M.S. Applied Behavior Analysis
- Dallas, TX
- Full-Time, Part-Time
- 2 Years Full-Time, 3 Years Part-Time
In addition to providing a solid foundation in the philosophy, science, and application of behavior analysis, the M.S. Applied Behavior Analysis (ABA) program incorporates the content areas and practicum requirements to make graduates eligible for national board certification by the Behavior Analyst Certification Board®. According to the Bureau of Labor Statistics, the job growth for […]
In addition to providing a solid foundation in the philosophy, science, and application of behavior analysis, the M.S. Applied Behavior Analysis (ABA) program incorporates the content areas and practicum requirements to make graduates eligible for national board certification by the Behavior Analyst Certification Board®.
According to the Bureau of Labor Statistics, the job growth for psychologists is expected to grow much faster than average. This master’s ABA program addresses that need by preparing students to serve diverse populations— including children, adults, and seniors—in residential, school, and community-based settings.
Guided by faculty with years of experience in the field, students will learn about the ethical design, implementation, and evaluation of environmental changes to produce socially significant improvements in behavior. By combining theory with real-world application, graduates of this Applied Behavior Analysis program will find themselves uniquely qualified to provide much-needed services to underrepresented communities.
Dallas Student Experience
With unique opportunities for professional training and community service, Dallas boasts the largest urban arts district in the country and offers a range of entertainment options for you to explore, including hundreds of museums, public galleries, community theatres, and music venues.
Expanding on the success of the Chicago, Los Angeles, Orange County, Washington, D.C. campus, the Dallas campus reflects The Chicago School’s commitment to diversity and effort to expand services to multicultural and underserved communities.
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, measureable 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 for Verified Course Sequence
*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.
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 Advanced Applied Project allows a student to demonstrate a level of competency that is necessary to be a successful professional applied Board Certified Behavior Analyst. The thesis option, the Advanced Research Project is targeted for individuals who are interested in conducting experimental research and pursing a doctoral degree.
Chicago School’s ABA course sequence is approved by the Behavior Analyst Certification Board®. Graduates are eligible to sit for certification by the Behavior Analyst Certification Board®.
Send materials to:
c/o The Chicago School of Professional Psychology
203 N. LaSalle Street, Suite 1900
Chicago, IL 60601
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.
- Psychology is a vast discipline with many career options. In an essay format, please describe:
- 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.
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.