M.S. in Applied Behavior Analysis
- Chicago, IL
- Full-Time, Part-Time
- 2 Years Full-Time, 3-4 Years Part-Time
The Chicago School’s Applied Behavior Analysis (ABA) master’s program provides students with a solid foundation in the principles of behavioral psychology, equipping them with the skills to bring about socially significant behavior change through data-based decision making and program development. Using modern technologies, Chicago ABA students will be challenged to become leaders in the field […]
The Chicago School’s Applied Behavior Analysis (ABA) master’s program provides students with a solid foundation in the principles of behavioral psychology, equipping them with the skills to bring about socially significant behavior change through data-based decision making and program development. Using modern technologies, Chicago ABA students will be challenged to become leaders in the field of applied behavior analysis.
The Program, Master of Science in Applied Behavior Analysis (MS ABA) has as its mission to provide students with the scientific, analytical, and conceptual tools they need to provide effective, ethical, and practical behavior-analytic interventions to the diverse populations that they serve.
Guided by practitioner faculty, students gain experience and exposure in a wide variety of ABA applications and specialties, including instructional design, precision teaching, and verbal behavior.
The M.S. Applied Behavior Analysis program meets the educational requirements for pursuing one’s Board Certified Behavior Analyst (BCBA). Graduates are also required to pass an exam and complete the application process, which may include fees and/or a background check as well as documentation of completed coursework and supervised experience.
The thesis option, the Advanced Research Project, is targeted for individuals who are interested in conducting research or continuing on in doctoral studies.
M.S. Applied Behavior Analysis: Chicago Behavioral Psychology Student Experience
The Chicago Campus provides students an opportunity to immerse themselves into a culturally diverse city with nearly unlimited academic resources as well as excellent networking opportunities. Chicago is also home to some of the nation’s finest dining, entertainment, museums, and other activities.
At our flagship campus, The Chicago School has demonstrated a continued commitment to a diverse student population and expanding mental health services to multicultural and under served communities.
For access to the student handbook please navigate to Consumer Disclosure -> Student handbook found at the bottom of this webpage.
Science and Human Behavior
Designed to enhance a student’s understanding of the application of behavior analysis to individual and social problems, with an emphasis on the philosophical bases of behavior analysis. Students read Skinner’s seminal text, Science and Human Behavior, in which he describes behavioral and cultural analyses, as well as critiques and related articles. The major objective of the class includes understanding and critiquing Skinner’s approach to the study and control of individual and group behavior. Topics include discussing individual behavior that seems difficult to study with a behavior-analytic approach (e.g., private events) as well as control of group behavior and the problems associated with such control. Students will be able to discuss the pros and cons of Skinner’s perspective, identify the aspects of his beliefs with which they agree or disagree, and explain their own perspectives.
Measurement and Design in Behavior Analysis
This course addresses the measurement of behavior, data display, interpretation of data, and experimental design. Aspects of measurement including behavior definition, measurable dimensions of behavior, measurement systems and their selection, and data collection, graphing, and interpretation will be covered. Students will learn how to evaluate the validity and reliability of measurement procedures including interobserver agreement, social validity, and treatment integrity. This course also covers the uses and defining features of single-subject experimental designs as well as their advantages and limitations.
In this course, students learn to determine the need for behavior analytic services, conduct and interpret the results of behavioral assessments, identify common functions of problem behavior, and create socially meaningful behavior change goals. Assessments of relevant skill strengths and deficits, preference assessments, as well as indirect and descriptive assessment, and functional analysis of problem behavior will be examined.
The M.S. Applied Behavior Analysis is aligned with degree, coursework, and supervised experience requirements for eligibility to become a Board Certified Behavior Analyst® (BCBA®) by the Behavior Analyst Certification Board® (BACB®). Applicants for BCBA® certification must meet additional requirements established by BACB® including application, examination, and background check.
BCBA Examination Pass Rates
*Pass-rate data are not published for sequences with fewer than six first-time candidates in a single year or for sequences within their first four years of operation.
There may be state professional licensure requirements to practice applied behavior analysis. A state’s licensure board determines the specific requirements for candidates seeking professional licensure and those requirements are subject to change. The following is professional licensure information as of the date of publication:
- Graduation from the M.S. Applied Behavior Analysis Program in conjunction with BCBA® certification aligns with degree and certification requirements for professional licensure in Alabama, Arizona, Alaska, Hawaii, Kansas, Kentucky, Louisiana, Maryland, Massachusetts, Missouri, Mississippi, Nevada, North Dakota, Ohio, Oklahoma, Oregon, Rhode Island, Virginia, Vermont, Washington, and Wisconsin. Graduation from the M.S. Applied Behavior Analysis Program aligns with degree requirements for professional licensure in Arizona, Massachusetts, and New York. Note that candidates for licensure may be required to meet additional state requirements such as application, examination, and background check.
- A professional license is not required to practice behavior analysis in Arkansas, California, Colorado, Connecticut, Delaware, Florida, Georgia, Idaho, Illinois, Indiana, Iowa, Maine, Minnesota, Nebraska, New Hampshire, New Jersey, New Mexico, North Carolina, Pennsylvania, South Carolina, Texas, West Virginia, Wyoming, and the District of Columbia. State laws on professional licensure are subject to change by their legislatures.
Due to recent and ongoing changes in state professional licensure of applied behavior analysis practitioners, students should contact the state board directly to verify information regarding professional licensure. To assist with this research, the Association of Professional Behavior Analysists (APBA) publishes information regarding state licensure.
The school-sponsored training experience follows the BACB (Behavior Analyst Certification Board) requirements and requires 10-30 hours per week over a minimum of 12 months of on-site supervised training, including at least one hour of individual supervision per week.
Within core coursework students are required to complete 7 credits of practicum. Practicum courses are designed to meet the requirements of the BACB®. Specifically, according to the BACB® certification guidelines 50% of the required supervision hours can be offered in a group format, and as such, these courses have been included in TCSPP’s M.S. Applied Behavior Analysis curriculum.
Students are also required to complete a thesis (Advanced Research Project) or a non-thesis option known as the Advanced Applied Project. The thesis must be a data-based empirical evaluation, but does not necessarily need to mark an original contribution to the published literature (it may be a replication and extension). The primary function of the Master’s thesis is to demonstrate that students are actively learning to function as scientist-practitioners who are continually engaged in making data-based assessment and treatment decisions. The applied project is a demonstration that the student can assess and treat a client effectively and ethically from start to finish. The applied project process is as stringent as the thesis option and demonstrates similar skills as the thesis option but focuses on application rather than research. The course sequence facilitates student completion of theses and applied projects with a carefully designed course sequence that has the necessary steps toward thesis and project completion embedded into the required coursework. Any student considering going on to a Ph.D. program should choose the thesis option.
Send materials to:
c/o The Chicago School of Professional Psychology
203 N. LaSalle Street, Suite 1900
Chicago, IL 60601
Application to The Chicago School of Professional Psychology’s M.S. Applied Behavior Analysis program is open to any person who has earned a bachelor’s degree from a regionally accredited institution and who meets other entrance requirements. Students applying to the M.S. in Applied Behavior Analysis program must submit the following:
- Application Fee: $50
- Resume or Curriculum Vitae
- Essay – Please answer the following question within three double spaced typed pages (approximately 500-750 words). Essay must specifically address the program/specialization for which you are applying.
- Psychology is a vast discipline with many career options. In an essay format, please describe:
- Why you chose this particular program/specialization. *Cite specific experiences and examples.
- Why it is important to you to study this discipline at a school that emphasizes cultural awareness, competence, and understanding of diversity.
- Your professional career goals as they relate to this specialization.
- Why you believe this program will assist you in reaching these goals.
- Official College/University Transcripts
- Students must submit official transcripts from all schools where degrees have been earned. The Chicago School requires that all schools be regionally accredited higher education institutions. Official transcripts may be sent directly from the institution or with your application for admission as long as they are official, sealed, and signed across the envelope flap when they arrive.
- Three Letters of Recommendation
- Appropriate recommendations are from professors and/or supervisors from significant work or volunteer experiences, who can appraise your academic or professional performance. If you are mailing in your letters, they should arrive in a sealed envelope, signed across the seal. You can also submit the letters online via the applicant portal.
- Psychology is a vast discipline with many career options. In an essay format, please describe:
The Chicago School is dedicated to keeping our professional degree programs accessible to anyone regardless of financial status. In addition to the scholarships that may be available, our Financial Aid Department will help provide you with information to determine what financial arrangements are right for you.