Autism and Developmental Disabilities

The concentration in Autism and Developmental Disabilities (A&DD) provides advanced training in the design, implementation, and evaluation of evidence-based practices to individuals with autism and related developmental and physical disabilities, and their families. This program can be completed by one of two options (M.Ed. or M.A.), involving flexible combinations of coursework, practicum, and applied intervention research. With both options, the program of study uniquely integrates theory, research, and practice. This program also meets all the coursework requirements for the Behavior Analysis Certification Board (BACB) under the 5th Task List, thus, students who complete the program of study will be eligible to become Board Certified Behavior Analysts (BCBA). Graduates are prepared to assume educational and related professional positions as teachers, behavior analysts, and clinicians, serving all ages, culturally and linguistically diverse populations, and incorporating assistive technology.

The Master’s concentration in A&DD can be pursued through one of three options, each involving a minimum of 36 semester hours:

• Option 1. This option involves completion of 9 courses plus 3 practical experiences leading to the M.Ed. degree and can be completed in 12 months of full-time study.  
• Option 2. This option (M.Ed. with Report option) is identical to Option 1 but the student may complete a research report that will consist of a systematic review of the literature pertaining to a topic of interest. Option 2 will be available contingent on the availability of a supervising faculty member. 
• Option 3. Students who select Option 3 will pursue a research-based Master of Arts (M.A.) degree including courses, practical experiences, and a research thesis. In most cases, the thesis research will involve an applied intervention study. The M.A. option is intended to provide advanced training in applied intervention research. Option 3 will be available contingent on the availability of a supervising faculty member. 

Components of the two respective degree plans are as follows:

Coursework

A minimum of 36 hours of course work is required for the M.Ed. in A&DD. Required coursework for each program track is as follows: 

Description of Courses

Note: Courses marked with ** are approved as part of our BACB course sequence under the 5th Task List.

SED 380: Cultural and Linguistic Diversity in Special Education (Fall)

Students in the A&DD program will take a special section of this course that focuses specifically on students with autism and developmental disabilities and their families. The course provides an overview of issues and emerging practices surrounding the education and transition of culturally and linguistically diverse (CLD) students in special education. The goal is to provide an understanding of the history and significant events that have impeded or promoted the acceptance of diversity within the educational system. Students will also learn key concepts related to interpersonal and inter-group communication in culturally diverse settings, and explore the role of culture and language in their ability to communicate effectively with students and families from CLD backgrounds. Implications will be drawn for culturally and linguistically responsive practices in assessment, intervention, home-school collaboration, and transition.

SED 388: Challenging Behavior and Developmental Disabilities (Fall) **

Many individuals with developmental disabilities display challenging behavior such as self-injury, aggression, and property destruction.  These behaviors can have serious implications, as they often limit opportunities to participate in everyday activities, leading to more isolated living. Challenging behavior can also place incredible burdens on systems (e.g., classrooms, families) that support these individuals and negatively affect those relationships. Therefore, it is critical that these problematic behaviors are addressed effectively and appropriately. In this course, students will examine a number of issues set in the broader context of why challenging behaviors might occur by exploring some of the potential reasons for the development and persistence of such behaviors. Students will also examine various methods that have been used to assess and treat challenging behavior. This will include a focus on the assessment and support of individuals with challenging behavior within specific contexts such as the home or classroom, as well as specific behaviors related to feeding, sleeping, and mental health.

SED 388: Teaching Individuals with Autism and Developmental Disabilities (Fall) **

This course provides students with foundational knowledge on assessment and instructional practices for students with autism and other developmental disabilities. Emphasis is given to designing and implementing assessments to develop appropriate instructional objectives. Students will also learn how to tie these learning objectives to effective educational programs that address the many educational and related needs of students with significant disabilities. These educational programs will focus on implementing evidence-based instructional procedures for a range of behaviors across domains such as communication, challenging behavior, and adaptive skills. 

SED 394: Practicum in SED - Professional & Ethic al Practices (Fall) **

This course will provide students with supervised exposure to working with individuals with autism and developmental disabilities. Students will gain experience in a classroom, clinic, and/or home-based setting that serves this population. The primary focus of this course will be to learn and reflect on professional and ethical practices in working with students with disabilities, as set forth by the Behavior Analysis Certification Board (BACB). Students will implement these standards with individuals with disabilities across assessment and instructional practices. As students will be working with individuals and their families, cultural and linguistic diversity will be addressed as a critical part of professional practice. 

SED 384: Communication Intervention (Spring)

Deficits in communication can cause significant challenges across all aspects of life for individuals with disabilities, and are often associated with challenging behavior. This course includes a foundation in typical language development and characteristics of language disorders. Following this overview, students will learn methods to assess language, primarily within the scope of applied behavior analysis and verbal behavior. This course also explores a range of language interventions, including both structured and naturalistic approaches. As some individuals may never develop adequate speech, students will learn how to assess learner skills and determine the best augmentative and alternative communication (AAC) approach. Bilingual language learning and cultural implications for students with disabilities will also be discussed.

SED 396R: Single-Subject Research Design (Spring) **

This is an initial course in the use of single-subject research methodology within special education. Single-subject research designs are empirical designs rooted in the field of applied behavior analysis and are regularly used in the study of individuals with low incidence disabilities, although the methods are also appropriate for the study of other populations. This class will provide a detailed study of the characteristics of single-subject research, the use of single-subject designs within educational settings, and of single-subject research designs. The role of single-subject research in the move toward evidence-based practice in educating students with special needs will also be discussed.

SED 388: Advances in the Understanding and Treatment of Autism (Spring) **

Autism is a disorder that presents during the early developmental period. It is characterized by difficulties in social interaction, the ability to communicate ideas and feelings to others, the establishment of relationships with other people, and restricted and repetitive patterns of behavior. This course explores how these core characteristics impact individuals with autism across various domains and across the lifespan. Students will read and evaluate seminal and current research concerning communication, social skills, challenging behavior, adaptive skills, and academic skills, among others. This course will also explore how culture impacts intervention, and how to work within family systems. Students will critically evaluate evidence-based practices and discuss controversial therapies for individuals with autism,

SED 388: Practicum in SED - Severe and Multiple Disabilities (Spring) **

This course will provide students with continued supervised exposure to working with individuals with disabilities, focusing more heavily on those students with severe and multiple disabilities. Throughout the semester, students will gain an in-depth knowledge of a variety assessment practices targeting this population, including preference assessment, reinforcer assessment, and adaptive skills assessment. Students will have the opportunity to practice these skills with individuals at their practicum site. This course will also focus on linking assessment to practice, and will explore how to transition from assessment results to writing effective educational programs for students with severe disabilities. 

SED 388: Practicum in SED - Professional Development in Applied Behavior Analysis (Online; Summer) **

Through continued supervised work in practicum sites, this course will explore aspects related to becoming a professional behavior analyst. Students will discuss and practice key skills such as leadership, interpersonal communication, assertiveness, conflict resolution, and critical thinking, among others. This course will allow students opportunities to apply these skills to a variety of advanced contexts such as parent training and supervising others. Students will learn how to manage a case from start to finish, including setting up a case, creating programs, dealing with insurance, training team members, supervising team members, and evaluating progress of both the programs and staff implementation of those programs.

SED 388: Theoretical Framework in Applied Behavior Analysis (Online; Summer) **

This is an initial course in applied behavior analysis (ABA) and will introduce students to the history and basic concepts behind the science of behavior analysis. Students will learn the assumptions underlying behavior analysis, and how to distinguish among different branches of ABA. This course will cover how behavior is defined and measured, and provide detailed information on reinforcement and punishment procedures. Students will learn how to manipulate the environment to promote learning, both before behavior and after behavior occurs to make it more or less likely to occur in the future. Applications for these processes will be explored through examining the current body of research.

SED 386: Foundations of Positive Behavior Support and Classroom Management (Online; Summer) **

This course provides students with an understanding of the basic principles of human behavior and how these are applied in group and school settings. Students will develop a foundational knowledge of Positive Behavior Supports, including both early childhood and school-age models. These will serve as the basis for further exploration into effective classroom management procedures that support students with and without disabilities. Students will learn to effectively assess and evaluate behavior within a classroom context, and write successful behavior intervention plans to manage identified target behaviors. 

SED 388 Advanced Concepts in Applied Behavior Analysis (Online; Summer) **

In this course, students will explore more advanced concepts and applications of basic behavior principles for teaching new behaviors and decreasing unwanted behaviors. The course will explore histories of reinforcement and how this affects current behavior through stimulus control. Students will learn about various schedules of reinforcement and how these can be implemented in order to reach behavioral goals. This course will cover additional content on motivating operations, verbal behavior, extinction, and rule-governed behavior. Students will learn instructional strategies based on the principles of behavior that can be used to increase learning outcomes and promote generalization and maintenance of those outcomes in the natural environment.

Concentration Area Point of Contact

For more specific information about the Autism & Developmental Disabilities area of concentration, please contact the Area Co-Coordinators: Dr. Mark O’Reilly at markoreilly@austin.utexas.edu or Dr. Terry Falcomata at falcomata@austin.utexas.edu.

BCBA Certification

The program in Autism & Developmental Disabilities includes BACB-approved coursework that meets the requirements under the 5th Task List. Students who complete this program of work will take all necessary coursework for the BCBA exam. The practicum courses will allow students to begin accruing supervised experience hours also required to take the exam.

For students who may wish to explore licensing in other states, please note that our course sequence is in line with Texas licensing: https://www.bacb.com/u-s-licensure-of-behavior-analysts/

For questions regarding Board Certified Behavior Analyst certification, contact:

Dr. Laura Rojeski • SZB 532G • 475-6585• e-mail: lrojeski@utexas.edu

More information is available from the Board’s website, at http://www.bacb.com