Department of Applied Psychology

Applied Behavior Analysis (Plus One/Certificate/MS/CAGS)

Program Overview

Since 1976, Northeastern University has provided quality graduate instruction in applied behavior analysis. Our graduate programs which include Master of Science, CAGS, and Certificate Program, are designed to develop teaching and intervention skills based on the principles of applied behavior analysis. Hundreds of our graduates have gone on to become Board Certified Behavior Analysts, working to improve the lives of clients and consumers all over the world. According to The Behavior Analyst Today (2004), Northeastern University was named a “Top 25 Most Prolific Research Institution” in applied behavior analysis. To learn more, contact Dr. Laura Dudley, Director of Applied Behavior Analysis Programs at l.dudley@northeastern.edu.

Program Brochure

BACB VCS+ELogohi Res(2) UPDATED

Providing 40 Years of Instruction in Applied Behavior Analysis

An online program since 2013

Fully Online Program

Verified Course Sequence by the BACB

40 year history of instruction in ABA

Optional Intensive Practicum

Highest published pass rate on the BCBA exam for a distance program in 2017, according to the BACB.

Northeastern’s master’s program in Applied Behavioral Analysis was recently ranked among the top ABA programs in the country.

Programs

Click each box to learn more about our programs

Curriculum

All Northeastern University graduate programs in applied behavior analysis are verified by the Behavior Analyst Certification Board (BACB) as meeting the coursework requirements for eligibility to take the BCBA exam. Courses are provided online and make use of cutting-edge technology, such as Wimba Classrooms, Tegrity Lecture Capture, BlueJeans Video Conferencing, and more. These features permit flexible schedules while creating opportunities for increased interactions between students and instructors. BACB VCS pass rates can be found at: https://www.bacb.com/wp-content/uploads/BCBA-pass-rates-alpha-2017.pdf

Fall Year 1
CAEP 6327 Behavior Assessment
CAEP 6328 Research Design and Methods

Spring Year 1
CAEP 6334 Applied Programming 1
CAEP 6331 Advanced Learning 1

Summer Year 1
CAEP 6336 Systematic Inquiry in Applied Research 1
CAEP 6329 Service Administration

Fall Year 2
CAEP 6332 Advanced Learning 2
CAEP 6335 Applied Programming 2

Spring Year 2
CAEP 6324 Programmed Learning
CAEP 6337 Systematic Inquiry in Applied Research 2

Curriculum subject to change

Spring Year 1
CAEP 6327 Behavior Assessment
CAEP 6328 Research Design and Methods

Summer Year 1
CAEP 6336 Systematic Inquiry in Applied Research
CAEP 6329 Service Administration

Fall Year 1
CAEP 6332 Advanced Learning 2
CAEP 6335 Applied Programming 2

Spring Year 2
CAEP 6337 Systematic Inquiry 2
CAEP 6334 Applied Programming 1

Summer Year 2
CAEP 6331 Advanced Learning 1
CAEP 6324 Programmed Learning

Curriculum subject to change

Fall Year 1
CAEP 6327 Behavior Assessment
CAEP 6328 Research Design and Methods

Spring Year 1
CAEP 6334 Applied Programming 1
CAEP 6331 Advanced Learning 1

Summer Year 1
CAEP 6336 Systematic Inquiry in Applied Research 1
CAEP 6329 Service Administration

Fall Year 2
Foundations in Specialization Area
Foundations in Specialization Area

Spring Year 2
Continuation of Specialization Area
Continuation of Specialization Area

Curriculum subject to change

Spring Year 1
CAEP 6327 Behavior Assessment
CAEP 6328 Research Design and Methods

Summer Year 1
CAEP 6336 Systematic Inquiry in Applied Research
CAEP 6329 Service Administration

Fall Year 1
CAEP 6331 Advanced Learning 1
CAEP 6334 Applied Programming 1

Spring Year 2
Foundations in Specialization Area
Foundations in Specialization Area

Summer Year 2
Continuation of Specialization Area
Continuation of Specialization Area

Curriculum subject to change

Fall Year 1
CAEP 6327 Behavior Assessment
CAEP 6328 Research Design and Methods

Spring Year 1
CAEP 6334 Applied Programming 1
CAEP 6331 Advanced Learning 1

Summer Year 1
CAEP 6329 Service Administration
CAEP 6336 Systematic Inquiry in Applied Research 1

Curriculum subject to change

Spring Year 1
CAEP 6327 Behavior Assessment
CAEP 6328 Research Design and Methods

Summer Year 1
CAEP 6336 Systematic Inquiry in Applied Research
CAEP 6329 Service Administration

Fall Year 1
CAEP 6331 Advanced Learning 1
CAEP 6334 Applied Programming 1

Curriculum subject to change

Faculty

Laura Dudley, PhD, BCBA-D
Program Director Assistant Clinical Professor
617.373.5150
l.dudley@northeastern.edu

Nicole Davis

Nicole Davis, PhD, BCBA
Director of Supervision Assistant Clinical Professor
617.373.5150
n.davis@northeastern.edu

Part-time Lecturers

Paula Braga-Kenyon, PhD, BCBA-D
Shawn Kenyon, PhD, BCBA
Amanda Laprime, PhD, BCBA-D
Hanna Rue, PhD, BCBA-D

Admissions

Applicants to the Master of Science program must possess a Bachelors Degree. Applicants to the Certificate or CAGS program must possess a Masters Degree in either Education or Psychology. Related work experience with individuals with special needs is a plus. All applicants are expected to have a GPA of 3.0. To apply, click on the “Apply Now” button.

Admissions Checklist

Completed Application Form

Statement of Purpose

3 Letters of Recommendation

Official Transcripts

Northeastern's ABA program consists of rigorous and dynamic classes with professors who adapt to the resources of the students. The program allowed me to concurrently pursue my school psychology degree while I completed my BCBA training, and this was largely due to the fact that many of the classes were available online via a remote classroom. Although I am now a school-based BCBA, I valued problem-solving and collaborating with classmates who worked in different settings. From the intensive Learning Principles course that allowed me to develop a firm understanding of basic ABA principles to the Systematic Inquiry and Practicum courses that required independent presentations and defense of programming decisions and data interpretation, Northeastern's program prepared me to take the BCBA exam with confidence in the breadth and depth of my knowledge and skills.
Diana Stoianov, MS ’16, BCBA
Life can be quite chaotic taking classes, while balancing a career and family. I needed a masters program that fit into my life that didn’t take away from the things that were important to me. That is why I chose Northeastern University’s MABA program. The online format afforded me the time to reach my goals academically, continue on my career path, and spend quality time with my family. I would recommend Northeastern’s MABA program to anyone, but particularly those balancing a family and career.
Carmen Susman, MS ’17
I researched a number of programs in ABA when I was applying to graduate school. Northeastern's program struck me as very impressive. When I first met with Professor Dudley to get more information about the program, I immediately felt welcomed and comfortable. While Northeastern is a fairly large school, the focus they put on each individual in their program is second to none. I remember receiving an email from Professor Dudley midway through my first semester, asking if we could meet to check in and see how I was progressing. I never expected that the graduate level, let alone at a school as large as Northeastern. Another aspect that I love about Northeastern is the intensive practicum they offer. The instructors in intensive practicum push you to learn as much as you can; they are supportive and they go above and beyond to get you to where you need to be.
Ben Ficociello ‘17
The structure of Northeastern’s on-line program facilitated rich, informative, and engaging interactions between classmates and professors. The discussion board, live online discussions, and virtual lectures, are a few of the tools that allowed for the establishment of enduring professional relationships. Professors provided timely and relevant feedback to all students and were available for consultation and assistance as needed. Northeastern’s MABA program left me well prepared to sit for the board examination and improved my professional practice. Thank you Northeastern, Dr. Dudley, all my professors, and my classmates.
Pamela Fasciani, MS ’16, BCBA

Other Information

Learning Partnership

Learning Partnership Program

The Northeastern University Applied Behavior Analysis Programs are based on learning communities that include students, instructors, and members of the educational or human services organizations in which students work. Partnerships are formed between Northeastern University and students’ workplaces that integrate work supervision into the education process. Each partnership is individually designed based on workplace resources.

Students may achieve their supervised experience hours by completing Independent Fieldwork at their place of work, with supervision by an onsite BCBA. Alternatively, students may elect to take Intensive Practicum I and Intensive Practicum II, receiving supervision by an NU faculty member. In either case, Northeastern University works closely with the student’s workplace, tailoring project requirements to incorporate students’ work responsibilities and teaching competencies that address immediate workplace needs. For more information about BACB requirements regarding supervision hour requirements, please visit www.bacb.com.

Each partner program may select an employee to serve on the Northeastern University ABA Programs Professional Advisory Board. This board provides an on-going source of information regarding the Northeastern ABA programs and informs course content, design, and revision. Organizations interested in participating in the Learning Partnership may contact Dr. Laura Dudley for more information: l.dudley@neu.edu.

Professional Portfolio

Professional Portfolio

The Professional Portfolio is the capstone for the Applied Behavior Analysis Programs at Northeastern University. This portfolio documents the student’s behavioral competency in critical clinical skills. These skills include:

Intake Assessment	Functional Analysis	Task Analysis
Preference Assessment	Antecedent Intervention	Discrimination Training
Reinforcer Assessment	Consequence Intervention	Literature Review

Each student completes projects associated with the above clinical skills, and each project culminates in professional documents to be included in the student’s Professional Portfolio. A faculty member reviews and signs each project in the Professional Portfolio. The faculty member’s signature indicates that the student has achieved the faculty-established standards for the project. Graduates are encouraged to use their Professional Portfolio when applying for employment.

Students interested in research may combine two or three of the Professional Portfolio items into a research project. For example, the student may complete a literature review on stereotypic behavior, then conduct a functional analysis and intervention with a participant who exhibits that behavior. The research project is then prepared in journal format for inclusion in the Professional Portfolio.

A Sampling of our Alumni

Jan Allar, M.S., BCBA	Behavior Consultant, William Beaumont Hospital (Detroit, MI)
C. Brooke Allen, M.S., BCBA	Behavior Analyst, Behavior Based Learning, LLC (Springfield, MO)
Ellen Attaliades, M.S., BCBA	Chief Executive Officer, The Edinburg Center (Lexington, MA)
Tom Barnes, PhD	School Psychologist, Council Rock School District (Newtown, PA)
Joseph Bartholomew, M.S., BCBA	Supervisor of Autism Programs, Boston Public Schools (Boston, MA)
Casey Bethay, M.S., BCBA	Behavior Specialist, The Ivymount School (Baltimore, MD)
Nick Chappell, M.S., BCBA	President and Founder, Verbal Beginnings, LLC (Ellicott City, MD)
Rishi Chelminski, M.S., BCBA	Director of Behavioral Services, Services for the Underserved (New York, NY)
Ruth DeBar, PhD, BCBA-D	Associate Professor, Caldwell College (Caldwell, NJ)
William Dube, PhD, BCBA	Associate Professor of Psychiatry and Pediatrics, UMass Medical School (Worcester, MA)
Gesell Gavidia-Layton, M.S., BCBA	Program Director, Behavior Analysis, Inc. (Davie, FL)
Lenwood Gibson, PhD, BCBA	Assistant Professor, Queens College (New York, NY)
D. Daniel Gould, PhD, BCBA-D	Chief Clinical Officer- UAE, The New England Center for Children (UAE)
Richard Graff, PhD, BCBA-D	Clinical Director, The New England Center for Children (Southboro, MA)
Jamie Granatino, M.S., BCBA	Regional Coordinator, Early Autism Project (Tampa, FL)
Megan Hafen, PhD, BCBA	Clinical Director, Addison Behavioral Resources (Los Angeles, CA)
Brandon Herscovitch, PhD, BCBA-D	Executive Director, ABACS, LLC (Woburn, MA)
Arianne Kindle, M.S., BCBA	Director, Kindle Behavior Consultants (Burlington, MA)
Elisabeth Kinney, M.S., BCBA	Behavior Analyst, Behavioral Learning and Leadership (Hallowell, ME)
Candace Colon Kwedor, PhD, BCBA	Senior Clinical Director, The May Institute (Randolph, MA)
Joseph Lambert, PhD, BCBA	Assistant Professor, Vanderbilt University (Nashville, TN)
Jill Larsen, M.A., BCBA	Executive Director, The Futures Clinic, Inc. (Beverly, MA)
Russell Maguire, PhD, BCBA-D	Assistant Professor and Chair, Simmons College (Boston, MA)
Kimberly Mitchell, M.S., BCBA	Clinical Director, The COR Behavioral Group (New York, NY)
Pamela Olsen, MS.Ed., BCBA	Program Director- Abu Dhabi, The New England Center for Children (UAE)
Becky Parenteau, M.S., BCBA	Clinical Director, Alaska Center for Autism (Eagle River, AK)
Jill Parkin, M.A., BCBA	Special Education Coordinator, Arlington Public Schools (Arlington, MA)
Sacha Pence, PhD, BCBA	Assistant Professor, Department of Psychology, Auburn University (Auburn, AL)
Griffin Rooker, PhD, BCBA	Research Scientist, Neurobehavioral Unit, The Kennedy Krieger Institute (Baltimore, MD)
Flint Simonsen, PhD, BCBA	Associate Professor of Special Education, Eastern Washington University (Cheney, WA)
Mary Tinsley, M.S., BCBA	Clinical Supervisor, Jigsaw Junction (Seattle, WA)
Nicholas Vanselow, PhD, BCBA-D	Assistant Professor, Graduate Program Director, Salve Regina University (Newport, RI)
Joseph Vedora, EdD, BCBA-D	Vice President of Behavioral Services, The Evergreen Center (Milford, MA)
Preeyavata Wanapun, M.S., BCBA	Clinical Supervisor, Easter Seals of Southern California (Chino Hills, CA)
Julius Warindu, PhD, BCBA-D	Clinical Director, New England Behavioral Services (Attleboro, MA)
Brittany Wolfson, M.S., BCBA	Organizational Behavioral Health Specialist, People’s Care (Los Angeles, CA)

FAQs

What is the difference between the Master’s Program, the Certificate Program, and the CAGS Program?
Our Master of Science in ABA (MABA) Program is open to applicants who possess a Bachelor’s degree. This program is comprised of 10 courses. Students typically take 2 courses at a time and are thus able to complete the required coursework across 5 semesters. The Certificate Program is open to applicants who possess a Master’s degree in either Psychology or Education. This program includes 6 courses taken across 3 semesters. The CAGS Program is also open to applicants who possess a Master’s degree in either Psychology or Education. This program includes the 7 core courses that make up the Certificate Program, plus an additional 3 courses in a related area such as Early Intervention, Public Policy, etc.

Are all courses provided online?
Yes, all of our courses are provided exclusively in an online format.

Do students have to log in at a certain time each week to participate in online classes, or can students participate on their own schedule?
Our courses are asynchronous. That is, students are not required to log in at a specific time each week to participate. Rather, course materials are made available each week, and students are expected to complete required readings, view lecture materials, and complete assignments and discussion requirements by the end of the week. Some of our courses do include optional synchronous video discussions during select weeks of the semester.

How many students are in each class?
Classes have up to 20 students.

Are there opportunities to interact with other students and with faculty members?
There are many opportunities to interact with other students and with faculty members within our courses. Weekly discussions, projects, presentations, and other assignments allow for students to interact with one another and with the instructor on a weekly basis. Our courses make use of cutting edge technology such as Tegrity Lecture Capture and BlueJeans Video Conferencing to optimize communication between students and instructors.

How do students accrue supervised experience hours required to sit for the BCBA exam?
Students may either achieve their supervised experience hours under the supervision of a BCBA at their place of work, under the category of Independent Fieldwork, or they may achieve their experience hours under the supervision of an NU faculty member, by taking our elective Intensive Practicum course. Two semesters of Intensive Practicum may provide students with all of the hours needed to sit for the BCBA exam. (See the BACB Experience Standards here: http://bacb.com/wp-content/uploads/2016/11/161101-experience-standards-english.pdf

When do students take the Intensive Practicum course if they elect to do so?
Students may take the Intensive Practicum courses during their final fall and spring semesters, alongside their other coursework. Alternatively, students may take the Intensive Practicum courses during the fall and spring semesters following their other coursework.

I have completed previous coursework in ABA. Can I transfer those credits to Northeastern’s ABA Program?
In some cases, students may transfer credits from a previous institution, but only if those courses align closely with our own. Students may transfer up to 3 graduate level courses (9 credit hours), provided they received a 3.0 or better in those courses, provided the coursework was completed within the last 5 years, and provided the course did not lead to a terminal degree (e.g., a Master’s degree). It is important to note that our program is approved by the BACB; when students transfer coursework from a previous institution, they are no longer following an approved course sequence. Students who transfer coursework will need to submit evidence of all coursework to the BACB in order to sit for the BCBA. It is ultimately up to the BACB to determine if students have completed all of the necessary coursework prior to sitting for the BCBA exam. In order to transfer credits, students must first apply to the program. Once accepted and enrolled, students complete a Petition to Transfer Credits form which must be approved by the Program Director and the Bouve Graduate Office.

Are the GREs required to apply?
We do not require GREs for admission to our programs.

When do students start in the program?
We enroll students in the fall and in the spring. The deadline to apply for the fall is 8/1, and the deadline to apply for the spring is 12/1.

How much does tuition cost?
As of the spring 2016 semester, tuition was 1013 dollars per credit hour. Each course is comprised of 3 credit hours.

Is the tuition rate different for out-of-state students?
Tuition is the same for in-state and out-of-state students.

Is financial aid available?
Students may take advantage of financial aid opportunities. For more information about financial aid, please visit: http://www.northeastern.edu/financialaid/graduate/

What do students do after graduation?
Most of our graduates plan to become Board Certified Behavior Analysts after completing our program. Many of our graduates work in schools or private agencies, providing oversight of behavioral and educational programming for individuals with autism and related disabilities. Many of our graduates also work in research or in academia. See our website for a sampling of our alumni and where they work.

Who are the ABA program faculty?
Laura Dudley, PhD, BCBA-D, LABA (Program Director)
l.dudley@northeastern.edu

Nicole Davis, MS, BCBA
n.davis@northeastern.edu

Paula Braga-Kenyon
pa.bragakenyon@northeastern.edu

Shawn Kenyon
s.kenyon@northeastern.edu

Amanda Laprime
a.laprime@northeastern.edu

Karin Lifter, PhD (Department Chair)
k.lifter@northeastern.edu