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Our programs (M.A., Ph.D., and Certificate) are recognized for their excellence in preparing teachers, teacher trainers, and clinicians to use scientific tools and effective instructional practices to accelerate all children’s educational progress, including measurable increases in enjoying learning and schooling, academic literacy, problem solving, and self-management.
We believe that education should be first driven by the needs of students and families in terms of their contribution and access to habilitative lifestyles through the application of the basic and applied sciences of behavior.
Points/Credits: 47
Entry Terms: Fall Only
Certification:
Degree Requirements
Our program is recognized for its excellence in training teachers in using scientific tools to bridge the educational gap and accelerate learning for all children (Greer, 2007). It is also internationally recognized for training teachers, researchers, and leaders in early educational and language developmental interventions for children with autism spectrum disorders (ages 2-5) and effective inclusion practices. Our graduates are expert in identifying missing verbal developmental stages (Greer & Du, 2015; Greer & Keohane, 2007, 2009; Greer & Ross, 2008—see www.cabasschools.org for a list of publications) and providing interventions that result in children attaining developmental stages when they are missing.
We encourage students in the M.A. program to also enroll in the Certificate in Applied Behavior Analysis program. This includes no additional coursework, but adding the Certificate allows one to meet the education requirements for the New York State License in Behavior Analysis.
The objective of our M.A. program is to prepare teachers,teacher trainers, and clinicians to use measurably effective instructional practices to accelerate all children’s educational progress, including measurable increases in enjoying learning and schooling, academic literacy, problem solving, and self-management. A key to doing this is the acceleration of children’s language development, which appears to be the root problem faced by English language learners, minority children from economically disenfranchised families, and children with autism spectrum diagnoses. Recent research findings provide exciting new ways to do this. Moreover, accelerated instruction is needed for children from well-to-do-families, if we are to assume international leadership in education. In order to meet these objectives, we provide instructional experiences to teach our graduate-student teacher trainees the following aspects of effective teaching:
Utilize research-based procedures for all aspects and subject areas of teaching preschool and elementary-age children.
Manage classrooms and schools such that children are well behaved and motivated to learn, using positive and non-coercive practices.
Master the existing science of learning and teaching as it is applied to the varied needs of children.
Master protocols to identify and induce missing language developmental cusps and capabilities that result in children learning to learn material they could not learn before and how to learn in new ways (e.g., by observation and incidental experiences).
Master how to use key educational standards and how to match existing tested curricula and tested teaching practices to categories of students and individual students in order to ensure that the standards are achieved.
Master how to continuously and directly measure all students’ progress in achieving standards and new developmental stages and use that measurement to drive instructional practice, including the selection of alternative scientific practices when initial best practices are not successful with children.
Master how to scientifically analyze the source of student learning problems and inadequate teaching.
Learn to draw on evidence from cognitive learning,developmental research, and reading/writing literacy research implemented through procedures from teaching as applied behavior analysis.
Master how to teach children to be self-learners.
The Teaching as Applied Behavior Analysis Program is an approach to teacher training in which all instruction used by teachers is based on scientific evidence and the use of scientific procedures to fit the appropriate science-based practices to individual students’ varied learning and language developmental needs. The program prepares graduates to be dually certified to teach students from birth to Grade 6 in New York State.
Students may also apply for certification in other states according to state-specific processes and requirements, and inter-state reciprocal agreements. The program is an Association for Behavior Analysis International Verified Course Sequence (VCS) member. Students who wish to obtain New York State Licensure for Behavior Analysis must be dually enrolled in the Advanced Certificate Applied Behavior Analysis program. The M.A.program includes all of the coursework required for the advanced certificate ABA program. In addition to coursework, both BCBA and LBA requirements include completion of supervised fieldwork hours, many or all of which can be gained while in the program, and passage of the NYSLBA and Board Certified Behavior Analyst (BCBA) exams upon successful completion of the program. During the two-year MA program, students complete student teaching requirements during internships in schools and classrooms that practice teaching as applied behavior analysis, under the mentorship of PhD students or graduates who are certified teachers. Students need to work at internship sites for 20-40 hours per week and during twosemesters students have to work full time in order to meet teacher certification requirements. Students also receive supervision from appropriately credentialed BCBAs/LBAs. The training of teachers is also based on scientifically-tested procedures (i.e., we teach our graduate students until they demonstrate mastery of using scientific practices). Teacher trainees are taught until they master the science and its application with all children from 2 years to upper elementary as specified in the CABAS® Teacher Ranks.
All of the training is done in classrooms that practice the CABAS® or CABAS® Accelerated Independent Learner Model (AIL) (www.cabasschools.org). Students are trained in paid internship positions, under the supervision of experienced scientist-practitioners in school placements and attend classes in the evening. What is done with the children in the classrooms is the content of the ten core graduate courses-- scientific findings and teaching procedures. What is taught in the core courses and the related courses is placed into practice daily. The effectiveness of the numerous procedures is well documented in the literature. Recent evidence concerning the outcomes for the children in the classes in which our trainees are taught show that the children demonstrate 4 to 7 times more learning than comparable peers in non-CABAS® settings. Children in our CABAS® AIL classes (general education) perform from two to four levels above their current grade level on standardized tests across reading, language, and mathematics. These children include those who receive free or reduced-price lunch, minority children, English language learners, children with learning delay diagnoses, and upper middle-class children. Teachers and teacher assistants collect direct measures of all the children’s responses to instruction and the achievement of state standards. The model classrooms where our M.A. and Ph.D. graduate students are trained include the Fred S. Keller Preschool (children with and without diagnoses from 18 months to age 5), the Morristown AIL classes Pre-K to 6, and Rockland BOCES elementary district-based classes. Our full-time and adjunct faculty members are onsite in the schools on a regular basis and are accountable for outcomes for our teacher trainees and the children they teach.
All of the work in the classroom and school settings is tied to the ten core courses in the M.A. program that are devoted to classroom management, curriculum design, effective pedagogical practices, and the advancement of a science of teaching. The other classes in the program are devoted to various scientific approaches to instruction, learning, and development. M.A. students rotate placements across different types of students and ages until they achieve minimal mastery of the relevant scientifically based teaching repertoires.
Research is an important component of the M.A. program. Several courses require research tied to improving the educational attainment of children our students work with. This work culminates in an Integrative Project that functions as a thesis.
Successful applicants will present evidence of excellent undergraduate academic performance in liberal arts degrees or degrees with strong liberal arts requirements, strong recommendations, and a passion for working with children whose future prognosis depends on highly effective instructional interventions. The program is academically rigorous, and the applied component is demanding. Graduates of the program are highly sought after by public schools and graduate programs. Between 15 and 25 applicants are accepted annually.
There are other approaches to teaching and the training of teachers, and some who wish to become teachers will find those approaches more in keeping with their goals. But for those who are interested in a measurably effective and scientific approach and who are committed to bridging the educational gap and high-quality education for all children, we invite applicants to join us in what we find to be exceptionally exciting and rewarding work.
Specialization Requirements, Applied Behavior Analysis:
HBSE 4015 ABA I: Concepts and Principles in Pedagogy, Curriculum, and Management
HBSE 4016 ABA II: Foundational Concepts and Epistemology of Basic and Applied Behavior Analysis
HBSE 4017 ABA III: Verbal Development, Curriculum, and Pedagogy
HBSE 4044 Methods 1: Research Methods in Pedagogy, Curriculum, and Management
HBSE 4045 Methods 2: Curricular and Pedagogical Operations for Teaching the Foundations of Functional Academic Literacy
HBSE 4046 Methods 3: Curricular and Pedagogical Operations for Teaching Advanced Functional Academic Literacy
HBSE 4047 Record-Keeping in Applied Behavior Analysis (required for NYS licensure in ABA)
HBSE 4048 Working with Families of Children with Autism
HBSE 4049 Professional and ethical issues in behavior analysis
HBSE 4704 Observation and student teaching in special education: Applied behavioral analysis and behavioral disorders (4 terms)
IND 4000 Master’s Candidate (Integrative Project, i.e., thesis) (0 credits)
Breadth Requirement and Reading/Math Requirement:
For the list of required cognate courses that provide breadth scholarship and practice, contact the program coordinator or the special education secretary. In order to broaden the student’s background in education, twoTeachers College courses outside the Teachers College major program must be completed. Independent of this, students are required to complete two reading courses and one mathematics course. This means two math/reading courses have to come from outside the program and one course can come from within the program, or outside the program. Examples of acceptable courses (faculty approval required for alternative courses):
HBSK 4072: Theory and Techniques of Assessment and Intervention in Reading
MSTM 5010, Mathematics in the Elementary School
HUDK 4027: Development of Mathematical Thinking
HBSK 4074: Reading and Comprehension Strategies and Study Skills
(Alternatively, students may take HBSK 5099: Writing Interventions Theory and Practice in lieu of one of the reading courses if scheduling conflicts exist.)
The New York State Education Department (NYSED) mandates teacher certification requirements that are needed for program completion and graduation which are listed in the Office of Teacher Education section of the catalog.
Points/Credits: 75
Entry Terms: Summer/Fall
Degree Requirements
Research and Evaluation Emphasis:
Students with excellent potential as researchers and theoreticians who are interested in scholarly careers in special education, education, and related social sciences may apply for the Ph.D. degree program, which represents the highest level of achievement in the Arts and Sciences. This degree program is administered jointly by Teachers College and the graduate faculty of Columbia University.
Prospective students may obtain information on program offerings by contacting the program office.
Ph.D. in Special Education: Applied Behavior Analysis
The Teaching as Applied Behavior Analysis M.A. and Ph.D. programs incorporate an approach to teacher training in which all instruction used by teachers is based on scientific evidence and the use of scientific procedures to fit the appropriate science-based practices to individual students’ varied learning and language developmental needs. Students accepted into the program are placed in paid teacher assistant positions (M.A. students and Ph.D. students taking the M.A. core) or paid teacher positions (Ph.D. students who have completed at least 3 semesters of the M.A. core) in schools and classrooms that practice teaching as applied behavior analysis. The training of teachers is also based on scientifically tested procedures. Teacher trainees are taught until they master the science and its application with all children from 2 years through grade 6.
Research is a central component of the training—both the applications of research using science-based tactics and measurement, and the generation of new research. Ph.D. students engage in research throughout their program, building on their research training in the M.A. and culminating in a dissertation that identifies and investigates a topic related to our mission. Dissertations must make contributions to both applied, and basic science. The faculty and the students generate a substantial body of research leading to publications and presentations at international scientific conferences each year, and this is a key component of the Ph.D. training. Programmatic research is conducted in the following areas: effective classroom practices, language/verbal development interventions that result in children learning to learn in different ways, observational learning, and systems-wide scientific approaches to education.
Students who already hold M.A. degrees from other institutions must take the ten M.A. core courses, because the core prepares them with the means to be successful in completing milestone Ph.D. requirements. Ph.D. students also need to be dually certified in New York State for teaching children from birth to grade 2, and grades 1-6. The teaching placement is a critical part of the program, because it provides the opportunities to train M.A. students and to be involved in cutting-edge research. In that role Ph.D. students are critical instructors for the first- and second year M.A. students, an experience that prepares the doctoral candidate to teach and mentor graduate-level students. Our Ph.D. candidate teachers play a significant role in our record of providing measurably superior instruction and bridging the educational gap.
Program objectives:
Use single-subject and group-design research to evaluate all aspects of an educational system, including educational interventions for children, staff and parent training, and teacher training.
Train and supervise classrooms and schools such that children are well-behaved and motivated to learn, using positive and non-coercive practices.
Master the existing science of learning as applied to the varied needs of children, master teaching others to implement the science of learning independently, and empirically evaluate the effects of such training.
Master protocols to identify and induce missing language developmental cusps and capabilities, and master teaching of others to implement these protocols and empirically evaluate the effects of protocols and a child’s development.
Master how to use key educational standards and how to match existing tested curricula and tested teaching practices to categories of students and individual students, and master how to teach others to implement these competencies and empirically evaluate the effects of such training.
Teach others how to measure all students’ progress continuously and directly in achieving standards and new developmental stages and empirically evaluate such training.
Empirically evaluate teaching practices when initial best practices are not successful with children.
Teach others to scientifically analyze the source of student learning problems and empirically evaluate such training.
Draw on evidence from behavior analysis, cognitive learning, developmental research, special education research, reading/writing literacy research and implement procedures in accordance with Applied Behavior Analysis and teaching as a science.
Teach others to teach children to be self-learners and empirically evaluate such interventions.
Design functional curricula building on the theory and science of verbal behavior, radical behaviorism, and the foundations of pragmatism. Teach others to design functional curricula and empirically examine the effectiveness of functional curricula.
Department Courses Required for All Student Majors in Degree Program Core Requirements for all Ph.D. Majors in the Applied Sciences of Learning and Special Education Cluster
HBSE 5010 Study of the philosophic foundations of special education
HBSE 6001 Research in special education: Research/experimental design
HBSE 6010 Advanced study of problems and issues in special education
HBSE 603105 Research in special education: Single-case design
HBSE 7500 Dissertation seminar in special education
HBSE 8900-8910 Dissertation advisement in special education
Non-Department Courses Required for All Student Majors in Degree Program
HUDM 4122 Probability and statistical inference
HUDM 5122 Applied regression analysis
Specialization Requirements, Applied Behavior Analysis:
HBSE 5304 Advanced practica in special education: Behavioral disorders
HBSE 6404 Advanced internship: Behavior disorders
HBSE 5904 Problems in special education: Behavioral disorders (supervision) HBSE 6008 Behaviorism
HBSE 6015 The verbal behavior model: Individual educational programming
HBSE 6504 Advanced seminar in special education: Applied behavior analysis and behavioral disorders
Points/Credits: 24
Entry Terms: Spring/Summer/Fall
Degree Requirements
Advanced Certificate in Applied Behavior Analysis
This certificate program will satisfy the coursework requirements for licensure in New York State as a Behavior Analyst (LBA) as well as the requirements for certification as a Board Certified Behavior Analyst (BCBA). Both the NYS licensure and BCBA requirements include a graduate degree in education or psychology, specified coursework in behavior analysis, supervised experience, and exam(s). We offer the practicum experience in conjunction with the coursework, for a more comprehensive, integrated program.
The 23-credit program can be completed in as little as one calendar year and students may begin the program at any point during the academic year (Fall, Spring, or Summer). During the semester when students are enrolled in practicum, a minimum of 2 days per week (10-15 hours per week for a minimum of 150 hours over the 15-week semester) in an approved practicum site is required. Outside of that, students can continue to gain the necessary 2000 supervised experience hours in approved settings under the supervision of appropriately qualified individuals (e.g., LBA/BCBAs). Such training opportunities will depend upon availability in university-approved settings, as well as commitment on the part of the student to adhere to all policies and expectations of the training site. Students will be responsible for keeping accurate and ongoing records of their experience hours, including supervision hours, as per LBA and BCBA requirements.
Required Courses
HBSE 4015 ABA I: Concepts and Principles in Pedagogy, Curriculum, and Management (3 credits)
HBSE 4016 ABA II: Foundational Concepts and Epistemology of Basic and Applied Behavior Analysis (3 credits)
HBSE 4044 Methods 1: Research Methods in Pedagogy, Curriculum, and Management (3 credits)
HBSE 4045 Methods 2: Curricular and Pedagogical Operations for Teaching the Foundations of Functional Academic Literacy (3 credits)
HBSE 4047 Record-Keeping in Applied Behavior Analysis (2 credits)
HBSE 4048 Working with Families of Children with ASD (3 credits)
HBSE 4049 Professional and Ethical Issues in Teaching as Applied Behavior Analysis (3 credits)
HBSE 4304* Practicum in Applied Behavior Analysis (3 credits)
OR
HBSE 4704 Student Teaching Practicum (for students enrolled in the ABA MA program only) (3 credits)
*Students must take HBSE 4304 for 3 credits in the first semester; they may continue to register for sections of HBSE 4304 for 0 credits for subsequent semesters to indicate that they are completing experience hours if necessary.
OR—FOR SCHOOL PSYCHOLOGY EdM STUDENTS ONLY:
HBSE 4304** Practicum in Applied Behavior Analysis (1 credit in the first semester, 0 credits for all semesters after that).
AND
HBSK 5050 Cognitive and Behavioral Interventions (3 credits)
**Students must take HBSE 4304 for a minimum of 1 credit in the first semester; they may continue to register for sections of HBSE 4304 for 0 credits for subsequent semesters to indicate that they are completing experience hours if necessary.
Students are encouraged to review all requirements and regulations for both the LBA (https://www.op.nysed.gov/licensed-behavior-analysts) and BCBA (https://www.bacb.com/bcba/), particularly as they relate to the necessary supervised experience.