Verified Course Sequence (graduate certificate)
| Course | CR # |
|---|
| ABA Concepts and Principles | 5 |
| Assessing Behavior | 5 |
| PBS: Behavior-Changing Strategies | 5 |
| Ethical Issues in Behavior Analysis | 5 |
| Research in ABA: Single-Subject Design | 5 |
| Advanced Research Methods in ABA | 4 |
| ABA Leadership Capstone | 4 |
| Total | 33 |
Verified Course Sequence (master's degree)
| Course | CR # |
|---|
| VCS coursework above | 33 |
| Electives | 3 |
Master's Research Core: Research in Special Education (3)
Issues and Practices in Special Education (3)
Special Project (faculty-mentored applied research project) (3) | 9 |
| Total | 45 |
Applicants will need to meet additional requirements before they can be deemed eligible to take the examination. Please refer to the Behavior Analyst Certification Board for additional requirements.
Tuition
Students admitted to either program option who live outside of Oregon are assessed Oregon resident tuition rates. Tuition is set by the PSU Board of Trustees and is published annually each summer on the Tuition and Fees website. Learn about available scholarships and financial aid offered on an annual basis.
Critical Concepts
The Critical Concepts outlined below serve as a departmental framework for how we prepare individuals in our licensure and certificate programs. Our nationally recognized faculty fully endorse these concepts and embed this content throughout our extensive array of programs.
- Scaffolding Instruction: Scaffolding enables a learner to perform a skill or carry out a task that would be beyond his or her unassisted efforts. Scaffolding encompasses many strategies and should be based on assessment of the learner’s current performance. It is a flexible, temporary support designed to be gradually removed as performance improves.
- Collaboration and Teaming: A dynamic process of effective communication and mutual effort across stakeholders (e.g. learners, families, school personnel, community members) involving shared resources, collaborative decision making, and joint accountability to achieve meaningful outcomes.
- Individualization: A systematic and collaborative process to develop and adapt environments, supports, and instruction to individual needs. Individual considerations include the strengths, cultural, and family contexts, preferences, and priorities of the learner and family.
- Data-Based Decision Making: Continuous, purposeful process of collecting, interpreting, presenting, and using data to inform actions that support positive educational outcomes. Data-based decision making considers the learner’s progress within the contexts of instruction, curriculum, and environment.
- Inclusion and Diversity: Inclusion embodies the values, policies, and practices that ensure the right of every learner and family to full membership in classrooms, schools, and communities. Supports enable all learners to be engaged participants in social, academic, and extracurricular activities.
- Leadership and Advocacy: Advocacy and leadership are guided by research and professional standards with a robust understanding of context, including perspectives across stakeholders. Leaders and advocates actively engage a range of strategies to facilitate effective practices, systems, and policies to support learners outcomes for an individual or across learners.