs are accredited by the Association for Behavior Analysis through 2007. Each program includes a course sequence pre-approved by the Behavior Analysis Certification Board as meeting the coursework requirements to sit for the BCBA examination.
10. Ph.D. in Behavioral Psychology: The University of Kansas
R. MARK MATHEWS (University of Kansas), Edward K. Morris (University of Kansas), Gregory P. Hanley (University of Kansas), Rachel H. Thompson (University of Kansas), James A. Sherman (University of Kansas), Jan B. Sheldon (University of Kansas), L. Keith Miller (University of Kansas), Stephen B. Fawcett (University of Kansas)
Abstract: The primary purpose of the doctoral program is to train students in basic and applied research in behavior analysis. Throughout the Ph.D. training sequence, students work closely as junior colleagues with a faculty advisor and a research group. Students are expected to participate in research throughout their graduate careers and to attain sophisticated skill in research methods, assessment, and data analysis. As a result, most students complete more research projects than those required for the degree. While many graduate students complete an M.A. as a part of the Ph.D. program, a thesis completed in graduate study in another program may also be used to fulfill the thesis requirement. Each student’s program of study is highly individualized. Behavior analytic coursework, research settings, and faculty interests will be described.
11. Southern Illinois University Center for Autism Spectrum Disorders
ANTHONY J. CUVO (Southern Illinois University)
Abstract: The Southern Illinois University's Center for Autism Spectrum Disorders is an affiliate of the ABA accredited Behavior Analysis and Therapy Program. The Center is a University site for teaching, research and evaluation, as well as a comprehensive regional center for community service. The Center provides practicum, internship, and research opportunities for students. Student experiences can include autism assessment and intervention, as well as parent and community training.
12. The Behavior Analysis Program at West Virginia University
HAROLD E. LOBO (West Virginia University), Ellen J. McCartney (West Virginia University), Karen G. Anderson (West Virginia University)
Abstract: The behavior analysis program at West Virginia University exists to train students in basic research, theory, and applications of behavior principles. Through research, course work, and practica, students develop skills in the experimental analysis of animal and human behavior, as well as a strong methodological and conceptual background for developing and applying behavioral technologies. The basic, conceptual, and applied areas are integrated in the curriculum; however a student may emphasize either basic or applied research. The goal of the program is to produce a psychologist who can function effectively in either an academic or an applied setting and who can use the principles and findings of the science of behavior in solving significant problems of human behavior.



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