hunter college of the city university of new york proposal...

Hunter College of

The City University of New York

Proposal to Establish a degree program in Applied Behavior Analysis

leading to a Master of Science degree

Anticipated Date for Implementation: Spring 2016

Sponsored by: Department of Special Education

HEGIS Code 0808

Approved By:

Department of Special Education November 13, 2014 School of Education November 18, 2014 Hunter College Senate May 13, 2015

Contact Person: John Brown, Distinguished Lecturer [email protected] 212-650-3150 Matthew Caballero, Associate Dean [email protected] 212-772-4729

Provost’s Signature __________________________________ Provost’s Name ___Dr. Lon Kaufman _______________

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Table of Contents

Executive Summary 3 Abstract 4

1. Purpose and Goals 5

2. Need and Justification 5

3. Students

A. Interest/Enrollment 6 B. Admissions Requirements 6 C. Progress Standards 7

4. Curriculum 7

5. Cost Assessment

A. Revenues and Expenses 8 B. Facilities and equipment 10 C. Library and Instructional Materials 10

6. Evaluation

A. Internal Evaluation 10 B. External Evaluation 10

Appendices

Appendix A: Course Descriptions Appendix B: Course Syllabi Appendix C: Program Proposal Application Form

Appendix D: Program Schedule Appendix E: Current Faculty, Teaching Assignments, and CVs Appendix F: Faculty to be hired Program Expenditures Revenue Supplemental Materials - Expenditures Supplemental Materials – Revenue Enrollment and Seat Projections Appendix H: External Reviewer Report and Response

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Executive Summary Master of Science in Applied Behavior Analysis

The Master of Science in Applied Behavior Analysis (ABA) program will provide intensive training in behavior analytic intervention to professionals seeking to work or currently working with children, youth, and adults with autism spectrum disorder as well as to the supervisors and administrators of the programs in which they work. These professionals will then be well prepared to implement applied behavior analytic interventions with this population. In January of 2014, Governor Cuomo signed a bill that established a new state license for providers of applied behavior analysis services. This not only ensured more effective oversight of those professionals working with this population, but it also responded to the need imposed by the Department of Financial Services that ABA practitioners obtain a state license in order to qualify for insurance reimbursement. With the guidelines promulgated by the Commissioner of NYSED regarding the necessary provisions to register a program leading to licensure as a licensed behavior analyst, Hunter College proposes this expansion to its currently-registered advanced certificate in ABA providing a full 36 credit Master of Science degree program. The need for the program, above the licensing requirements, is clear - the “Prevalence of autism in U.S. children increased by 119.4 percent from 2000 (1 in 150) to 2010 (1 in 68). (CDC, 2014) Autism is the fastest-growing developmental disability. (CDC, 2008)” and its “prevalence has increased by 6-15 percent each year from 2002 to 2010. (Based on biennial numbers from the CDC)”1 The increase in children identified with autism is the driving factor in the increased need for professionals trained to work with this population; the US Bureau of Labor Statistics projects a 6% growth in the Job Outlook from 2012-2022 for Special Education Teachers and only two other universities in NYC provide this training. The program expects to enroll 15 new students each year that, with an average of 3 years for the time to degree, would see a total program size of approximately 40 students in year 3 and beyond. The proposed program is estimated to generate almost $1.25 million dollars in revenue over the five year period; as the program is only an expansion of the current academic infrastructure in place for the advanced certificate program, the marginal increase to expenses is projected to be only the cost for adjunct faculty - $135,000 over five years leaving a direct surplus of approximately $1.15 million dollars over the period. The proposed Master of Science degree grows out of an advanced certificate program that has had great success training applied behavior analysts (as evidenced by the external reviewer), and the proposed program responds to the needs of the state licensing regulations in a way that best prepares candidates to successfully work with children. Hunter’s School of Education is committed to its historic mission advancing and improving society’s educational enterprise, and the proposed degree is another manifestation of that continued endeavor.

1 The Autism Society, http://www.autism-society.org/what-is/facts-and-statistics/

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Abstract The proposed Master of Science in Applied Behavior Analysis will provide intensive training in behavior analytic theory and intervention to professionals seeking to work or currently working with children, youth, and adults with autism spectrum disorder as well as the supervisors and administrators of the programs in which they work. These professionals will then be well prepared to implement applied behavior analytic intervention at a professional level. The proposed master’s degree will include 36 graduate credits consisting of 18 credits from our existing advanced certificate in applied behavior analysis and an additional 18 credits of new courses. Students who complete the Master of Science will have the graduate training necessary to sit for the national Board Certified Behavior Analyst® (BCBA) exam. Upon passing the BCBA exam, graduates will be eligible for New York State’s new license in behavior analysis.

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1. Purpose and Goals The purpose of the Master of Science in Applied Behavior Analysis is to provide intensive training in behavior analytic intervention to professionals seeking to work or currently working with children, youth, and adults with autism spectrum disorder as well as to the supervisors and administrators of the programs in which they work. These professionals will then be well prepared to implement applied behavior analytic interventions with this population. In addition, students who complete the Master of Science will have the graduate training necessary to sit for the national Board Certified Behavior Analyst® (BCBA) exam. Upon passing the BCBA exam, graduates will be eligible for New York State’s new license in behavior analysis. 2. Need and Justification Currently, Hunter College offers an Advanced Certificate in Applied Behavior Analysis that serves working professionals who seek advanced training in applied behavior analysis along with board certification and New York State licensure. As a result of the narrowing of the range of the degrees that the Behavior Analyst Certification Board will accept for board certification some students who would previously have been served by our Advanced Certificate program now need to complete a full master’s degree in applied behavior analysis to qualify for board certification and state licensure. Specifically, individuals who have Master’s degrees in social work, speech and language pathology, and counseling are no longer eligible for board certification. The proposed program would present a viable alternative for individuals with such master’s degrees that would allow them to achieve board certification and state licensure. In addition, individuals who have bachelor’s degrees in human service fields and are seeking the graduate training needed for board certification and state licensure as behavior analysts would be served by the proposed program. The “Prevalence of autism in U.S. children increased by 119.4 percent from 2000 (1 in 150) to 2010 (1 in 68). (CDC, 2014) Autism is the fastest-growing developmental disability. (CDC, 2008)” and its “prevalence has increased by 6-15 percent each year from 2002 to 2010. (Based on biennial numbers from the CDC)”2 The increase in children identified with autism is the driving factor in the increased need for professionals trained to work with this population. The US Bureau of Labor Statistics projects a 6% growth in the Job Outlook from 2012-2022 for Special Education Teachers (the category in which professionals working with autistic individuals are reported). The combination of increased demand for services, as well as the tightening of certification requirements in New York State, is expected to maintain significant demand for the program. While one private (Teacher’s College) and one public (Queens College) university offers this training in the New York City, the demand for Hunter College’s current certification bolsters the notion that there is both need and interest in a Master’s degree offering from Hunter College.

2 The Autism Society, http://www.autism-society.org/what-is/facts-and-statistics/

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3. Students A. Interest/Enrollment Through communication with potential applicants to Hunter’s Advanced Certificate in Applied Behavior Analysis program and a number of schools and other organizations that serve individuals with autism spectrum disorder, we have been made aware of the intense need for Master’s level training which will produce professionals who can effectively deliver applied analytic intervention for individuals with autism spectrum disorder. As a result we view our potential pool of program participants to include both working professionals who have degrees in social work, speech and language pathology, or counseling and individuals with bachelor’s degrees who want to work as professional behavior analysts. Projected enrollment figures are based on current levels of student interest in the proposed master’s program and consultation with autism intervention programs that would either send current employees to the program or hire students that have completed the program. Given the high proportion of working professionals that we expect to enroll in the program, we will offer evening classes which will more easily accommodate students’ work schedules. The following table lists the projected enrollment for the period of fall 2015 to fall 2019.

Table 1: Student Enrollment Projection for 5-Year Period

YEAR 1 Yr 2 Yr 3 Yr 4 Yr 5 2016-17 2017-18 2018-19 2019-20 2020-21

New students 15 15 15 15 15 Continuing students n/a 13 25 25 25

Total enrollment during year 15 28 40 40 40 Graduating students 0 0 12 12 12

Attrition (at end of year) -2 -3 -3 -3 -3 * Assumes that, of the first cohort of 15, 3 will leave through attrition after years 1 and 2 The projected attrition rate is based on the attrition rate of similar programs at other colleges in the area. B. Admissions Requirements

1 A bachelor’s or master’s degree from a regionally-accredited university in an approved human services field and a minimum 3.0 GPA.

2 Resume and two professional references to be included with the application for matriculation.

3 If requested, an on-site interview with program faculty.

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C. Progress Standards • Students must maintain an overall GPA of 3.0 in order to continue in the program. • Students who receive a grade of F in any course in the first 12 credits will not be allowed

to continue in the program. • Students with one grade of IN (incomplete) within the first 12 credits are restricted from

registering for more than one additional course. Those with two or more Ins will not be allowed to register for any courses.

Fieldwork Requirements

1. All field experiences will take place in New York City. 2. Any student who receives a grade below a B in a field experience course must apply to

the chairperson of the department to repeat that course, which may only be repeated once. Any student who receives a grade of F, I, or WU may not reregister and will not be allowed to continue in the program.

Exit Standards 1. An overall GPA of 3.0

Advising Strategy – professional development 4. Curriculum The course sequence for the proposed Master of Science in Applied Behavior Analysis consists of 12 courses of three credits each for a total of 36 credits. Six of the courses are existing courses in the current Advanced Certificate in Applied Behavior Analysis (EDABA 790, EDABA 791, EDABA 795, EDABA 796, EDABA 798, and EDABA 799). Six courses are new, created specifically for the Master of Science in Applied Behavior Analysis program (EDABA 750, EDABA 755, EDABA 770, EDABA 771, EDABA 780, and EDABA 781). This course sequence is designed to meet the course requirements of the Behavior Analyst Certification Board and the Association for Behavior Analysis International for training professional behavior analysts at the master’s level. EDABA 750 Experimental Analysis of Behavior 3 cr (3 hrs) EDABA 755 Functional Behavior Assessment 3 cr (3 hrs) EDABA 770 Practicum in Applied Behavior Analysis I 3 cr (3 hrs) EDABA 771 Practicum in Applied Behavior Analysis II 3 cr (3 hrs) EDABA 780 Thesis I 3 cr (3 hrs) EDABA 781 Thesis II 3 cr (3 hrs) EDABA 790 Single Subject Research Design 3 cr (3 hrs) EDABA 791 Ethics and Professionalism for Applied Behavior Analysts 3 cr (3 hrs) EDABA 795 Applied Behavior Analysis I 3 cr (3 hrs) EDABA 796 Applied Behavior Analysis II 3 cr (3 hrs) EDABA 798 Behavior Analytic Approaches to Learning 3 cr (3 hrs) EDABA 799 Applied Behavior Analytic Autism Intervention 3 cr (3 hrs)

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Total Credits: 36 Table 2: Sample Semester-by-Semester Program Sequence (2-year plan)

Term Course Number Course Name Credits

Year 1 Fall EDABA 795 Applied Behavior Analysis I 3 EDABA 790 Single Subject Research Design 3 EDABA 791 Ethics and Professionalism for Applied

Behavior Analysts 3

Year 1 Spring EDABA 780 Thesis I 3 EDABA 798 Behavior Analytic Approaches to Learning 3 EDABA 796 Applied Behavior Analysis II 3 Year 2 Fall EDABA 750 Experimental Analysis of Behavior 3 EDABA 755 Functional Behavior Assessment 3 EDABA 770 Practicum in Applied Behavior Analysis I 3 Year 2 Spring EDABA 771 Practicum in Applied Behavior Analysis II 3 EDABA 781 Thesis II 3 EDABA 799 Applied Behavior Analytic Autism Intervention 3 Total 36 Note: The Thesis I and Thesis II courses require a semester between them to allow adequate

time for students to apply for and receive Institutional Review Board and other necessary research approvals.

5. Cost Assessment A. Revenues and Expenses The MS program in Applied Behavior Analysis is expected to generate tuition revenue in excess of program costs. Over the first five years of the program, total tuition revenue (not including fees) is expected to be approximately $1,307,550 from new sources. As this program is expanding a current certificate program, the marginal increase of adding more courses (with PT Faculty) is expected to cost approximately $250,000 in the same period, with an anticipated five-year surplus of approximately $1,057,550. Beginning in the fifth year, when the program has grown to full capacity, annual tuition is expected to exceed annual costs by about $271,224 per year. Table 4 below shows tuition revenue for a cohort of 15 students entering each year, taking 2 years to complete.

Table 3: Tuition Projection

Tuition for MS in Applied Behavior Analysis 2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 Total $114,750 $218,484 $318,362 $324,730 $331,224 Five-Year Total Tuition: $1,307,550

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Our current Advanced Certificate program is staffed by one fulltime and three part-time faculty members. The new MS program would plan to add part-time faculty to teach the additional six courses Dr. John Brown is a full-time faculty member and is currently Hunter College’s Director of Training and Programs in Applied Behavior Analysis. He received his Ph.D. in the Learning Processes and Behavior Analysis sub-program in Psychology from the Graduate Center of the City University of New York. Dr. Brown is a Board Certified Behavior Analyst-Doctoral and a New York State Licensed Behavior Analyst. His area of specialization is autism intervention using applied behavior analytic methods. New courses in the proposed program which he can teach include EDABA 750, EDABA 755, EDABA 770, EDABA 771, EDABA 780, and EDABA 781(Appendix B includes curricula vitarum for faculty designated to teach courses in the new program). His salary is currently included in program costs for the certificate program. Our current part-time faculty members include Maureen Cary, Stamatios Gianoumis, and Jessica Poludin. In addition to teaching at Hunter College, each of these faculty members works professionally in clinical settings with individuals with autism spectrum disorder and thus provides a rich connection to the autism intervention community in New York. New courses that Maureen Cary could teach include EDABA 770 & EDABA 771. Stamatios Gianoumis could teach EDABA 750, EDABA 755, EDABA 780, & EDABA 781. Jessica Poludin could teach EDABA 770 & EDABA 771. Thus, the marginal increase in new expenses would be only the amount of teaching the additional six courses that constitute the full degree (as opposed to the current certificate) – the table below includes those new uses. The Department of Special Education has two additional programs led by single-fulltime faculty members. Using our extensive pool of long-term adjuncts has proved to be an asset in operating these smaller programs. When fulltime faculty members have taken sabbatical or other leave an experienced adjunct faculty member has performed necessary administrative duties during the absence.

Table 4: Expense Projection (marginal increase)

Costs for MS in Applied Behavior Analysis

2015-16 2016-2017

2017-2018

2018-2019

2019-2020

FT Faculty (salary + fringe) PT Faculty (salary + fringe benefits) $30,000 $60,000 $60,000 $60,000 $60,000 Total Costs $30,000 $60,000 $60,000 $60,000 $60,000 Five-Year Total Cost: $250,000

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B. Facilities and equipment No new facilities will be needed, and no special space and equipment needs are anticipated. The marginal increase in courses scheduled each semester is anticipated to fit within current School of Education space resources. C. Library and instructional materials Library resources presently available at Hunter College are expected to be sufficient to support the program. No library upgrades or need for special instructional materials are anticipated. 6. Evaluation A. Internal Evaluation The purpose of the Master of Science program in Applied Behavior Analysis is to prepare professional behavior analysts to work with children, youth, and adults with autism spectrum disorder. Program evaluation will be conducted using a number of techniques.

1. Applications, acceptances, retention, and program completion will be measured. 2. Students’ academic progress will be monitored to insure that they make adequate

progress: 1. Students must maintain an over GPA of 3.0 in the program. 2. Students who receive a grade of F in any course will not be allowed to

continue in the program. B. External Evaluation The Behavior Analysis Certification Board® will periodically review the course content of the program to insure that it remains current and consistent with the professional standards developed by the board. Passing rates for the national Board Certified Behavior Analyst® exam will be reported to the program from the Behavior Analysis Certification Board® which will allow an evaluation of the success our students in meeting the national standards. In addition, we will seek accreditation from the Association for Behavior Analysis International.

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Appendix A -

Course Descriptions EDABA 75000 Experimental Analysis of Behavior The primary focus of this course is on behavior analytic theory in the context of basic research. Topics to be covered include operant and respondent conditioning, reinforcement, discriminated operants, reinforcement schedules, and social learning. In addition, verbal behavior and problem solving will be discussed. Hours 45 Credits 3 EDABA 75500 Functional Behavior Assessment This course examines various behavior analytic assessment methods that are designed to identify the function of challenging behavior. Both experimental and non-experimental assessment methodologies will be examined along with methods of data collection and analysis. In addition, methods of matching assessment results with intervention technologies will be discussed. prereq: EDABA 795or EDABA 798 Hours 45 Credits 3 EDABA 77000 Practicum in Applied Behavior Analysis I This course is the first of a two-course sequence in conducting fieldwork in applied behavior analytic settings. A total of 180 hours of fieldwork which includes designing, conducting, and analyzing data from applied behavior analytic interventions is required. Specific fieldwork topics to be covered during this course include: Conducting stimulus preference assessments, discrete trial instruction, prompting, data collection, data analysis, time-delay prompting, and incidental teaching. prereq: EDABA 79500 Hours 45hours of seminar plus180 hours of field experience Credits 3 EDABA 77100 Practicum in Applied Behavior Analysis II This course is the second of a two-course sequence in conducting fieldwork in applied behavior analytic settings. A total of 180 hours of fieldwork which includes designing, conducting, and analyzing data from applied behavior analytic interventions is required. Specific fieldwork topics to be covered during this course include: Environmental assessment, developing target responses, using research literature to guide clinical practice, measuring behavior, analyzing graphic data, and measuring generalization and maintenance. prereq: EDABA 77000 Hours 45 hours of seminar plus 180 hours of field experience Credits 3

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EDABA 78000 Thesis I This course is the first course in a two-course sequence in which students conduct an original applied behavior analytic research project. Under the supervision of a faculty advisor, students conduct a literature review using appropriate on-line databases. Based on a review of current literature students develop a research proposal that includes a single subject-experimental design. Students also apply for necessary research approvals and make a formal presentation of the proposal. prereq: EDABA 79000 and EDABA 79100 Hours 45 hours of seminar plus conferences Credits 3 EDABA 78100 Thesis II 3 cr (3 hrs) This course is the second course in a two-course sequence in which students conduct an original applied behavior analytic research project. Under the supervision of the seminar instructor, students conduct an original research project based on the proposal developed in EDABA 780. Students will recruit participants, obtain informed consent, conduct research, and make a final presentation of the results. prereq: EDABA 78000 Hours 45 hours of seminar plus conferences Credits 3 EDABA 79000 - Single-Subject Research Design This course is an introduction to single-subject research methods used in applied behavior analysis. In addition, data collection, data analysis, and data presentation will be covered. Hours 45 Credits 3 EDABA 79100 - Ethics and Professionalism for Applied Behavior Analysts This course provides an introduction to ethical and professional behavior for applied behavior analysts. Topics to be covered include a variety of ethical and professional issues for applied behavior analysts as they relate to research and practice. Hours 45 Credits 3 EDABA 79500 - Applied Behavior Analysis I The primary focus of this course is on foundational principles and methods in applied behavior analysis, and their basic and general applications in educational and similar settings. Topics to be covered include defining and measuring behavior, displaying and analyzing data, experimental analysis of behavior change procedures, positive and negative reinforcement, positive and negative punishment, and schedules of reinforcement. prereq or coreq: SPEDE 77100 Hours 45 Credits 3 EDABA 79600 - Applied Behavior Analysis II

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This course examines specific behavior analysis methods and applications including behavior change procedures such as prompting, imitation, incidental teaching, shaping, and chaining. Procedures to address generalization, motivation, stimulus control, and self-management will be evaluated. In addition, both observational and experimental functional behavior assessment procedures are discussed. prereq: EDABA 79500 Hours 45 Credits 3 EDABA 79800 - Behavior Analytic Approaches to Learning This course provides a survey of behavior analytic approaches to learning. Major areas covered include respondent conditioning, operant conditioning, stimulus control, stimulus classes, taxonomies of verbal behavior, and motivation. Hours 45 Credits 3 EDABA 79900 - Applied Behavior Analytic Autism Intervention This course examines applied behavior analytic intervention for individuals with autism. Research based intervention technologies in a wide range of skill areas will be examined. Specific skill areas to be discussed include interventions for basic discrimination skills, generalized imitation, independence, language skills, play skills, social skills, self-help skills, feeding, leisure skills, vocational skills, managing problem behavior, and transition to less restrictive environments. prereq: EDABA 79500 or EDABA 79800 Hours 45 Credits 3

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Appendix B -

Course Syllabi

Department of Special Education Applied Behavior Analysis Program

Proposal for a New Course

Course Prefix & Number

EDABA 750

Course Title Experimental Analysis of Behavior Pre and/or Co Requisites (specify which are pre-, co-, or both)

None

Credits 3 Contact Hours(per week)

3

Liberal Arts [ ] Yes [X] No Core Requirement (Note: If course is being considered for the Common Core, please use CUNY Common Core Submission Forms [see section VI below]. The form must be submitted along with the proposal and syllabus.)

X Not Applicable ____ Common Core: (also indicate category below)

____ English Composition ____ Math and Quantitative Reasoning ____ Life and Physical Science ____ Scientific World ____ Creative Expression ____ U.S. Experience in its Diversity ____ World Cultures and Global Issues ____ Individual and Society

Grading Method C/NC?

A-C, F

3. Course Description:

A. College catalog: The primary focus of this course is on behavior analytic theory in the context of basic research. Topics to be covered include operant and respondent conditioning, reinforcement, discriminated operants, reinforcement schedules, and social learning.

B. Writing Requirements: Students will complete a 15-20 page term paper that presents a translational analysis of an area of experimental analysis of behavior literature and its application to an applied problem.

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4. Rationale: This new course is specifically designed for the Master of Science in Applied Behavior Analysis and covers the basic science that underlies the practice of applied behavior analysis. The content for this course is coordinated with the content in the other courses in the master’s degree program so they collectively meet the academic coursework content distribution requirements of the Behavior Analysis Certification Board® (BABC®). The content distribution requirements, for programs that are approved by the BABC®, are developed from extensive, periodic job surveys of working behavior analysts and are designed to insure that students who complete BABC® approved course sequences receive appropriate academic preparation to serve as professional behavior analysts.

5. Projected Enrollment 20 students per semester.

6. Consultation Statement Is the proposed change likely to affect another Department or Program? [X] NO [ ] YES – If yes, list department/program: Has the Department/Program been consulted? [ ] NO [ ] YES

7. Sample Syllabus A. Course Content and Organization:

Date Topic Week 1 Introduction to the Experimental Analysis of Behavior Week 2 Behavior: Phylogeny and Ontogeny Week 3 Consequences of Behavior Week 4 Operants Week 5 Simple Stimulus Control Week 6 Conditional Stimulus Control Week 7 Schedules of Reinforcement Week 8 Respondent Conditioning Week 9 Social Learning Week 10 Verbal Behavior Week 11 Psycholinguistics Week 12 Verbal learning and Transfer Week 13 Responding Under Long Delay Conditions Week 14 Cognition and Problem Solving Week 15 Final Examination

B. Expected Learning Outcomes:

Distinguish between ontogenic and phylogenic behavior change (quizzes and final examination).

Define and identify examples of reinforcement and punishment (quizzes and final examination).

Define and identify examples of simple stimulus control (quizzes and final examination).

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Define and identify examples of conditional stimulus control (quizzes and final examination). Define and identify examples of various reinforcement schedules including yoked and

multiple schedules (quizzes and final examination). Define and identify examples of respondent conditioning (quizzes and final examination). Define and identify examples of generalized imitation (quizzes and final examination). Define and identify examples of echoic behavior (quizzes and final examination). Define and identify examples of transcription (quizzes and final examination). Define and identify examples of intraverbal behavior (quizzes and final examination). Define and identify examples of private events (quizzes and final examination). Define and identify examples of remembering (quizzes and final examination). Use online databases to identify relevant learning research (term paper). Write about topics in learning theory (term paper).

C. Method of Evaluation:

Quizzes (30%) Term Paper (40%) Final Examination (30%)

D. Required Readings:

Catania, A. C. (2007). Learning. Cornwall-on-Hudson, NY: Sloan. E. Recommended Readings:

None. F. Academic Integrity Statement:

“Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

G. ADA Statement:

“In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter College is committed to ensuring educational access and accommodations for all its registered students. Hunter College’s students with disabilities and medical conditions are encouraged to register with the Office of AccessABILITY for assistance and accommodation. For information and appointment contact the Office of AccessABILITY located in Room E1214 or call (212) 772-4857 /or TTY (212) 650-3230.”

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EDABA 755

Course Title Functional Behavior Assessment Pre and/or Co Requisites (specify which are pre-, co-, or both)

Pre-: EDABA 795or EDABA 798


3





A-C, F


A. College catalog: This course examines various behavior analytic assessment methods that are designed to identify the function of challenging behavior. Both experimental and non-experimental assessment methodologies will be examined along with methods of data collection and analysis.

B. Writing Requirements: Students will produce three written products that are consistent with those products that applied behavior analysts write during the conduct of functional behavior assessments. These projects will consist of conducting and writing formal written reports of ABC narrative recording, ABC continuous recording, and functional analysis assessments. Each of these projects will consist of conducting as assessment, preparing a graph, and writing between three and six pages of text.

4. Rationale:

This new course is specifically designed for the Master of Science in Applied Behavior Analysis and covers core clinical strategies used to identify the causes of problem behavior and the associated treatments. The content for this course is coordinated with the content in

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the other courses in the master’s degree program so they collectively meet the academic coursework content distribution requirements of the Behavior Analysis Certification Board® (BABC®). The content distribution requirements, for programs that are approved by the BABC®, are developed from extensive, periodic job surveys of working behavior analysts and are designed to insure that students who complete BABC® approved course sequences receive appropriate academic preparation to serve as professional behavior analysts.

5. Projected Enrollment

20 students per semester. 6. Consultation Statement

Is the proposed change likely to affect another Department or Program? [X] NO [ ] YES – If yes, list department/program: Has the Department/Program been consulted? [ ] NO [ ] YES


Date Topic Week 1 Introduction to Functional Behavior Assessment Week 2 History of Functional Analysis Week 3 Characteristics of Challenging Behavior Week 4 Functions of Challenging Behavior Week 5 Learners and Behavior in Functional Assessment Week 6 Defining Behavior Week 7 Non-experimental Functional Assessment Week 8 Experimental Functional Analysis Week 9 Real Time Data in Functional Assessment Week 10 Scaling Functional Behavior Assessment Week 11 Treatment Methodologies Week 12 Treatment Planning Week 13 Ethics and Functional Behavior Assessment Week 14 Project Presentations Week 15 Final Exam


Define and describe examples of challenging behavior (quizzes and final examination). Define and provide examples of non-experimental functional analysis methods (quizzes and

final examination). Define and provide examples of experimental functional analysis methods (quizzes and final

examination). Conduct and document an ABC narrative recording assessment (written project). Conduct and document an ABC continuous recording assessment (written project). Conduct and document a functional analysis (written project).

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Describe methods of using behavior function information to guide intervention decisions (quizzes and final examination).

State the ethical considerations necessary in conducting functional behavior assessments (quizzes and final examination).

Present a case summary of a functional behavior assessment (presentation). C. Method of Evaluation:

Quizzes (25%) Final Examination (25%) Written Projects (40%) Presentation (10%)


Matson, J. L. (2012). Functional assessment for challenging behaviors. New York, NY, US: Springer Science + Business Media. doi:10.1007/978-1-4614-3037-7

E. Recommended Readings: None.

F. Academic Integrity Statement:


G. ADA Statement:


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EDABA 770

Course Title Practicum in Applied Behavior Analysis I Pre and/or Co Requisites (specify which are pre-, co-, or both)

Pre-: EDABA 795 and approval of graduate advisor


3 plus 12 hours of field experience





A-C, F


A. College catalog: This course is the first of a two-course sequence in conducting fieldwork in applied behavior analytic settings. A total of 180 hours of fieldwork which includes designing, conducting, and analyzing data from applied behavior analytic interventions is required.

B. Writing Requirements: In this course students will complete 5 written assignments that include a total of approximately 15 pages. Each of these assignments is a product that is typically produced by professional behavior analysts in the course of their clinical practice.

4. Rationale:

This new course is specifically designed for the Master of Science in Applied Behavior Analysis and provides essential practice in the professional use of behavior analytic intervention in clinical settings. The content for this course is coordinated with the content in the other courses in the master’s degree program so they collectively meet the academic coursework content distribution requirements of the Behavior Analysis Certification Board®

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(BABC®). The content distribution requirements, for programs that are approved by the BABC®, are developed from extensive, periodic job surveys of working behavior analysts and are designed to insure that students who complete BABC® approved course sequences receive appropriate academic preparation to serve as professional behavior analysts.





Date Topic Week 1 Introduction to fieldwork in Applied Behavior Analysis Week 2 Identification of target responses and obtaining approval

for interventions Week 3 Collecting data Week 4 Analyzing data Week 5 Conducting stimulus preference assessments Week 6 Conducting discrete trial teaching Week 7 Most-to-least prompting Week 8 Graduated guidance and spatial fading Week 9 Least-to-most prompting Week 10 Conducting time-delay teaching Week 11 Using shadowing procedures Week 12 Using learner-choice procedures Week 13 Conducting incidental teaching Week 14 Student case presentations Week 15 Student case presentations


Define and give examples of professional behavior (written assignment). Conduct and prepare appropriate reports based on a stimulus preference assessment (written

assignment). Conduct discrete trial teaching including data collection and analysis (written assignment and

field observation). Use graduate guidance and special fading to prompt appropriate responses (field

observation). Fade prompts using a most-to-least prompt fading strategy (field observation). Discuss the appropriate use of least-to-most prompt fading (written assignment). Use time-delay prompts (field observation).

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Conduct an incidental program including data collection and analysis (field observation). Present a behavior analytic clinical case to a professional audience (case presentation).


Written Assignments (30%) Field Observations (40%) Case Presentation (30%)


Sulzer-Azaroff, B., Dyer, K., Dupont, S. & Soucy, D. (2012). Applying behavior analysis across the autism spectrum: A field guide for new practitioners (2nd ed). Cornwall-on-Hudson, NY: Sloan.

E. Recommended Readings:



G. ADA Statement:


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EDABA 771

Course Title Practicum in Applied Behavior Analysis II Pre and/or Co Requisites (specify which are pre-, co-, or both)

Pre-: EDABA 770 and approval of graduate advisor


3 plus 12 hours of field experience





A-C, F


A. College catalog: This course is the second of a two-course sequence in conducting fieldwork in applied behavior analytic settings. A total of 180 hours of fieldwork which includes designing, conducting, and analyzing data from applied behavior analytic interventions is required.

B. Writing Requirements: In this course students will complete 5 written assignments that include a total of approximately 15 pages. Each of these assignments is a product that is typically produced by professional behavior analysts in the course of their clinical practice.

4. Rationale:

This new course is specifically designed for the Master of Science in Applied Behavior Analysis and provides continued practice in the professional use of behavior analytic intervention in clinical settings. The content for this course is coordinated with the content in the other courses in the master’s degree program so they collectively meet the academic coursework content distribution requirements of the Behavior Analysis Certification Board®

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(BABC®). The content distribution requirements, for programs that are approved by the BABC®, are developed from extensive, periodic job surveys of working behavior analysts and are designed to insure that students who complete BABC® approved course sequences receive appropriate academic preparation to serve as professional behavior analysts.





Date Topic Week 1 Environmental Assessment Week 2 Behavior Assessment Week 3 Identifying Target Responses Week 4 Using Research Literature Week 5 Developing Measurement Procedures Week 6 Validating Measurement Procedures Week 7 Developing Teaching Procedures Week 8 Evaluating Teaching Procedures Week 9 Measuring Treatment Integrity Week 10 Graphing Data Week 11 Analyzing Graphed Data Week 12 Reporting Progress Week 13 Student case presentations Week 14 Student case presentations Week 15 Student case presentations


Identify target responses (written assignment and field observation). Use PsycINFO to identify appropriate research articles (written assignment). Develop measurement procedures (written assignment and field observation). Validate measurement procedures (written assignment and field observation). Develop treatment integrity measurement procedures (written assignment). Measure treatment integrity (written assignment and field observation). Prepare single subject graphs using Microsoft Excel (written assignment). Prepare written progress reports (written assignment). Present a clinical case summary (case presentation).

25

C. Method of Evaluation: Written Assignments (30%) Field Observations (40%) Case Presentation (30%)


Sulzer-Azaroff, B., Dyer, K., Dupont, S. & Soucy, D. (2012). Applying behavior analysis across the autism spectrum: A field guide for new practitioners (2nd ed). Cornwall-on-Hudson, NY: Sloan.




G. ADA Statement:


26




EDABA 780

Course Title Thesis I Pre and/or Co Requisites (specify which are pre-, co-, or both)

Pre- : EDABA 790, EDABA 791 and approval of graduate advisor


3 plus conferences





A-C, F


A. College catalog: This course is the first course in a two-course sequence in which students conduct an original applied behavior analytic research project. Under the supervision of a faculty advisor, students conduct a literature review, develop a research proposal, and apply for necessary research approvals.

B. Writing Requirements: Students will produce two major written products. The first project is an original 20-40 page research proposal including a review of the behavior analytic literature on a mutually agreed upon topic. The second product is to complete and submit an application for research approval to the Hunter College Human Research Protection Program.

4. Rationale:

This new course is specifically designed for the Master of Science in Applied Behavior Analysis and provides training for students in the planning and ethical issues involved in professional behavior analytic research. The content for this course is coordinated with the content in the other courses in the master’s degree program so they collectively meet the

27

academic coursework content distribution requirements of the Behavior Analysis Certification Board® (BABC®). The content distribution requirements, for programs that are approved by the BABC®, are developed from extensive, periodic job surveys of working behavior analysts and are designed to insure that students who complete BABC® approved course sequences receive appropriate academic preparation to serve as professional behavior analysts.





Date Topic Week 1 Identification of research topics Week 2 Using on-line resources to identify and obtain relevant

literature Weeks 3-4 Writing using APA Style Week 5 Identifying appropriate research designs Weeks 6-7 Developing graphic data displays Weeks 8-10 Finalizing research proposals Weeks 11-12 Applying for research approvals Week 13 Student research proposal presentations Week 14 Student research proposal presentations Week 15 Student research proposal presentations


Identify relevant research literature using on-line databases (written project). Write a literature review based on primary source documents (written project). Determine appropriate single-subject research designs (written project). Develop graphing formats to display anticipated data (written project). Write a research proposal based on prior literature (written project). Present a formal research proposal (presentation). Apply for appropriate research approvals (written projects).


Written Projects (75%) Presentation (25%)


28

American Psychological Association (2009). Publication manual of the American Psychological Association (6th ed). Washington, D.C. Author.


Miller, S. A. (2014). Writing in psychology. New York: Routledge/Taylor & Francis Group. F. Academic Integrity Statement:


G. ADA Statement:


29




EDABA 781

Course Title Thesis II Pre and/or Co Requisites (specify which are pre-, co-, or both)

Pre-: EDABA 780and approval of graduate advisor


3 plus conferences





A-C, F


A. College catalog: This course is the second course in a two-course sequence in which students conduct an original applied behavior analytic research project. Under the supervision of a faculty advisor, students conduct an original research project based on the proposal developed in EDABA 780.

C. Writing Requirements: Students will produce a written thesis and a slide presentation based on their research project. The thesis is an original 30-50 page research report prepared as a publication-ready manuscript in APA style. The slide presentation is will be used to present a professional conference style presentation describing the research project.

4. Rationale:

This new course is specifically designed for the Master of Science in Applied Behavior Analysis and provides students training in the ethical conduct of clinical research in applied behavior analysis. The content for this course is coordinated with the content in the other courses in the master’s degree program so they collectively meet the academic coursework

30

content distribution requirements of the Behavior Analysis Certification Board® (BABC®). The content distribution requirements, for programs that are approved by the BABC®, are developed from extensive, periodic job surveys of working behavior analysts and are designed to insure that students who complete BABC® approved course sequences receive appropriate academic preparation to serve as professional behavior analysts.





Date Topic Week 1 Recruiting research participants Weeks 2-12 Conducting research projects Week 13 Student research proposal presentations Week 14 Student research proposal presentations Week 15 Student research proposal presentations


Recruit research participants (written project). Obtain informed consent (written project). Conduct research sessions (written project). Collect research data (written project). Graph research data (written project). Write research report (written project). Prepare PowerPoint presentation (written project). Present a research project (presentation).


Written Projects (75%) Presentation (25%)


American Psychological Association (2009). Publication Manual of the American Psychological Association (6th ed). Washington, D.C. Author.


Miller, S. A. (2014). Writing in psychology. New York: Routledge/Taylor & Francis Group.

31

F. Academic Integrity Statement: “Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

G. ADA Statement:


Appendix C: Program Proposal Application Form


K. If the program would be offered jointly with another institution, identify the institution/branch below and attach a letter of agreement signed by that institution's CEO:

SECTION II. PROGRAM INFORMATION A. If the program has sought or will seek specialized accreditation, indicate

i) Accrediting Group: Association for Behavior Analysis International

ii) Date Accredited or Expected Date of Accreditation: 2018 – 2020 (TBD) B. Anticipated maximum enrollment for new programs: 1st yr: 15 2nd yr: 28 3rd yr: 40 4th yr: 40 5th yr: 40 C. Check all program scheduling and format features that apply: (See definitions)

i) Format: Day X Evening Weekend X Evening/Weekend X Not Full-Time

ii) Mode: X Standard Independent Study External Accelerated

X Distance Education (submit distance education application with this proposal)

iii) Other: Bilingual Language Other Than English Upper Division Program D. Program Requirements: Provide a list of the program requirements as they will appear in the catalog. Be sure to distinguish between required and elective courses. The master’s degree will include 36 graduate credits consisting of 18 credits from our existing advanced certificate in applied behavior analysis and an additional 18 credits of new courses, including the production of a thesis. Students who complete the Master of Science will have the graduate training necessary to sit for the national Board Certified Behavior Analyst® (BCBA) exam. E. Program Outline: Provide a sample program, by year and session, illustrating how program and degree requirements can be satisfied. See enclosure at end of registration documents. F. Only applicable to new programs: Provide information on admission and retention standards and resources available to support the program.

Admission Standards

Prospective students must meet several requirements to be considered for admission:

• A Bachelor’s or Master’s degree in an approved human services field with a minimum GPA of 3.0 from a regionally-accredited institution comparable in standard and content to a Hunter Master’s degree

• Two letters of recommendation showing promise in the study of Applied Behavior Analysis


The admissions process will evaluate transcripts from all degrees received, a resume, a personal statement, two letters of recommendation, and interviews.

The review process if an applicant does not meet the requirements mentioned in above: 1. The faculty and admissions coordinator would meet with applicant to discuss specifics and

verify if additional information is required. The process would entail students increasing the number of data points for review by the faculty, admissions coordinator and a discussion with the Associate Dean for a final decision.

Retention Standards

• Students must maintain an overall GPA of 3.0 in order to continue in the program. • Students who receive a grade of F in any course in the first 12 credits will not be

allowed to continue in the program. • Students with one grade of IN (incomplete) within the first 12 credit are restricted from

registering for more than one additional course. Those with two or more Ins will not be allowed to register for any courses.

Resources

Students will have use of all Hunter programs and services (e.g., libraries, tech resources, student life and services). The faculty program coordinator, program faculty, staff and chairs of the Department Special Education, serve students directly in the program advisement and professional support provided to all program students.

SECTION III. CURRICULUM. A. Coursework. Please use the content chart to indicate how the proposed program meets the content requirements. Submit a Course Syllabus or outline for each listed course as well as a Curriculum Vitae for each instructor. Please note: licensed behavior analyst education programs shall lead to a master’s or higher degree; certified behavior analyst assistant education programs shall lead to a bachelor’s or higher degree. B. Supervised Clinical Experience. Programs preparing licensed behavior analysts shall include a supervised practicum or internship of a minimum of 150 clock hours. Programs preparing certified behavior analyst assistants shall include a supervised practicum or internship of a minimum of 100 clock hours.

i) Please describe the hours and structure of the clinical experience and how the clinical experience is supervised and evaluated. Students will take a two-semester, six credit, practicum sequence (EDABA 770 and EDABA 771). These two courses will provide a total of 360 hours of supervised clinical experience in appropriate settings. Supervision will consist of small group supervision conducted by Hunter College faculty and individual visits to clinical sites along with ongoing supervision provided by personnel in the clinical settings. Students will be evaluated by direct observation of their clinical skills and evaluation of documents and learning materials produced throughout their clinical experience.

ii) Please provide a sample of the written contract or agreement between the educational institutions offering the behavior analysis program and the clinical facility or agency which is designated to


cooperate in providing the clinical experience. Such contract or agreement shall set forth the responsibilities of each party and shall be signed by the responsible officer of each party. The record of the agreements with all the clinical facilities or agencies shall be made available upon Request.

Content Chart

Content Requirements

Course(s) Number and

Title Meeting the Content

Requirements

Credits Required or Elective

Name of Instructors

Indicate Faculty Status (Full or Part

Time)

1)1) autism, autism spectrum disorders and related disorders;

EDABA 799 Applied Behavior Analytic Autism Intervention

3 Required John Brown Full-Time

2)2) concepts and principles of behavior;

EDABA 798 Behavior Analytic Approaches to Learning


3)3) functional behavioral assessment, functional analysis, and direct observation;

EDABA 755 Functional Behavior Assessment


4)4) design and implementation of behavioral interventions, including, but not limited to:

(i) environmental modification plans based on behavioral stimuli and consequences; and (ii) maintenance and generalization of behavior;

EDABA 795 Applied Behavior Analysis I

3 Required Maureen Cary

Part-Time

5)5) understanding of assessment and measurement tools;



6)6) research methodology, including, but not limited to, experimental design;

EDABA 790 Single Subject Research Design

3 Required Stamatios Gianoumis

Part-Time

7)7) scientific and professional ethics and standards of practice;

EDABA 791 Ethics and Professionalism for Applied Behavior Analysts


Part-Time

8)8) maintenance of client records; and EDABA 791 Ethics and Professionalism for Applied


Part-Time


Behavior Analysts

9)9) issues of cultural and ethnic diversity;



Part-Time

Note: Submit a Course Syllabus or outline for each listed course as well as a Curriculum Vitae for each instructor.

Insert Agency Name here

Insert Agency Address Here

Applied Behavior Analysis

Insert Agency Name and Address here

Signatures, titles, dates

by Agency representative

and

CUNY General Counsel

Appendix C: Program Schedule

Table: Graduate Program Schedule Full-time

! Indicate academic calendar type: Semester Quarter Trimester Other (describe):

! Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2) ! Use the table to show how a typical student may progress through the program; copy/expand the table as needed. Term: Fall 1 Term: Spring 1 Course Number & Title Credits New Prerequisite(s) Course Number & Title Credits New Prerequisite(s) EDABA 795 Applied Behavior Analysis I 3 EDABA 780 Thesis I 3 EDABA 790 and 791

EDABA 790 Single Subject Research Design 3


3


3

EDABA 796 Applied Behavior Analysis II

3

Term credit total: 9 Term credit total: 9 Term:

Fall 2 Term: Spring 2 Course Number & Title Credits New Prerequisite(s) Course Number & Title Credits New Prerequisite(s) EDABA 750 Experimental Analysis of Behavior 3

EDABA 771 Practicum in Applied Behavior Analysis II

3 EDABA 770

EDABA 755 Functional Behavior Assessment 3 EDABA 795 or EDABA 798 EDABA 781

Thesis II 3 EDABA 780

EDABA 770 Practicum in Applied Behavior Analysis I

3 EDABA 79500


3


Term:

Program Totals: Credits:36

Identify any comprehensive, culminating element(s) (e.g., thesis or examination), including course number if applicable: Thesis, EDABA 780 and 781 New: indicate if new course Prerequisite(s): list prerequisite(s) for the noted course

Appendix D: Program Schedule

Appendix C: Program Schedule

Table: Graduate Program Schedule Part-time

! Indicate academic calendar type: Semester Quarter Trimester Other (describe):

! Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2) ! Use the table to show how a typical student may progress through the program; copy/expand the table as needed. Term: Fall 1 Term: Spring 1 Course Number & Title Credits New Prerequisite(s) Course Number & Title Credits New Prerequisite(s) EDABA 795 Applied Behavior Analysis I 3


3

EDABA 790 Single Subject Research Design 3

EDABA 796 Applied Behavior Analysis II

3

Term credit total: 6 Term credit total: 6 Term: Fall 2 Term:

Course Number & Title Credits New Prerequisite(s) Course Number & Title Credits New Prerequisite(s) EDABA 780 Thesis I

3 EDABA 790 and EDABA 791

EDABA 750 Experimental Analysis of Behavior

3


3


3 EDABA 795 or EDABA 798


Fall 3 Term:Spring 3 Course Number & Title Credits New Prerequisite(s) Course Number & Title Credits New Prerequisite(s) EDABA 770 Practicum in Applied Behavior Analysis I

3 EDABA 79500 EDABA 771 Practicum in Applied Behavior Analysis II

3 EDABA 770


3 EDABA 781 Thesis II

3 EDABA 780


Spring 2 Term:

Program Totals: Credits:36

Identify any comprehensive, culminating element(s) (e.g., thesis or examination), including course number if applicable: Thesis, EDABA 780 and 781 New: indicate if new course Prerequisite(s): list prerequisite(s) for the noted course

June 2014 15

Appendix D

: Current Faculty and Teaching A

ssignments

Table: Current Faculty

Full-Time

•

Provide inform

ation on faculty mem

bers who are full-tim

e at the institution and who w

ill be teaching each course in the major field or

graduate program. *Include and identify the P

rogram D

irector. Faculty M

ember N

ame and

Title/Rank at Institution

(include and identify P

rogram D

irector)

Expected P

rogram C

ourse A

ssignments

Percent of

Teaching Tim

e to P

rogram

Highest and O

ther Applicable

Earned D

egrees and D

isciplines (include C

ollege/University)

Additional Q

ualifications: list related certifications/licenses;

professional experience in field, scholarly contributions, other academ

ic affiliations. D

r. John Brow

n

EDA

BA

750, EDA

BA

755, ED

AB

A 770, ED

AB

A 771,

EDA

BA

780, and EDA

BA

781

100%

Ph.D. - Psychology – Learning

Process C

ity University of N

ew Y

ork.

Board C

ertified Behavior

Analyst-D

octoral

New

York State Licensed

Behavior A

nalyst.

Appendix E

: Current Faculty, Teaching A

ssignments, and C

Vs

June 2014 16

Part-Tim

e P

rovide information on faculty m

embers w

ho are part-time at the institution and w

ho will be teaching each course in the m

ajor field or graduate program

. Faculty M

ember N

ame and Title/R

ank at Institution (include and identify

Program

Director)

Program

Courses w

hich may be Taught

Highest and O

ther Applicable

Earned D

egrees and Disciplines

(include College/U

niversity)

Additional Q

ualifications: list related

certifications/licenses; professional experience in

field, scholarly contributions, other

academic affiliations.

Maureen C

ary

EDA

BA

770 & ED

AB

A 771

Master of S

cience - in Education

Concentration: S

pecial Education

Sim

mons C

ollege, Boston, M

A

Board C

ertified Behavior

Analyst

Teacher of Students w

ith S

evere Disabilities - M

A

Stamatios G

ianoumis

ED

AB

A 750, ED

AB

A 755, ED

AB

A 780, &

ED

AB

A 781

MA

- Clinical A

pplications of B

ehavior Theory Q

ueens College, C

ity University of

New

York

Currently enrolled in a P

hD

Program

in Psychology

Graduate C

enter, City U

niversity of N

ew Y

ork

Board C

ertified Behavior

Analyst

Board of E

ducation - Special

Education P

ermanent

Certification

Jessica Poludin ED

AB

A 770 &

EDA

BA

771 M

aster of Science in S

pecial E

ducation H

unter College, N

ew Y

ork, NY

Board C

ertified Behavior

Analysis (B

CB

A)

New

York S

tate of P

rofessional Teacher C

ertification – Students w

ith D

isabilities (Birth – G

rade 2) N

ew Y

ork State of

Professional Teacher

Certification – E

arly Childhood

Education (B

irth – Grade 2)

32

Curriculum Vita John L. Brown Educational History City University of New York

Area of Study: Psychology-Learning Processes Degree: Doctor of Philosophy, 2003.

Queens College of the City University of New York

Area of Study: Psychology Degree: Master of Arts, 1994.

University of California, Santa Barbara

Area of Study: Psychology Degree: Bachelor of Arts, with High Honors, 1988.

Professional Certification and License New York State Licensed Behavior Analyst (License Number: 000001). 2014-Present. Behavior Analysis Certification Board: Board Certified Behavior Analyst-Doctoral (Certificant Number: 1-02-0993). 2002-Present. Professional Positions Distinguished Lecturer and Director of Training and Programs in Applied Behavior Analysis:

Hunter College of the City University of New York. 2008-Present. Executive Director: REED Academy. 2003-2008. Adjunct Lecturer: Queens College of the City University of New York. 2007-2008. Assistant Professor: Caldwell College. 2002-2003. Queens College/PCDI Fellow: Princeton Child Development Institute. 1999-2002. Data Management Director: University of California, San Diego. 1998-1999. Adjunct Faculty: Highline Community College. 1997-1998. Data Management Director: University of Washington. 1995-1998. Part-time Faculty: Pierce College. 1995-1997. Research Analyst: Washington State Department of Social and Health Services, Office of

Research and Data Analysis. 1994-1995. Data Management Director: University of California, San Diego. 1993-1994. Research Assistant: Queens College of the City University of New York. 1990-1992. Research Assistant: Queens College of the City University of New York. 1990-1992. Adjunct Lecturer: Queens College of the City University of New York. 1989-1992. Research Fellow: New York State Institute for Basic Research. 1989-1990. Research Assistant: University of Missouri-Columbia. 1988-1989. Laboratory Assistant: University of California, Santa Barbara. 1987-1988.

Recent Publications Rozenblat, E., Brown, J. L., Brown, A. K., Reeve, S. A., Reeve, K. R. (2009). Effects of

adjusting DRO schedules on the reduction of stereotypic vocalizations in children with autism. Behavioral Interventions, 24, 1-15. doi: 10.1002/bin.270

33

Brown, J. L. & Poulson, C. L. (2008).Speech Prosody Intervention in Autism. In A. Fitzer & P. Sturmey (Eds.), Language and Autism: Applied Behavior Analysis, Evidence, and Practice (pp. 251-277). Austin, TX: Pro-Ed.

Brown, A. K., Brown, J. L., & Poulson, C. L. (2008).Discriminating which fork to use: Teaching selective imitation to people with autism. Research in Autism Spectrum Disorders, 2, 199-208. doi: 10.1016/j.rasd.2007.06.001

Brown, J. L., Krantz, P. J., McClannahan, L. E., & Poulson, C. L. (2008). Using script fading to promote natural environment stimulus control of verbal interactions among youth with autism. Research in Autism Spectrum Disorders, 2, 480-497. doi: 10.1016/j.rasd.2007.08.006

Recent Presentations Brown, J. L. (2012, September). Providing respecialization training for autism professionals.

Poster presented at Fifth Annual World Focus on Autism, New York, NY. Brown, J. L. (2012, May). Teaching children with autism to imitate peers in natural

environments. Invited Address presented at Growing Up with Autism: Life Transitions, New York, NY.

Brown, J. L. (2011, April). Language teaching for the real world: Using script fading to help

people with autism to use their language when it counts. Invited address presented at Understanding Autism Spectrum Disorder: From Basic Science to Intervention an Autism Symposium for the Community, New York, NY.

Brown, J. L. (2011, March). Autism intervention today and tomorrow. Invited address presented

at Autism Tomorrow Conference, Poughkeepsie, NY. Brown, J. L. (2009, May). Hunter College Applied Behavior Analysis Program. Poster presented

at the 35th Annual Convention of the Association for Behavior Analysis International (ABAI), Phoenix, AZ.

Brown, J. L. (2009, April). Transfer of ABA Technologies to Public Schools. Presentation at the

4th Annual New England Center for Children Board of Advisors Meeting, Boston, MA. Membership in Professional Associations Association for Behavior Analysis International New Jersey Association for Behavior Analysis Thesis Supervision

Committee Member Beluzzi, L. (2007, May). Manipulating the physical placement of scripts to increase

social initiations for two learners with autism. Caldwell College – Master of Arts in Applied Behavior Analysis.

34

Rozenblat, E. (2007, May). Effects of DRO requirements on stereotypic behavior. Caldwell College – Master of Arts in Applied Behavior Analysis.

Cronk, M. (2007, May).Comparing the effectiveness of manual prompts and gestural prompts in the completion of long behavior chains. Caldwell College – Master of Arts in Applied Behavior Analysis.

Outside Reader Fetherston, A. (2010, July). Assessing the Effects of Behavioral Skills Training on Adult

Teaching Responses, Learner Acquisition, and Learner Disruptive Behavior Across Responses and Instructional Skill Sets. City University of New York Graduate Center – Doctorate in Psychology – Learning Processes and Behavior Analysis.

Recent Professional Activities Served on the Publications Committee of the New Jersey Association for Behavior Analysis: 2012-2013.

Served on the Hunter College Vice President of Development search committee: 2012.

Served as Past President of the New Jersey Association for Behavior Analysis: 2011-2012.

Served as President of the New Jersey Association for Behavior Analysis: 2010-2011.

Served as President Elect of the New Jersey Association for Behavior Analysis: 2009-2010.

Served as an elected Representative at Large on the board of the New Jersey Association for Behavior Analysis: 2007-2009.

35

Maureen Cary 15 Overhill Road, Ocean, NJ 07712

(781) 267-4474 mec0 7 1 [email protected]

!EDUCATION !

Simmons College, Boston, MA Master of Science in Education

!2005

Concentration: Special Education (Severe Disabilities) !Villanova University, Villanova, PA Bachelor of Arts, Human Services

!

!2001

LICENSURE & CERTIFICATION !

Board Certified Behavior Analyst 2007 !

Teacher of Students with Severe Disabilities - MA (Levels: All) 2005 !

EXPERIENCE

New England Center for Children, New York, NY Assistant Director, Public School Services – New York Region 2009-present Collaborate with New York City Department of Education to establish and support ABA based classrooms that provide exceptional educational services for children with autism !Using the principles of Applied Behavior Analysis (ABA), provide assistance to educators in developing curriculum and behavior management plans for students with autism or related disorders !Organize and present workshops designed to t rain educators in the principles of ABA, characteristics of autism, strategies for successful inclusion classrooms and curriculum modification !Conduct behavior assessments and evaluations !Conduct program or district evaluations of resources available to students with autism and provide recommendations for improvement !Design lessons geared towards increasing social skills, academic and self -help skills and oversee individualization and implementation of these lessons !Train special education teachers and paraprofessionals in using a computer-based autism curriculum and incorporating lessons into the school day schedule !City University of New York – Hunter College Department of Special Education Adjunct Lecturer 2011-present Instruct class of 18 -25 post-Master’s level students in principles of Applied Behavior Analysis !New England Center for Children, Southborough, MA Program Specialist – Staff Intensive Unit 2007-2009 Responsible for ensuring the health, safety, and high quality education of 6 residential students with special needs and severe challenging behaviors !Liaised with specialty services (OT, PT, Speech) and parents to develop individualized education plans that focus on increasing independence in activities of daily living and provide instruction in functional academic and vocational activities !Using principles of Applied Behavior Analysis, conducted behavior assessments, develop ed behavior management programs and modified curricula based on student progress !Managed team of 18 direct care staff

36

!Developed curriculum designed to best fit each student’s learning style, organized and implemented functional behavior assessments, preference assessments, reinforcer assessments !Supervised implementation of IEP and completion of quarterly progress reports Maintained effective communication

with students’ families

Trained direct care staff in basic principles of ABA, curriculum and behavior program implementation !

Lead weekly informational meetings with staff members

Evaluated staff through direct observation and formal yearly written evaluations

Program Specialist – Day School Developed individualized education plans and behavior management programs for 10 day students aged 7-13

2006-2007

Supervised implementation of IEP objectives in the home environment !

Led monthly progress meetings with parents and case managers !

Facilitated inclusion of student with special needs into general education classroom !

Coordinator – Staff Intensive Unit 2003-2006 Provided one to one and small group instruction, using the principles of Applied Behavior Analysis to students with special needs across all curriculum areas, activities of daily living and vocational activities Supervised team of 14 staff

Managed student and staff schedules of daily activities !Identified areas of need for training and provided assistance as needed Managed team account and budgeted funds

accordingly

Created stimulating and functional learning environment in both school and residence !Case Manager/Level 2 Special Education Teacher 2001-2003 Provided instruction to 7 students with severe special needs across all curriculum areas !Acted as liaison between case student’s parents and team members !Wrote quarterly progress reports

!OTHER TRAINING !CALM certified trainer of de-escalation strategies, protective holding and protective movements !

PROFESSIONAL MEMBERSHIPS !Association of Professional Behavior Analysts Autism New Jersey

CONFERENCE PRESENTATIONS

Council for Administrators in Special Education Conference October 2010 Hilton Head, SC Sharing Our Expertise: A Model for Providing a Comprehensive Curriculum to Children with Autism in the Public Schools; Renee Mansfield, Maureen Cary, Kim Olsen New England Center for Children and New York City Public Schools !New England Center for Children 6th Annual Board of Advisors Meeting April 2011 Boston, MA The Autism Curriculum Encyclopedia: Meeting the Challenge of Autism Education; Renee Mansfield, Frank Ciccone, Bill Morrison, Maureen Cary !

37

Associacao de Amigos Do Autista November 2011 Sao Paulo, Brazil Autism and School: Strategies, Challenges and Limits; Maureen Cary !Autism NJ Conference October 2013 Atlantic City, NJ Comprehensive Services for Students with Autism in Public School Settings; Carly Eby, Megan Martineau, Maureen Cary !Autism NJ Conference October 2014 Atlantic City, NJ Supporting Successful Medical and Dental Visits; Kelly McConnell, Maureen Cary

38

Stamatios Gianoumis 82-55 1701 Street Jamaica, NY 11432

917-584-8996 [email protected]

___________________________________________________________________________ PROFILE

A special educator with a passion for working with children with autistic spectrum disorders as well as for the field of applied behavior analysis. The limits of having only two hands has motivated me to advance myself in this field to be able to help as many children as possible with the skills I have acquired throughout my career.

EDUCATION Sep 2006 - Present Graduate Center City University of New York

Currently enrolled in a PhD Program in Psychology focusing on Learning Processes and Developmental Disabilities.

Jul 2002 - May 2004 Hunter College City University of New York

Attended to complete coursework in the Special Education master’s program to attain a Permanent Teaching Certificate in Early Childhood Special Education.

Feb 2000 - Sep 2002 Queens College City University of New York

MA in Clinical Applications of Behavior Theory (2002) Sep 1992 - Sep 1999 Queens College City University of New York

BA in Psychology (1999) BA in Sociology (1999)

CERTIFICATIONS Jul 2005 Board Certified Behavior Analyst Sept 2004 Board of Education - Special Education Permanent Certification CLINICAL EXPERIENCE Sep 2003 - Present Director of ABA Services Children's Home Intervention Program, Inc. (CHIP) Staten Island, NY

39

Responsible for overseeing 5-6 ABA Coordinators with a combined caseload of 25-30 children with ASDs, receiving early intervention services in part or fully in-home, across Manhattan, Bronx and Queens. Also responsible for providing didactic training as well as initial and ongoing hands-on training for all special instructors.

Feb 2011 - Present Director of Training and Information CHIP International Staten Island, NY

Responsible for carrying out the mission of CHIP International, which is to increase the quality of life for children with autism and other special needs in Senegal. Responsibilities include providing training for special educators, professionals of related fields and government officials to increase awareness of autism and provide training in treatment strategies for children with ASDs.

Feb 2011 - Present Adjunct Lecturer Queens College of the City University of New York Psychology Department

Responsible for teaching undergraduate courses in autism, applied behavior analysis, research and experimental design.

Feb 2005 - Aug 2006 Adjunct Lecturer Hunter College of the City University of New York Special Education Department

Responsible for teaching a graduate course in applied behavior analysis for Hunter College’s Special Education Department (Spring 2005). Also served as a Practicum evaluator, observing college students in their special education field placements.

Sep 2002 - Aug 2003 ABA Supervisor Children’s Home Intervention Program, Inc Brooklyn / Astoria, NY

Served as an Early Intervention ABA Supervisor, mentoring and supervising 2 ABA coordinators on a combined caseload of 10-12 children with autistic spectrum disorders in Manhattan and the Bronx. Also responsible for providing didactic training as well as initial and ongoing hands-on training for special instructors, in the areas of autism and using ABA as a teaching methodology.

Sep 2000 - Aug 2002 ABA Coordinator Children’s Home Intervention Program Inc Brooklyn, NY

Responsible for overseeing a caseload of 4 to 6 children with autistic spectrum disorders under the expert tutelage of Dr. Diane Taranto. Responsible for evaluating the children, creating the curriculum, conducting parent training, teaching, as well as training and supervising staff in the use of applied behavior analysis as a mode of teaching.

Sep 1999 - Aug 2000 Various Q-SAC Queens, NY

40

Served as a Teacher’s Assistant (center-based pre-school), Special Education Itinerant Teacher, Home-based Rehabilitation Specialist (Grade School to Adult population), Assistant Behavior Evaluator (After-School program for ages 6 to 20); Responsible for providing one on one care for autistic children and adults; Used applied behavior analysis as a mode of teaching to improve functioning.

Sep 1998 - Dec 1998 Teacher's Assistant Saturday Kids Freeport, NY

Provided supervision and relaxation therapy for children with Attention Deficit Hyperactive Disorder.

RESEARCH 2008-2009 Gianoumis, S., Seiverling, L., & Sturmey, P. (in press). Behavior Skills

Training and Natural Language Paradigm: The Effects of Correct Teacher Implementation of Natural Language Paradigm on Child Vocalizations. Behavioral Interventions.

Research involving training staff to correctly implement Natural Language Paradigm (NLP) with children with ASDs, through a Behavior Skills Training package (BST). The results indicated that BST was effective in training correct implementation of NLP and generalization across children was shown. Also, most children in the study benefited from increased appropriate vocalization and decreases in maladaptive behavior.

2010-2011 Gianoumis, S. & Sturmey, P. (in press). Generalization Procedures in

Training Interventionists for Individuals With Developmental Disabilities. Behavior Modification.

The literature pertaining to training staff, parents and peers to implement interventions for individuals with developmental disabilities was reviewed for training procedures that incorporated strategies to promote generalization. Search engines for the Journal of Applied Behavior Analysis and Pubmed© were used to find relevant studies. The training procedures were coded for generalization procedures as per criteria suggested by Stokes and Baer (1977). Forty-six of the 54 studies considered used procedures to promote generalization. The most prevalent generalization procedures were use of common stimuli, followed by using sufficient exemplars and mediated generalization. These studies demonstrated empirical support for the use of these procedures producing generalized use of newly acquired direct-care skills. The remaining generalization procedures cited in Stokes and Baer (1977) were absent or far less prevalent.

PRESENTATIONS May 2009 “Behavior Skills Training for Correct Teacher Implementation of

Natural Language Paradigm” International ABA Conference Phoenix, AZ I presented my research as part of a symposium relating to the use of behavior skills training package to train staff in the correct implementation of

41

various language interventions and the subsequent effect on child outcomes.

Oct 2004 “Training and Supervising Staff for Home-Based and Center-Based Intensive Early Intervention Programs” NYSABA Convention Saratoga Springs, NY This two-hour presentation covered setting up an initial training program for new staff, how to maintain staff performance through ongoing supervision, measuring and documenting staff performance through initial training and ongoing supervision, as well as the challenges in each step of the way, across center-based and home-based programs.

July 2004 “Introduction to Applied Behavior Analysis” New York Families for Autistic Children Queens, NY This two-day workshop was offered to outside agencies to better train their staff as an alternative to in-house training. It covered the basics of ABA and its use as a methodology for teaching children with autism.

June 2004 “Functional Behavioral Assessment”

New York Families for Autistic Children Queens, NY This one-day workshop was offered to outside agencies to train them specifically on performing functional assessments for maladaptive behavior, involving data collection, interpretation of data, and creating treatment plans based on the data.

Dec 2002 “Introduction to Manding” NYSABA Saratoga Springs, NY This two-hour presentation covered a basic overview of the verbal behavior model and teaching techniques to develop a repertoire for requesting for desired items and activities. Dr. Diane Taranto was the co-presenter of this presentation.

SKILLS

• Strong speaker / presentation skills • Strong understanding of research design, statistics, data collection and

interpretation • Adept with use of various Microsoft Windows Applications • Fluent in written and spoken Greek • Member of New York State ABA Association • Member of the International ABA Association

REFERENCES Available on request.

42

JESSICA POLUDIN, MSED, BCBA 165 W 127th Street, Apt. 1F New York, NY 10027

Tel: (917)584-0179 • E-mail: [email protected]

EDUCATION Hunter College, New York, NY Board Certified Behavior Analysis (BCBA) Advanced Certificate Program received May 2012 Hunter College, New York, NY Master of Science in Special Education received May 2009 Hofstra University, Hempstead, NY Bachelor of Arts received May 2004 Dual major in Psychology and Theater

CERTIFICATIONS Board Certified Behavior Analyst (BCBA) New York State Professional Teacher Certification - Students with Disabilities (Birth - Grade 2) New York State Professional Teacher Certification - Early Childhood Education (Birth - Grade 2)

EXPERIENCE New York Center for Infants and Toddler New York, NY ABA Home-Based Clinical Supervisor 2011- Present • Devise home-based educational program based on the principles of ABA • Create ABA programs and Behavior Intervention Plans for students with Developmental

Delays and/or Autism Spectrum Disorders • Monitor the progress of students through observation, data analysis and formal assessments • Supervise home-based ABA therapists who provide direct instruction • Provide ongoing clinical training and support for ABA therapists in home/community settings • Help train and support parents and caregivers on how to address challenging behaviors in home

and community settings • Present workshops on ABA principles and other relevant topics • Facilitate initial ABA training for new special education teachers/social workers ABA Lead Classroom Teacher in Early Intervention 10:1:10 setting 2009-Present • Create educational program for up to twenty students attending NYCIT’s center-based ABA

program • Monitors the progress of students through observation, consultation with teacher assistants, data

analysis and formal assessment. • Provides clinical training and ongoing supervision of teacher assistants • Writes daily clinical notes and quarterly progress reports • Collaborate with related service providers • Supports families using Embedded Coaching

43

ABA Therapist- Early Intervention 2009-2012 • Implement educational programming for children with Developmental Delays and/or Autism

Spectrum Disorders utilizing the principles of ABA in home, school and community settings • Utilize Embedded Coaching model to train and support parents and caregivers in their daily

routine • Attend Team Meetings when applicable New York Center for Child Development New York, NY ABA Lead Classroom Teacher in Half Day CPSE 10:1:2 setting 2008-2009 • Created educational program for ten students • Monitored the progress of students through observation, consultation with teacher assistants,

data analysis and formal assessment. • Provided clinical training and ongoing supervision of teacher assistants • Collaborated with related service providers • Created IEP goals and objectives • Wrote quarterly and age-out progress reports • Supported families SEIT Intake Coordinator 2008-2009 • Worked with CPSE District Administrators to provide mandated SEIT services • Assigned SEIT cases to qualified teachers working in the field • Managed SEIT’s schedules • Checked all necessary SEIT paperwork (session notes, coordination logs, progress reports, etc.)

for quality assurance purposes • Communicated with families and educational programs of student’s receiving SEIT services New York Center for Infants and Toddlers New York, NY ABA Teacher Assistant in Early Intervention 10:1:10 setting 2005-2008 • Implement educational programming for children with Developmental Delays and/or Autism

Spectrum Disorders utilizing the principles of ABA in classroom setting • Worked with Lead Teacher to develop appropriate target skills for students • Updated and maintained student’s program books • Provided written and oral communication of progress to student’s families as well as providing

suggestions for at home carry-over of skills learned

WORKSHOPS PRESENTED

• Sing Your Way Through ABA: Understanding the functions of behavior and behavior management strategies, New York, NY

• So What’s Next? Starting a Successful Home-Base ABA Program, New York, NY • Introduction to Applied Behavior Analysis and Verbal Behavior, New York, NY • ABA Tips and Tricks for Managing Challenging Behaviors, New York, NY

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• “BuzzFeed’s” Top 15 Ways to Up Your NET Game: Suggestions for Enhancing Natural Environment Teaching, New York, NY

MEMBERSHIPS AND AFFILIATIONS • Association for Professional Behavior Analysts • New York State Association for Behavior Analysis • Autism Friendly Spaces- Consultant

ADDITIONAL QUALIFICATIONS

Qualified to administer, score, and interpret educational assessment tools: • Assessment of Basic Language and Learning Skills (ABLLS) • VB-MAPP • Hawaii Early Learning Profile (HELP) • Developmental Assessment of Young Children (DAYC)

SKILLS

Computer: Microsoft Office, Internet Explorer, Mayer-Johnson Board Maker Software References: Available upon request

June 2014 17

Appendix E: Faculty to be Hired Table: Faculty to be Hired

- If faculty must be hired to teach in the proposed program, specify the title/rank of each new position, the number of new positions, full-time or part-time status, a listing of the expected course assignments for each position, and the expected hiring date.

- Position descriptions and/or announcements may also be submitted. - Prior to offering the assigned courses, the Department must be notified that a faculty meeting the

requirements has been hired. - These proposed faculty should be reflected in Task 5, Table 5, New Resources

Full-time Faculty Title/Rank of Position # of New

Positions Minimum Qualifications (including degree and

discipline area)

Expected Course Assignments

Expected Hiring Date

(mm/dd/yyyy)

Part-time Faculty

Title/Rank of Position # of New Positions

Minimum Qualifications

(including degree and discipline area)

Expected Course Assignments

Expected Hiring Date

(mm/dd/yyyy)

Adjunct Assistant/Associate/Full Professor

2 Ph.D. in the Learning Processes and Behavior Analysis sub-program in Psychology Board Certified Behavior Analyst-Doctoral New York State Licensed Behavior Analyst.

EDABA 750 EDABA 755 EDABA 770 EDABA 771 EDABA 780 EDABA 781

06/01/2016

Appendix F: Faculty to be hired

June 2014 18

Task 5. Financial Resources and Instructional Facilities Guidance for this task can be found by clicking here: Department Expectations: Financial Resources and Instructional Facilities Relevant Regulations for this task can be found by clicking here: Relevant Regulations for Task 5

a) Summarize the instructional facilities and equipment committed to ensure the success of the program. Answer: The School of Education has a number of rooms with equipped cutting-edge educational technology (e.g., LCD projectors, large LCD monitors, SMART Boards, document cameras, etc.) available for use by faculty for instruction and meetings. The School of Education has a dedicated computer lab designed for exclusive use by School of Education students. It also has a technology office with technology equipment (e.g., laptop computers, digital cameras and recording devices, etc.) to loan to students and faculty. The computer lab and technology office are staffed by experienced individuals whose responsibility is to provide instruction in the use of technology and to assist students in finding the resources they need.

b) Complete the new resources table (Table 5). Not Applicable:

Table 5: New Resources List the costs of the new resources that will be engaged specifically as a result of the new program (e.g., a new faculty position or additional library resources). New resources for a given year should be carried over to the following year(s), with adjustments for inflation, if they represent a continuing cost.

New Expenditures Year 1 Year 2 Year 3

Personnel $30,000 $60,000 $60,000

Library

Equipment

Laboratories

Supplies & Expenses (Other Than Personal Service)

Capital Expenditures

Other

Total all $30,000 $60,000 $60,000

Table 5: New ResourcesYear 1 Year 2 Year 3 Year 4 Year 5

Academic Year2 Academic Year† Academic Year† Academic Year† Academic Year†

Full Time Faculty $ - $ - $ - $ - $ - Part Time Faculty $ 30,000.00 $ 60,000.00 $ 60,000.00 $ 60,000.00 $ 60,000.00

Full Time Staff $ - $ - $ - $ - $ - Part Time Staff $ 30,000.00 $ 60,000.00 $ 60,000.00 $ 60,000.00 $ 60,000.00 Library (Includes Staffing) $ - $ - $ - $ - $ -

Equipment $ - $ - $ - $ - $ -

Laboratories $ - $ - $ - $ - $ -

Supplies & Expenses $ - $ - $ - $ - $ - (Other than Personal Services)Capital Expenditures $ - $ - $ - $ - $ -

Other $ - $ - $ - $ - $ -

Total all $ 60,000.00 $ 120,000.00 $ 120,000.00 $ 120,000.00 $ 120,000.00

[1] Specify the inflation rate used for projections. 2%

Expenditures

Appendix G: Five-year Financial Projections

1st Year 2nd Year 3rd Year 4th Year 5th Year2016/2017 2017/2018 2018/2019 2019/2020 2020/2021

Tuition Revenue[3]01. From Existing Sources[4]02. From New Sources[5] $114,750 $218,484 $318,362 $324,730 $331,22403. Total $114,750 $218,484 $318,362 $324,730 $331,224Other Revenue[7]07. From Existing Sources§

08. From New Sources** $0 $0 $0 $0 $009. Total $0 $0 $0 $0 $0Grand Total[8]10. From Existing Sources§

11. From New Sources** $114,750 $218,484 $318,362 $324,730 $331,224TOTAL $114,750 $218,484 $318,362 $324,730 $331,224

[1] Specify the inflation rate used for projections. 2%

$0 $0 $0

Projected Revenue Related to the Proposed Program

$0$0 $0 $0

$0

$0

Revenues[1]

$0

$0 $0 $0 $0 $0

DIRECT OPERATING EXPENSES Year 1 Year 2 Year 3 Year 4 Year 5Include additional expenses incurred by other programs when satisfying needs of new program. Faculty need should be commensurate with "net section needs" based on enrollment (see "Enroll & Seat Need Projections" tab)

Current Full Time Faculty Overload (include Summer)New Full Time Faculty Base Salary (list separetely)New Full Time Faculty Overload (include Summer)New Faculty Re-assigned Time (list seperately)Full Time Employee Fringe Benefits (41.6%) 0 0 0 0 0Total (Links to Full-Time Faculty on Program Exp Worksheet) -$ -$ -$ -$ -$

Part Time Faculty Actual Salaries $24,135 $48,270 $48,270 $48,270 $48,270Part Time Faculty Actual Fringe Benefits (24.3%) $5,865 $11,730 $11,730 $11,730 $11,730Total (Links to Part-Time Faculty Program Exp Worksheet) $30,000 $60,000 $60,000 $60,000 $60,000

Full Time Staff Base Salary (list separetely)Full Time Staff Fringe Benefits (41.6%) 0 0 0 0 0Total (Links to Full-Time Staff on Program Exp Worksheet) -$ -$ -$ -$ -$

Year 1 Year 2 Year 3 Year 4 Year 5PART-TIME STAFF (do not include library staff in this section)Part Time Staff Base Salary (list separately) 24135.15 48270.3 48270.3 48270.3 48270.3Faculty Replacement Costs (replacement of full-time faculty - e.g. on release time - with part-time faculty)

Graduate AssistantsStudent HourlyPart Time Employee Fringe Benefits (24.3%) 5864.84145 11729.6829 11729.6829 11729.6829 11729.6829Total (Links to Part-Time Staff on Program Exp Worksheet) 30,000$ 60,000$ 60,000$ 60,000$ 60,000$

LIBRARYLibrary ResourcesLibrary Staff Full Time (List Separately)Full Time Staff Fringe Benefits (41.6%) 0 0 0 0 0Library Staff Part Time (List Separately)Part Time Employee Fringe Benefits (24.3%) 0 0 0 0 0TOTAL (Links to Library on Program Exp Worksheet) -$ -$ -$ -$ -$

EQUIPMENTComputer Hardware Office FurnitureOther (Specify)Total (Links to Equipment on Program Exp Worksheet) -$ -$ -$ -$ -$

LABORATORIESLaboratory Equipment Other (list separately)TOTAL (Links to Laboratories on Program Exp Worksheet) -$ -$ -$ -$ -$

Year 1 Year 2 Year 3 Year 4 Year 5SUPPLIES AND EXPENSES (OTPS)Consultants and HonorariaOffice SuppliesInstructional SuppliesFaculty DevelopmentTravel and ConferencesMembership FeesAdvertising and PromotionAccreditationComputer Software Computer License Fees Computer Repair and MaintenanceEquipment Repair and Maintenance New Total Supplies and OTPS Expenses (Links to Supplies on Program Exp Worksheet) -$ -$ -$ -$ -$

CAPITAL EXPENDITURESFacility Renovations Classroom Equipment Other (list separately) TOTAL (Links to Capital Expenditures on Program Exp Worksheet) -$ -$ -$ -$ -$

Other (list separately)

TOTAL (Links to Other on Program Exp Worksheet) -$ -$ -$ -$ -$

The Five-Year Revenue Projections for ProgramSENIOR COLLEGE (UNDERGRADUATE) WORKSHEETYear 1 = Fall 2014

EXISTING FULL-TIME STUDENTS Year One Year Two Year Three Year Four Year FiveTuition & Fees:# of EXISTING FULL-TIME, In-State Students (linked from "Enroll & Seat Need Projections") 0 0 0 0 0Tuition Income (calculates 2% increase per year after Fall 2015) $7,650 $7,803 $7,959 $8,118 $8,281Total Tuition $0 $0 $0 $0 $0Student Fees (enter ANNUAL program fees other than standard CUNY fees)

Total Fees 0 0 0 0 0Total In-State Tuition & Fees $0 $0 $0 $0 $0

Tuition & Fees:# of EXISTING FULL-TIME, Out-of-State Students (linked from "Enroll & Seat Need Projections") 0 0 0 0 0Annual Avg # of Credits per FT student (24-30)Tuition Income (Specify Rate per credit. Calculates 2% annual increase after Fall 2015) $0 $0 $0 $0 $0Total Tuition $0 $0 $0 $0 $0Student Fees (enter ANNUAL program fees other than standard CUNY fees)

Total Fees 0 0 0 0 0Total Out-of-State Tuition & Fees $0 $0 $0 $0 $0

TOTAL EXISTING FULL-TIME TUITION REVENUE $0 $0 $0 $0 $0

EXISTING PART-TIME STUDENTS Year One Year Two Year Three Year Four Year FiveTuition & Fees:# of EXISTING PART-TIME, In-State Students (linked from "Enroll & Seat Need Projections") 0 0 0 0 0Total Enrolled Credits (Enter Avg # credits per student per year-Fall+ Spring+Summer -- i.e. 6 Fall, 6 Spring, 3 Summer=15)Tuition Income (Specify Rate per credit. Calculates 2% increase per year after Fall 2015) $0 $0 $0 $0 $0Total Tuition $0 $0 $0 $0 $0Student Fees (enter ANNUAL program fees other than standard CUNY fees)


Tuition & Fees:# of EXISTING PART-TIME Out of State Students (linked from "Enrollment and Seat Need Projections") 0 0 0 0 0Total Enrolled Credits (Enter Avg # credits per student per year-Fall+ Spring+Summer -- i.e. 6 Fall, 6 Spring, 3 Summer=15)Tuition Income (Specify Rate per credit. Calculates 2% increase per year after Fall 2015) $0 $0 $0 $0 $0Total Tuition $0 $0 $0 $0 $0Student Fees (enter ANNUAL program fees other than standard CUNY fees)


TOTAL EXISTING PART TIME REVENUE $0 $0 $0 $0 $0

TOTAL EXISTING REVENUE (LINKS TO REVENUE SPREADSHEET ROW 5) $0 $0 $0 $0 $0

NEW FULL-TIME STUDENTS Year One Year Two Year Three Year Four Year Five

Tuition & Fees:# of NEW FULL-TIME, In-State Students (linked from "Enroll & Seat Need Projections") 15 28 40 40 40Tuition Income (Calculates 2% increase per year after Fall 2015) $7,650 $7,803 $7,959 $8,118 $8,281Total Tuition $114,750 $218,484 $318,362 $324,730 $331,224Student Fees (enter ANNUAL program fees other than standard CUNY fees)

Total Fees 0 0 0 0 0Total In-State Tuition & Fees $114,750 $218,484 $318,362 $324,730 $331,224

Tuition & Fees:# of NEW FULL-TIME, Out-of -State Students (linked from "Enroll & Seat Need Projections") 0 0 0 0 0Annual Avg # of Credits per FT student (24-30)Tuition Income (Specify Rate per credit. Calculates 2% increase per year after Fall 2015) $0 $0 $0 $0 $0Total Tuition $0 $0 $0 $0 $0Student Fees (enter ANNUAL program fees other than standard CUNY fees)


TOTAL NEW FULL-TIME TUITION REVENUE $114,750 $218,484 $318,362 $324,730 $331,224

NEW PART-TIME STUDENTS Year One Year Two Year Three Year Four Year FiveTuition & Fees:# of NEW PART-TIME, In-State Students (linked from "Enroll & Seat Need Projections") 0 0 0 0 0Total Enrolled Credits (Enter Avg # credits per student per year-Fall+ Spring+Summer -- i.e. 6 Fall, 6 Spring, 3 Summer=15) 12 12 12 12 12Tuition Income (Specify Rate per credit. Calculates 2% increase per year after Fall 2015) $425 $434 $442 $451 $460Total Tuition $0 $0 $0 $0 $0Student Fees (enter ANNUAL program fees other than standard CUNY fees)


Tuition & Fees:# of NEW PART-TIME, Out-of-State Students 0 0 0 0 0Total Enrolled Credits (Enter Avg # credits per student per year-Fall+ Spring+Summer -- i.e. 6 Fall, 6 Spring, 3 Summer=15)

Tuition Income (Specify Rate per credit) calculates 2% increase per year $0 $0 $0 $0 $0Total Tuition $0 $0 $0 $0 $0Student Fees (enter ANNUAL program fees other than standard CUNY fees)


TOTAL NEW PART-TIME REVENUE $0 $0 $0 $0 $0

TOTAL NEW REVENUE (LINKS TO REVENUE SPREADSHEET ROW 7) $114,750 $218,484 $318,362 $324,730 $331,224

OTHER REVENUE Year One Year Two Year Three Year Four Year FiveOther Revenue From Existing Sources (specify and explain)-LINKS TO REVENUE SPREADSHEET ROW 13)Other Revenue New (specify and explain) (LINKS TO REVENUE SPREADSHEET ROW 15)

Projected Enrollment Year One Year Two Year Three Year Four Year FiveExisting Full-time Students

In-StateOut-of-State

Existing Full-time Total - - - - -

Existing Part-time StudentsIn-State

Out-of-StateExisting Part-time Total - - - - -

New Full-time Students In-State 15 28 40 40 40

Out-of-StateNEW Full-time Total 15 28 40 40 40

New Part-time StudentsIn-State

Out-of-State

New Part-time Total - - - - -

Section Seats per Student Year One Year Two Year Three Year Four Year Five

Full-time StudentsExisting Courses 3 3 3 3 3

New Courses 3 3 3 3Total (normally equals 10) 3 6 6 6 6

Part-Time StudentsExisting Courses

New CoursesTotal (normally equals 4-6)

Seat & Section Needs Year One Year Two Year Three Year Four Year Five

Change in Seat Need for Existing StudentsExisting Courses - - - - -

New Courses - - - - -

Seat Need for New StudentsExisting Courses 45 84 120 120 120

New Courses - 84 120 120 120

Total Seat Need ChangeExisting Courses 45 84 120 120 120

Avail. Seats in Existing CoursesNet Seat Need in Existing 45 84 120 120 120

New Courses - 84 120 120 120 All Courses 45 168 240 240 240

Average Seats per SectionExisting Courses 15 15 15 15 15

New Courses 15 15 15 15 15

Net New Section NeedExisting Courses 3 5.6 8 8 8

New Courses 0 5.6 8 8 8Total 3 11.2 16 16 16

NOTES: New students are students who would not otherwise have be enrolled in your college if this program were not offered. The proposal text should explain the basis for this enrollment estimate.Existing Students are students currently enrolled in another program at your college, or students who would have enrolled in another program at your college, had the new program not been established.

New$York$State$Office$of$Higher$Education,$Office$of$College$and$University$Evaluation$

Evaluation*Form*for*the*External*Peer*Review*of*the*Proposed*Master*of*Science*in*Applied*Behavior*Analysis*Program*

$Evaluator*Information*$Name:$Patrick$R.$Progar$$Title:$Director,$Adult$Life$Skills$Program$at$Princeton$Child$Development$Institute$Former*Title:$Vice$President$for$Academic$Affairs$at$Caldwell$College$(now$Caldwell$University)$$Affiliation:$$Princeton$Child$Development$Institute$$EBmail:[email protected]$$$$$$$$$$$$Phone:$609$280$3382$$Date*of*Evaluation:$April$2,$2015$$Program*Information**Institution:$Hunter$College$School$of$Education$$Program*Title:$$Applied$Behavior$Analysis$$$$$$Degree:$MS$in$Applied$Behavior$Analysis$$Title*of*Teaching*Certificate(s):$Professional$$Level*of*Teaching*Certificate(s):$___$Initial$$$$____$Initial$/$Prof.$$$$__X_$Professional$$

I. Program$a. Assess$program$purpose,$structure,$and$requirements$as$well$as$

formal$mechanisms$for$program$administration$and$monitoring$This$program$targets$individuals$who$currently$provide$behavior$analytic$training$in$both$the$theoretical$basis$of$applied$behavior$analysis$and$in$the$application$of$behavior$analytic$principles$in$applied$settings.$Likely$students$consist$of$people$already$working$with$the$autism$population,$their$supervisors,$or$individuals$who$would$like$to$work$with$the$autism$population.$Completing$the$Master$of$Science$program$in$Applied$Behavior$Analysis$at$Hunter$College$will$allow$those$individuals$to$sit$for$the$BACB$exam.$Passing$the$BCBA$exam$will$then$allow$those$individuals$to$apply$for$licensure$as$a$behavior$analyst$in$the$state$of$New$York.$$The$purpose$of$this$program$is$consistent$with$the$increased$incidence$of$

Appendix H - External Reviewer Report and Response

autism$as$reported$by$the$CDC$and$the$concomitant$increased$demand$for$services$from$BCBAs$to$the$autism$community.$$The$size$and$breadth$of$the$Master$of$Science$in$Applied$Behavior$Analysis$program$is$consistent$with$similar$programs$in$the$country$and$allows$Hunter$College$to$meet$or$exceed$the$standards$established$by$the$BACB.$$Students$will$be$exposed$to$the$experimental$analysis$of$behavior,$theoretical$background$of$applied$behavior$analysis,$research$design,$and$application$of$behavioral$techniques.$The$thesis$requirement$helps$ensure$the$rigor$of$the$program$and$should$make$graduates$of$the$program$quite$marketable$especially$as$some$programs$do$not$require$a$thesis.$Requiring$students$to$take$a$course$in$Functional$Behavior$Assessment$is$excellent$as$students$may$be$asked$to$conduct$these$types$of$assessments$in$schools$or$homes.$Without$training$in$these$assessments,$both$participants$and$clinicians$are$put$at$risk$as$a$functional$behavior$assessment$attempts$to$determine$the$cause$of$problem$behavior$(e.g.,$aggression,$self$injury,$stereotypy)$$This$program$will$be$housed$in$the$Department$of$Special$Education$at$Hunter$College.$$The$college$has$a$reputation$for$excellence$and$it$appears$that$the$Master$of$Science$in$Applied$Behavior$Analysis$will$fit$in$nicely$with$other$programs$in$the$Department$of$Special$Education.$Any$growing$pains$are$likely$to$be$minimal,$as$half$of$these$courses$already$exist$as$part$of$an$Advanced$Certificate$program$at$Hunter$College.$$b. Comment$on$the$special$focus$of$this$program,$if$any,$as$it$relates$to$

the$discipline.$The$focus$of$this$program$on$training$individuals$in$the$basic$and$theoretical$underpinnings$of$applied$behavior$analysis$when$combined$with$the$applied$focus$of$the$program$will$help$fill$a$critical$need$in$the$state$of$New$York.$There$is$an$increasing$demand$for$BACBs$in$private$and$public$school$settings$as$well$as$in$agencies$that$offer$treatment$and$support$services$to$individuals$diagnosed$with$autism.$Graduates$of$the$Master$of$Science$in$Applied$Behavior$Analysis$program$will$be$able$to$assume$increased$responsibilities$in$their$current$settings,$or$be$hired$at$other$locations$in$need$of$people$skilled$in$applied$behavior$analysis.$With$the$recent$licensure$act$in$New$York$for$behavior$analysts,$it$is$quite$likely$that$demand$for$master’s$level$behavior$analysts$will$increase$beyond$even$where$it$is$today.$The$highly$probable$success$of$your$first$group$of$graduates$will$further$increase$the$demand$on$your$program$as$more$employers$will$require$this$level$of$expertise$and$more$individuals$will$seek$to$attain$these$credentials.$$c. Comment$on$the$plans$and$expectations$for$continuing$program$

development$and$selfcassessment$

The$Masters$of$Science$in$Applied$Behavior$Analysis$program$will$proceed$through$all$internal$assessment$and$evaluation$processes$that$any$other$program$would$encounter.$In$addition,$the$Applied$Behavior$Analysis$program$itself$will$closely$monitor$individual$student$progress$as$well$as$more$molar$measures$such$as$acceptance$rate,$retention$rate$and$graduation$rate.$Given$that$the$program$has$been$designed$to$be$in$compliance$with$BACB$guidelines$for$master’s$programs$an$additional$external$level$of$review$will$also$occur.$Having$come$from$a$university$that$just$had$their$master’s$in$applied$behavior$analysis$program$approved$by$the$BACB,$I$can$attest$to$the$rigor$of$the$accreditation$process$and$the$work$that$is$necessary$to$prepare$for$such$a$review.$$d. Assess$available$support$from$related$programs$It$appears$that$there$is$administrative$support$for$the$program$and$that$Hunter$College$has$a$successful$history$of$developing$and$maintaining$smaller$programs$with$just$a$single$full$time$faculty$member.$$No$additional$library$resources$are$needed$and$given$the$location$of$the$college,$hiring$additional$adjunct$faculty$with$expertise$in$applied$behavior$analysis$should$not$be$difficult.$Furthermore,$two$seasoned$adjunct$faculty$already$teach$in$the$certificate$program,$and$would$continue$to$teach$in$the$master’s$program.$$e. What$is$the$evidence$of$need$and$demand$for$the$program$locally,$in$

the$State,$and$in$the$field$at$large?$$Include$both$quantitative$and$qualitative$evidence.$What$is$the$extent$of$occupational$demand$for$graduates?$What$is$the$evidence$that$demand$will$continue.$

Some$would$say$that$understanding$human$behavior$is$the$most$difficult$task$we$as$humans$face.$If$so,$understanding$and$improving$the$behavior$of$individuals$diagnosed$with$autism$will$keep$applied$behavior$analysts$busy$for$many$years$to$come.$Whether$the$diagnostic$criteria$have$broadened,$clinicians$are$getting$better$at$diagnosing$autism,$or$some$other$combination$of$factors,$the$incidence$of$autism$has$continued$to$increase$over$the$past$several$decades.$There$is$no$reason$to$believe$that$the$incidence$of$autism$will$decrease$and$if$anything$it$is$likely$that$the$diagnosis$of$autism$will$remain$stable$or$even$continue$to$increase$in$the$years$to$come.$$Autism$itself$is$often$characterized$by$behavioral$deficits$(e.g.,$poor$communication$skills,$lack$of$toilet$training)$and$/$or$behavioral$excesses$(e.g.,$aggression,$self$injury$and$stereotypy).$Parents,$teachers$and$siblings$often$need$to$be$trained$in$behavioral$techniques$used$to$increase$appropriate$behaviors$and$decrease$inappropriate$behaviors.$$In$my$role$as$Vice$President$for$Academic$Affairs$at$Caldwell$College$(now$Caldwell$University),$I$commissioned$a$study$by$the$Hanover$Group$regarding$where$we$could$anticipate$growth$in$graduate$programs$over$the$next$5$to$10$years$and$beyond.$$The$Hanover$Group$pointed$out$

several$areas$to$us,$many$dealing$with$STEM$fields$and$health$care$but$also$noted$that$we$should$consider$expanding$our$graduate$programs$in$ABA.$The$Hanover$study$utilized$job$placement$data$at$the$state,$tricstate$and$national$levels$to$reach$these$conclusions.$Given$that$Caldwell$University$is$approximately$only$20$miles$west$of$New$York$City,$it$is$probably$safe$to$assume$that$the$job$market$in$New$York$is$comparable$to$that$in$North$New$Jersey.$$$

II. Faculty$a. Evaluate$the$faculty,$individually$and$collectively,$in$regard$to$

training,$experience,$research,$and$publication,$professional$service,$and$recognition$in$the$field.$

$The$qualifications$of$the$full$time$faculty$member,$John$Brown,$and$the$adjunct$faculty$members$are$excellent.$John$has$extensive$experience$in$the$field,$both$as$a$faculty$member$and$as$an$Executive$Director$of$one$of$the$premier$schools$for$autism$in$the$world.$The$qualifications$of$the$adjunct$faculty$members$are$also$excellent.$While$additional$adjunct$faculty$members$will$likely$need$to$be$added$as$the$program$grows,$there$is$a$solid$core$of$expertise$that$is$already$present$at$Hunter$College.$Dr.$Brown’s$leadership$skills$are$evident$from$his$CV.$I$worked$with$Dr.$Brown$when$he$was$president$of$the$New$Jersey$Association$for$Behavior$Analysis$and$can$personally$attest$to$his$leadership$skills.$All$the$faculty$have$either$published$or$presented$professionally$in$the$areas$of$autism$and$applied$behavior$analysis$and$all$have$extensive$and$varied$teaching$backgrounds.$$Finally,$all$of$the$faculty$also$have$extensive$clinical$experience,$which$will$be$extremely$useful$when$students$are$enrolled$in$practicum$classes$and$completing$their$thesis$research.$$$

III. Summary$Comments$and$Observations$a. The$program$has$several$strengths$associated$with$it$some$of$which$

were$mentioned$earlier.$The$location$of$the$program$guarantees$a$large$potential$student$population$to$draw$upon.$Hunter$College,$the$School$of$Education$and$the$Department$of$Special$Education$have$a$history$of$success$launching$similar$sized$programs$with$similar$numbers$of$full$time$and$adjunct$faculty.$$The$incidence$of$autism$has$been$on$the$rise$for$several$decades$and$the$demand$for$skilled$behavior$analysts$at$the$master’s$level$has$never$been$higher.$Aligning$the$curriculum$with$the$guidelines$established$by$the$BACB$makes$it$more$likely$that$graduates$of$the$program$will$be$able$to$sit$for$and$pass$the$national$certification$test.$Aligning$the$curriculum$with$the$BACB$also$makes$it$much$more$likely$that$the$program$will$be$approved$by$the$BACB$as$soon$as$the$program$is$eligible.$Combine$the$certification$piece$with$the$ability$to$

then$be$licensed$as$a$behavior$analyst$in$New$York$makes$this$a$really$attractive$program.$$$I$have$tried$to$approach$my$review$of$the$Masters$in$Science$of$Applied$Behavior$Analysis$program$from$multiple$perspectives$including$as$a$former$faculty$member,$former$department$chair$and$former$Vice$President$for$Academic$Affairs.$The$masters$in$applied$behavior$analysis$program$at$Hunter$College$appears$to$have$immense$potential$from$any$of$those$perspectives.$$I$have$just$three$suggestions$/$comments.$First,$students$don’t$always$complete$the$thesis$requirements$within$the$allotted$timeframe.$Will$students$simply$repeat$the$thesis$class$they$did$not$complete$or$will$they$take$Thesis$III,$Thesis$IV,$etc.$until$they$complete$the$program?$That$may$be$a$question$for$the$department$and$registrar$to$address$if$they$have$not$done$so$already.$$Second,$proposed$class$sizes$for$thesis$seem$large.$I$understand$that$there$are$multiple$ways$to$conduct$a$thesis$class$but$I$would$consider$reducing$the$size$of$the$thesis$courses$$closer$to$five$students$per$class.$$$$Successfully$navigating$the$IRB$can$sometimes$be$difficult.$One$thing$the$department$of$Applied$Behavior$Analysis$did$was$to$meet$with$the$IRB$in$advance$and$provide$an$overview$of$autism$and$a$general$idea$of$research$topics$that$would$be$brought$forward.$That$information$typically$allowed$for$expedited$IRB$review$rather$than$full$board$review.$$Thanks$you$for$giving$me$the$opportunity$to$review$the$Master$of$Science$program$in$Applied$Behavior$Analysis$at$Hunter$College.$I$am$convinced$that$this$will$be$an$enormously$successful$program$for$the$college$and$for$the$sate$of$New$York$I$wish$you$all$the$best.$$

$$$$$

New$York$State$Office$of$Higher$Education$

Office$of$College$and$University$Evaluation$$

Evaluation Form for the External Peer

Response to Review of Proposed Applied Behavior Analysis Programs

!

Program!information:!!

Institution:$Hunter$College$School$of$Education$ $

Program!Title:$Applied$Behavior$Analysis$$$$Degree:$Masters$of$Science$

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The External Peer Review of the Masters in Science in Applied Behavior Analysis

Proposal was conducted by Dr. Patrick Progar. Dr. Progar currently serves as the Director of the

Adult Life Skills Program at the Princeton Child Development Institute (PCDI). PCDI has been

internationally recognized as a model applied behavior analytic autism intervention program. Dr.

Progar was formerly appointed as the Vice President for Academic Affairs at Caldwell College

in Caldwell New Jersey. Dr. Progar noted, in his review that, proposed masters of science

program in applied behavior analysis has immense potential given the great need for well trained

applied behavior analysts. A number of specific program strengths were identified in the review.

Specifically, Dr. Progar commented that the proposed program will meet or exceed the standards

set by the Behavior Analyst Certification Board (BACB) for programs designed to meet the

requirements for the Board Certified Behavior Analyst (BCBA) credential. He also

acknowledged the importance of the course in functional behavior assessment in preparing our

students for the important clinical work that they will do as behavior analysts. Dr. Progar noted

that the inclusion of a thesis as the capstone project for the degree will “ensure the rigor of the

program and should make graduates of the program quite marketable.” He also commented that

our existing faculty have an excellent combination of academic and clinical skills that will serve

the new program well in our efforts to provide clinically rich practicum and research experiences

for our students. Overall, the reviewer’s comments on the potential demand for the new degree,

program design, institutional setting, and faculty were positive.

In his review Dr. Progar made three suggestions/comments. His first comment, based on

his experience teaching in a similar program, was that students do not always complete theses in

the two semesters that we have allotted for research. While we hope to minimize the occurrence

of incomplete theses, we do acknowledge that such events will occur. Students who do not

complete the thesis in the allotted two semesters will be allowed to repeat the Thesis II course.

The second suggestion, again based on Dr. Progar’s experience in a similar masters

program, was that the proposed size for the Thesis I and Thesis II courses be reduced. There are

two factors that we believe will allow us to successfully serve 6-9 students in each section of

Thesis I and Thesis II. First, all students will have a preliminary research proposal that they

prepare as a major assignment in the Single Subject Research Design course (EDABA 790).

Secondly, we plan to make regular use of peer review strategies among students in thesis courses

to increase their fluency with research processes and technical writing.

Finally, Dr. Progar commented that there are likely to be potential difficulties navigating

the Hunter College Human Research Protection Program review process. We have anticipated

such difficulties and our suggested program plan will have students apply for research review as

part of the Thesis I course in the second semester of the program. The data collection for the

thesis will not occur until the fourth semester of the program. The one semester break between

Thesis I and Thesis II is designed to allow students to address any potential issues with the

research review process. !

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hunter college of the city university of new york proposal...

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