Doctor of Philosophy in Special Education/ABA Specialization Handbook

Department of Educational Studies
College of Education and Human Ecology
2025-2026

This handbook supplements the general student handbook and catalog issued by The Ohio State University. Behavior analysis students should familiarize themselves with all relevant resources. The general graduate student handbook is available at https://gradsch.osu.edu/handbook

All policies outlined in this handbook are subject to change.

For a printable PDF version of this handbook, download here or contact Sheila Morgan at morgan.651@osu.edu

Mission and Program Goals

The mission of the Ph.D. program in special education and applied behavior analysis is to prepare
leadership personnel for positions in special education whose research, professional practice, and
teaching are guided by the philosophical, scientific, and technological principles of applied behavior
analysis.

Program objectives: Students are required to

1. Complete and pass core courses in applied behavior analysis and behavioral research methods
2. Complete a set of noncredit-earning requirements relevant to professional research, teaching, and professional practice roles in behavior analysis and special education (e.g., publications, presentations, course development).
3. Complete and pass a written and oral candidacy examination in selected areas of applied behavior analysis and special education.
4. Complete a dissertation whose questions and methods are based on a behavior-analytic approach to problems or issues.

Training Model, Curriculum, Graduation Requirements

The PhD program consists of 60 credit hours of coursework (beyond the master’s degree) that includes doctoral core courses, research courses, special education courses, specialization courses, supervised field experience, and dissertation research. The program provides multiple opportunities for students to gain practical experience in conceptualizing, planning, conducting, and disseminating applied research in special education under the close guidance and assistance of a faculty mentor. For example, noncredit requirements include helping to mentor an MA student completing a thesis, collaborating in systematically evaluating the effectiveness of a strategy or aspect of post-secondary instruction on student performance, and presenting the results of research projects at a conference and/or in manuscripts submitted for publication as appropriate. After completing the course requirements, students complete a candidacy exam, and then a dissertation. Depending on areas of interest, students have access to a range of opportunities to work directly with individuals from early childhood through adult with a range of mild to severe learning needs in a variety of settings (e.g., public and private schools, hospitals and clinics, home and clinic-based services).

Accreditation Status

The PhD program in Special Education/ABA specialization is accredited by the Association for Behavior Analysis International (ABAI).

Admission Information

Application Process

The Ohio State University’s special education/ABA program faculty evaluates the total application package of each candidate to make admission decisions which are based on previous academic performance, relevant practical experience, and research interests that align with program faculty. Individuals with a bachelor’s degree in education, psychology, or a related field qualify to apply to the master's degree program in Special Education/ABA specialization.

The following materials should be submitted with the application at the following Office of Graduate Admissions link.

• Completed application
• Official Transcripts from each college or university previously attended
• Statement of Intent (background, interests, and goals with pursuing this degree)
• Resume or CV
• 2 letters of recommendation from professional connections

See the application checklist for each program at the following link:

Application Checklist

Non-Discrimination Policy

In accordance with the University’s Mission, as well as state and federal regulations under Title IX, The Ohio State University does not unlawfully discriminate on the basis of age, sex, race, religion, color, national or ethnic origin, veteran status, sexual orientation, disability, or any other basis protected under applicable federal or state law, in the administration of its employment policies, educational policies, or financial aid programs.

The Ohio State University neither condones nor tolerates discriminatory conduct and expects all faculty, staff, and students to promote an environment that is free of discrimination and supportive of this policy. Inquiries with regard to the application of this policy may be referred to the Title IX coordinator or the Office of Civil Rights. Contact information for both is in the Policies and Procedures section of this handbook.

Admission Categories

Please see description of each admission category at the following link:

GSH Section 2 - Admissions | Graduate School

Admit. Graduate School recommends regular admission based on specified criteria.

Conditional. If the Graduate Studies Committee recommends the conditional admission of a student whose record does not meet published Graduate School admission criteria.

Denial of Admission. The applicant does not meet the criteria for admission.

Transfer Credits

Transfer of ABA specialization courses in the MA program plan will only be accepted from other ABAI accredited or recognized institutions. Other coursework (e.g., education foundations) may be transferred from non-ABAI accredited or recognized institutions. Any potential transfer must clearly align with the course for which it will be used as a substitution as evidenced by course syllabi. Master’s students may transfer up to 20 percent of the total required graduate credit hours. All transfers must be approved by the Program Director.

Additional information and a guide for transferring graduate credit hours can be found at the following link:

Graduate Transfer Guide

Yearly Outcome Data

PhD Program Special Education/Applied Behavior Analysis Outcomes Assessment Data

*The BACB does not post the pass rate of programs that have fewer than six first-time test takers that year.

Outcome data is update annually.

Student Conduct Expectations

Basic Expectations

Graduate students in the special education/ABA program are expected to adhere to all policies outlined in Ohio State’s student handbook and other official Ohio State University publications. These policies include the requirement that every student maintain high standards of academic integrity and respect for all people with whom they interact.

In addition to Ohio State’s general requirements for students, it is expected that every Special Education/ABA specialization graduate student adhere to the Behavior Analyst Certification Board (BACB)’s Ethics Code for Behavior Analysts AND all state laws applicable to the practice of behavior analysis.

Ongoing Student Progress Evaluation

To help students advance through the program, ongoing evaluation of their progress is conducted. Students are required to complete a Program Check-In with their advisor at least once per semester during each semester they are enrolled in courses. Students scheduled to graduate at the end of the given semester are also asked to complete the Graduating Student Report which is completed using Gradforms.

The Advisor Check-In assessment collects information about each students’ progress within the program (e.g., what courses they’ve taken, when they are planning to graduate, what courses they are planning to take next) and professional development (e.g., what conferences or professional talks they’ve attended, what professional associations they have been involved with, what research they are involved with).

These assessments are reviewed by the Special Education faculty committee each year. Each individual student assessment is rated as exceeds expectations, meets expectations, or does not meet expectations. Students who do not meet expectations meet with the Graduate Program Director to create a remediation plan.

Grounds for Dismissal

Students who engage in any professional or ethical violation and/or who make inadequate academic may be dismissed from the program. Examples of inadequate academic progress include:

• Receiving anything lower than a B- including Ws in two different courses or the same course twice.
• Being dismissed from a practicum site.
• Failing to complete/satisfy all key research requirements.
• Failing to complete the steps outlined in a remediation plan.

Please see Ohio State's dismissal policies in the graduate catalog for more information.

Program Faculty

Program Coordinator and Professor:
Sheila Morgan, Ph.D., BCBA-D, Email: morgan.651@osu.edu

Program Coordinator and Assistant Clinical Professor:
Alana Telesman, Ph.D., BCBA, Email: telesman.3@osu.edu

Program Chair and Professor:
Peter Paul, Ph.D., Email: paul.3@osu.edu

Associate Professor:
Moira Konrad, Ph.D., Email: konrad.14@osu.edu

Professor:
Matt Brock, Ph.D., Email: brock.184@osu.edu

Associate Professor:
Carly Gilson, Ph.D., Email: gilson.78@osu.edu

Adjunct Professor:
Kristen Niemeyer, BCBA, Ph.D., Email: niemeyer.79@osu.edu

Faculty profiles can be found at the end of the following web page:

Graduate Special Education

BCBA Credentialing Information

Anyone interested in a career in applied behavior analysis should be aware of the Board Certified Behavior Analyst (BCBA) credential. The BCBA credential is a nationally recognized professional credential focused on discipline-specific professional standards. Because obtaining a BCBA credential is often the most efficient way of acquiring licensure in any state and is often recognized by insurance companies in states without licensure, the ABA specialization at The Ohio State University is designed to help students meet the criteria for the BCBA credential (listed below).

There are four requirements to earn a BCBA credential.

• Degree: A graduate-level degree from a qualifying institution.
  • The Ohio State University is an ABAI Accredited qualified institution.
• Coursework: A sequence of courses is required focused on specific behavior analytic content.
  • The Association for Behavior Analysis International has verified the following courses (described in the next section) toward the coursework requirements for eligibility to take the Board Certified Behavior Analyst® or Board Certified Assistant Behavior Analyst® examination. Applicants will need to meet additional requirements before they can be deemed eligible to take the exam.
• Supervised Fieldwork: A specified number of supervised fieldwork hours are required.
  • Students will be responsible for securing their own practicum sites and will need to complete an affiliation agreement before participating in group supervision at OSU.
  • For local students, our program also offers multiple practicum opportunities for students in need of supervised hours and will work with students who already have an arrangement for supervision.
• BCBA Exam: The final step of obtaining a BCBA credential is taking and passing the BCBA exam.
  • The coursework in Ohio State’s Behavior Analysis Graduate Program is designed to help students build strong foundations and fluency in critical behavior analytic content.
  • Students will be required to purchase the BDS modules which will supplement course instruction and help students prepare for the BCBA examination.

To meet the degree and coursework requirements to earn the BCBA credential, there are several official pathways described by the Behavior Analyst Certification Board. Ohio State’s ABA specialization meets the criteria for Pathway 1.

For more information, please see the following resources

Information about the BCBA credential

• https://www.bacb.com/bcba/
• https://www.bacb.com/about/

Information about state licenses

• http://health.ri.gov/licenses/detail.php?id=290#pgm
• https://www.bacb.com/u-s-licensure-of-behavior-analysts/
• https://www.appliedbehavioranalysisedu.org/state-by-state-guide-to-aba- licensing/

Ohio State’s Disclosures about Licensing

• https://oaa.osu.edu/academic-administration/state-authorization

Information about required courses

• https://www.abainternational.org/vcs.aspx

Coursework Requirements/Advising Guide

Ohio State’s PhD in Special Education, ABA Specialization program consists of 60 credit hours. The program includes common core courses, research core courses, specialization requirements, supervised field experience, and dissertation.

The program sheet can be viewed at the following link:

Special Education PhD | College of Education and Human Ecology

Supervised Field Experience Information

Supervised Research Experiences

PhD students receive supervised field experience and research mentoring under the direction of their advisor. Supervised field experiences in the PhD program are designed to provide students with hands-on, structured engagement in authentic special education settings and cultivate advanced skills in leadership, evidence-based interventions, data collection, experimental design, program evaluation, co-advisement of master’s theses, collaboration with practitioners, and co- authoring of publications and presentations.

PhD Students have opportunities to participate in research across a wide range of schools, clinics, university research settings, community-based settings, and hospital settings that serve individuals with disabilities, early childhood through adulthood. Placement sites are selected collaboratively by the advisor and student, ensuring alignment with the student’s research focus. The advisor provides ongoing mentorship and oversight throughout the duration of the practicum placement and/or research project(s).

Ultimately, the PhD program supports student outcomes that enable graduates of the program to translate research to practice, develop scholarly independence under a structured mentorship, and contribute to evidence-based practice through high quality experimental studies that are disseminated through publications and presentations.

BACB Supervised Field Experience Requirement

Some PhD students come into the program with the BCBA credential. PhD students who enter the program without the BCBA credential may enroll in ESSPED 8189 to accrue the BCBA supervised field experience hours toward qualifying to take the BCBA exam. Please see p. 27 of the BCBA Handbook for information about field experience requirements.

BCBA Handbook

Research Requirements

Students in the Ph.D. program are required to investigate relevant and socially significant research questions, design and implement well-controlled behavioral research, and prepare manuscripts and conference presentations to disseminate research findings. To support these activities, students participate in a weekly group research lab meeting (and/or individual meetings) with their advisor and other graduate students who are at different points in their program.

Throughout their PhD program, students participate in a variety of research experiences including collaborating on research projects, attending weekly research lab meetings with students and advisors, leading a research project, and co-advising a master’s thesis.

Candidacy exam. During the last semester they complete their course work, PhD students form a candidacy exam committee (three members with applicable expertise in the student’s research area), meet with the committee to propose candidacy exam papers and they have 15 weeks to write the exam. Two weeks after the students submit their papers, their committee gives them an oral examination. The candidacy exam is typically the write up of an empirical data set the student collected and a systematic literature review. These papers are typically the theme of the students dissertation.

Dissertation. Upon successful completion of the candidacy exam, the students propose their dissertation research during a dissertation committee meeting, receive feedback from their committee members, and begin data collection after they receive IRB approval. One data collection is complete, the student writes the dissertation document, submits it to the committee, and schedules an oral examination/dissertation defense. If the student passes the written document and the oral exam, they have fulfilled the requirements for earning the PhD.

After the oral exam, the dissertation committee discusses the student's performance and determines whether or not the student passed. The student’s dissertation committee records their evaluation using online Gradforms and indicates either satisfactory, unsatisfactory with an opportunity to revise, or unsatisfactory.

Research Lab

The Buckeye BRIDGES Lab (Behavioral Research and Intervention Driving Growth and Educational Success) is designed to support thesis and dissertation research for MA and PhD students studying special education and applied behavior analysis. Together, our faculty and students collaborate on applied research that targets improving student outcomes (e.g., academic, social, functional) from early childhood to post- secondary educational settings. Graduate students can become part of a supportive, high-energy research community and gain access to a wide range of enriching experiences, including:

• Weekly, interactive meetings to discuss research ideas and ongoing projects.
• Meaningful opportunities for student collaboration on research projects, publications, and conference presentations.
• PhD students mentoring, supporting, and co-advising MA students.
• Engaging and fun social events that build community and foster lasting connections.

Graduate Application Instructions

Prior to applying to graduate, please review the required courses listed on the advising guide link

Students who plan to graduate are required to file an application with their college by the appropriate deadline which can be found on the registrar’s website.

Graduate students must complete this application by the Friday of the 3rd week of the semester/term they hope to graduate. Please read all of the steps required to complete before commencement.

Commencement ceremonies occur in Spring, Summer, and Autumn of each year.

View Commencement dates

Student Resources

In addition to the general university resources found in the general student handbook or through Ohio State’s website, graduate students should be aware of the following resources.

Downloading the Microsoft Package

Faculty, staff, and students will have the ability to download the full version of Microsoft
Office for up to 5 personal machines. Simply follow the directions here.

Academic Resources

Online students in need of academic support have access to a range of resource offices at
Ohio State including, academic advising, Dennis Learning Center, Writing Center, and Peer tutoring.

Academic resources

Library Resources

Journals, databases, and other useful resources can be found at the Library website.

Troubleshooting Grievances

Below is the recommended sequence for addressing a problem.

1. If the grievance is related to an issue in a class or with an instructor, contact the instructor to explain the situation professionally and suggest a remedy. If the grievance is not related to a course or instructor, or you attempted step 1 unsuccessfully, follow step 2.
2. Contact the Program Director, Dr. Sheila Morgan (morgan.651@osu.edu), to explain the situation. If the results of the conversation with the director are not agreeable, follow step 3.
3. Contact the Chair of the Special Education program, Dr. Peter Paul (paul.3@osu.edu) to explain the situation. If the results of the conversation with the chair are not agreeable, follow step 4.
4. Contact the Graduate Studies Office to explain the situation.

Note: For complaints about discrimination or sexual harassment, go directly to Title IX coordinators.

Professional and Ethical Concerns

If you experience a professional or ethical concern related to the Behavior Analysis Graduate Program, you should seek appropriate resolution of the issue. When appropriate, a faculty member, Program Director, or Department Chair should be consulted when seeking resolution. Formal reporting resources and parameters can be found on the BACB’s website.

Tips for Graduate School Success

The Special Education Master’s Program with a Specialization in ABA at The Ohio State University is designed to provide students with the knowledge necessary to be a successful clinician and meet the course requirements needed to sit for the BCBA exam. While meeting the required standards to sit and pass the BCBA exam is the highest priority, students are encouraged to seek additional enriching activities that will help make them a better behavior analysts and member of the community.

The following activities are highly recommended.

• Buy and keep your textbooks. You will be referencing them your entire career.
• All students should seek opportunities to attend local (and maybe national) conferences in behavior analysis and related fields. See a list of conferences under Professional Resources.
• All students should consider joining local (and maybe national) professional associations. See a list of associations under Professional Resources.
• All students should talk and collaborate with fellow Behavior Analysis students. One of the founders of behavior analysis, Fred Keller, once said, “the most important thing I learned in graduate school was from another student” (Keller, 1982, p 7). Collaboration will help students expand their knowledge and challenge them to think from other’s perspectives. Suggested activities include study groups, book clubs, and research.
• If opportunities are available, collaborate on research projects. Helping with research, not only benefits students interested in continuing in academia, but it also helps students interested in clinical roles by providing further opportunities to practice analytic skills.

In addition to the activities recommended above, students should consider the following rules for success proposed by Steve Hayes (1998). Hayes, a very prominent behavior analyst, provided thirteen rules he believed would help every student of behavior analysis find success. For more information about these rules, see the article included in the packet.

• Care about the Process, Not Just the Outcome
• Talk and Write – A Lot
• Say “Yes” Easily and Mean It
• Work with Others and Share Easily
• Keep Your Commitments
• Even Dogs Never Urinate in Their Own Beds
• Acknowledge Your Own Power and Behave Accordingly
• Acknowledge Your Own Finitude and Behave Accordingly
• Network with Your Betters
• Guard Your Integrity
• Follow Your Bliss
• Say “No” Easily and Mean It
• Open Your Mail, Return Your Phone Calls, and Keep Your Desk Clean

Professional Resources

Behavior Analyst Certification Board (BACB)

The BACB is the professional credentialing organization for behavior analysts. Students of behavior analysis need to familiarize themselves with the information found in various tabs on the BACB’s website. A list of high-priority items is included below with an explanation, but students are encouraged to explore the website and resources further.

• Main Page
  • All information can be found using the main website page.
• Log In
  • Every student should create a BACB account at the beginning of their involvement with the Behavior Analysis Graduate Program. This account will permit further access to information related to obtaining the BCBA credential.
• Ethics Code
  • Any student beginning supervision hours must familiarize themselves with the BACB Professional and Ethical Compliance Code. Anyone with a BCBA (or related credential) or working to obtain the credential is required to adhere to this ethics code. For convenience, the BACB’s ethics code is included in this packet.
• Experience Standards
  • Any student receiving or soon to be receiving supervision hours should familiarize themselves with the experience standards outlined by the BACB. These standards provide the guideline for adequate supervision and experience.
• Verify Certification
  • Students obtaining supervision beyond the affiliated practica sites should take care to verify the credentials of their supervisor. By following this link, students can search the name of anyone with a BCBA credential. Note that when viewing a BCBA’s credential, there is a section that specifies whether they have met the supervision requirements necessary to supervise students or not.
• Newsletter
  • When the BACB issues a decree that one of their standards is soon to be changing, they announce it in a newsletter. Anyone with or working toward a credential should follow these changes.

Professional Associations

Participation in professional associations gives students opportunities for continued education, collaborations, and networking. Students of behavior analysis are strongly encouraged to join and participate in their local professional organizations and to consider joining the national/international organizations. A list of local associations is provided here as well as the major national/international groups. Students interested in more specific groups should reach out to a faculty member at Ohio State.

• Local/Regional
  • OHABA’s Annual Conference
    • OHABA is the local professional association for Ohio Behavior Analysts
  • Council for Exceptional Children (CEC)
• International/National
  • Association for Behavior Analysis International
    • ABAI is the primary association for behavior analysts and hosts the leading conference for the field.
  • Association of Professional Behavior Analysts
    • APBA is an association aimed at working behavior analysts.

Conferences

Attending conferences is one of the most beneficial practices an aspiring behavior analyst can begin. Students with the opportunity to attend a conference should see the list below of local and international/national conferences. In addition to the list provided, there are numerous conferences on a range of topics hosted every year. Students attending other conferences should speak to Ohio State faculty.

• Local/Regional
  • EHE Research Forum
    • A local conference held on Ohio State’s campus.
  • Hayes Research Forum
    • An advanced research forum held on Ohio State’s campus
  • OHABA’s Annual Conference
• International/National
  • ABAI
    • Every year ABAI hosts a conference at a new location. The ABAI annual conference is the largest and most respected conference for behavior analysts.
  • APBA
    • Similar to ABAI, APBA hosts a conference annually in different locations.

Journals

Students new to behavior analysis should use these journals as a starting point to familiarize themselves with behavior analytic research.

• Journal of Applied Behavior Analysis
  • JABA is the flagship journal for applied behavior analysts.
• Behavior Analysis in Practice
  • BAP is one of the most respected journals aimed at practitioners.
• Behavior Analysis: Research and Practice
  • BARP is similar to BAP in scope and popularity.
• ABAI’s Journal Collection
  • ABAI publishes a collection of journals with various aims.
• Education and Treatment of Children
  • ETC is a prominent journal aimed at behavior analytic practices in school settings.
• Journal of Behavioral Education
  • JOBE is a journal aimed at behavior analytic practices in schools and educational settings.