Assessment is the cornerstone of behavior analysis. Whether working with people or animals, individually or in groups, in whatever problems behavior analysts address, the foundation is rigorous assessment. This course introduces the methods of behavioral assessment, focusing on the identification of hypotheses and hypothesis testing for the purpose of identifying functional relations. The course also teaches students to plan effective clinical and educational interventions based on the results of multidimensional behavioral assessment. A multidimensional assessment approach using a continuum of assessment methods is presented.

This course reviews a methodological, evidence-based approach to educational design, as well as several evidence-based instructional practices. The pedagogical strategies taught throughout the course are utilized in this class, including Interteaching, active responding, programmed instruction, mastery-based learning, Personalized Systems of Instruction (PSI), Precision Teaching, and Direct Instruction.

1 mandatory meeting: Practicum Orientation must be successfully completed to be eligible to take Practicum I. Practicum Orientation is an asynchronous course that students complete to prepare for Practicum, including submitting required paperwork for proposed sites and supervisors, and preparing for the thesis equivalent project. Students must attend a mandatory meeting.

Practicum I is an experiential learning course. Students must work at an approved site, with an approved supervisor, completing a minimum of 20 experience hours per month (45 hours per semester). In addition to experience hours, students complete didactic instruction weekly, and complete a thesis equivalent research proposal.

The student selects a problem for in-depth analysis and study. Prerequisite: graduate student standing and department consent.

This course presents and assesses the experimental control developed by various types of single-subject research designs. Additionally, the types of measurement protocols, ethical issues, data collection, and visual display are discussed in relation to each research design.This course will use behaviorally based pedagogical strategies, such as Say All Fast Minute Each Day Shuffle (SAFMEDS), interteaching, group activities, case studies, readings, literature reviews, guided notes, Socratic questioning, quizzes, exams, a midterm, and a final exam. Active student responding will be prioritized. Students must design, present, and defend a hypothetical study in a professional poster format.

The focus of this class is on basic behavioral vocabulary, definitions, and principles (e.g., reinforcement, stimulus control, and motivation). The format includes a combination of lectures, group discussions, and small group activities. Readings from assigned texts will serve as the basis for class presentation and discussions. This course will use behaviorally based pedagogical strategies, such as Say All Fast Minute Each Day Shuffle (SAFMEDS), interteaching, group activities, case studies, readings, literature reviews, guided notes, Socratic questioning, quizzes and exams, a midterm and a final exam. Active student responding will be prioritized.

Assessment is the cornerstone of behavior analysis. Whether working with people or animals, individually or in groups, addressing any given problem, the foundation of the behavior analyst's work is rigorous assessment. This course introduces the methods of behavioral assessment, focusing on identifying hypotheses and testing the hypothesis to identify functional relations. The course also teaches students to plan effective clinical and educational interventions based on the results of multi-dimensional behavioral assessment that uses a continuum of assessment methods.Through this course, students will learn to conduct a functional behavioral assessment including planning, taking data, interpreting data, composing narrative reports, and establishing rapport with clients while determining how best to measure progress and develop goals. By the end of the course, students should be able to perform these processes with any client or any group of clients.This course will use behaviorally based pedagogical strategies, such as Say All Fast Minute Each Day Shuffle (SAFMEDS), interteaching, group activities, individual self paced modules, readings, literature reviews, guided notes, Socratic questioning, quizzes, exams, and a final project. Active student responding will be prioritized.

This course was designed to provide students with an overview of the Behavior Analyst Certification Board's (2014) Professional and Ethical Compliance Code for Behavior Analysts. Ethical issues outlined in the Behavior Analyst Certification Board (BACB) Task List will be reviewed in the context of this class (http://www.bacb.com/). Additionally, the student will become familiar with federal and state legal regulations and policies specific to behavior management and restraint, as well as discuss larger ethical issues such as the design of cultures, guardianship, and discrimination.

The purpose of this course is to expose students to innovative behavioral instructional protocols, such as precision teaching, PSI, direct instruction, stimulus equivalence, and errorless instruction.This course will use behaviorally based pedagogical strategies, such as lecture with guided notes, active choral responding, practice opportunities with modeling, Personalized System of Instruction, guided reading, guest lectures, weekly quizzes, a final exam and two student projects.

Examines the how fundamental behavior analytical protocols (e.g., schedules of reinforcement, stimulus control, etc.) can be used to assess and account for sophisticated human behaviors, such as verbal behaviors, private events, and derived relational responding. Translational research (i.e., from laboratory to the real world) is presented and discussed.

Skinner considered his 1957 book, "Verbal Behavior," to be his most important work. Skinner rejected cognitive explanations of language as the transmission of thoughts and ideas that start in our minds. Instead, he analyzed verbal behavior as behavior controlled by basic behavioral processes, including positive reinforcement and stimulus control. In this course, students read and analyze the concepts in "Verbal Behavior," such as the mand, tact, intraverbal, and autoclitic. The distinction between radical and methodological behaviorism is discussed, including a discussion of how behavior analysts treat private events and covert verbal behavior. Students read research on applications of verbal behavior to improving the communication of individuals with language delays. There is also an emphasis on practical applications of the analysis of verbal behavior. Products of this course include a teaching program based on verbal behavior and a paper extending ideas or research avenues in verbal behavior.

This course provides an overview of the history, characteristics, and treatments associated with autism spectrum disorders. Specifically, the student will review research, systems, and interventions documenting the evidence-based, best-practice approach of applied behavior analysis. Additionally, the student will learn how to collect and evaluate assessment data before the onset of intervention in order to develop relevant and efficacious treatments. Finally, the student will demonstrate the abilities to empirically and objectively evaluate behavior analytic treatment via single-subject research designs and then communicate these results, in writing and orally, to both scientific and lay audiences.

Practicum Orientation must be successfully completed to be eligible to take Practicum I. Practicum Orientation is an asynchronous course that students complete to prepare for Practicum, including submitting required paperwork for proposed sites and supervisors, and preparing for the thesis equivalent project. Students must attend a mandatory meeting.

Practicum I is an experiential learning course. Students must work at an approved site, with an approved supervisor, completing a minimum of 20 experience hours per month (45 hours per semester). In addition to experience hours, students complete didactic instruction weekly, and complete a thesis equivalent research proposal.

Practicum II is an experiential learning course. Students must work at an approved site, with an approved supervisor, completing a minimum of 20 experience hours per month (45 hours per semester). In addition to experience hours, students complete didactic instruction weekly, and complete a thesis equivalent research project.

Presents an integrated approach to the fundamental facts and concepts of human anatomy and physiology. Examines the constituents of the human body through investigation of tissue types and histology, with further emphasis on skeletal, muscular, and nervous systems, and endocrine control. Laboratory includes histology, gross anatomy, dissection, and physiological experiments.

Introduces structural relationships and functional integration of major systems of the human body, with emphasis on cardiovascular, lymphatic, immunological, respiratory, digestive, metabolism, renal, reproductive, and homeostatic systems. Laboratory includes histology, gross anatomy, dissection, and physiological experiments.

Regardless of someone's role in business, education, health care, government, or any other sector, being able to manage projects successfully is a critical skill. A project is a unique set of activities meant to produce a defined outcome within an established period using a specific allocation of resources. This course provides an overview of concepts, tools, and techniques for planning, directing and controlling projects. It takes a multidisciplinary approach that comprises the quantitative analysis required to meet the technical, budget, and time constraints of projects as well as the behavioral and organizational factors critical to their successful completion. Students use case analysis and experiential exercises to supplement the coursework.

This course offers students the opportunity to gain work experience in a for-profit or not-for-profit organization. Credit is variable. A student negotiates the exact tasks, number of credits, and organization with the designated faculty