Master of Arts in Special Education/ABA Specialization Handbook

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

This handbook supplements The Ohio State University’s Graduate School Handbook available at the following link: https://gradsch.osu.edu/handbook.

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

Mission and Program Goals

Program Mission and Goals

The mission of the Master of Arts (M.A.) program in special education and applied behavior analysis is to equip practitioners with the knowledge and skills necessary for the development and implementation of evidence-based behavioral interventions for improving socially significant behavior across a wide range of diverse learners in applied settings.

To accomplish this mission, the following goals are prioritized.

1. Complete courses in foundations, multicultural and human diversity, and research; complete the verified course sequence (VCS) for the BCBA credential (i.e., basic behavior analysis, behavioral assessment, behavioral interventions, advanced ABA, ethics in ABA, single case design, personnel management); and complete electives based on individual areas of study (mild- moderate disabilities, moderate-intensive disabilities, early childhood).
2. Complete supervised field experience working directly with individuals with disabilities on the following applied skills: assessment, intervention, data collection, data analysis, and decision-making in the student’s area of study (mild-moderate disabilities, moderate intensive disabilities, early childhood).
3. Complete a master’s thesis using a behavioral research design and addressing questions and methods that are based on a behavior-analytic approach.

Training Model, Curriculum, Graduation Requirements

The MA in Special Education/ABA Specialization program consists of 34 to 37 credit hours of coursework that includes didactic courses, field experience, and thesis research. Depending on areas of interest, students have access to a range of opportunities working 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). The required master’s thesis is typically an experimental research study that examines the effects of an intervention on student behavior (e.g., academic, social, functional) using behavioral research design.

Accreditation Status

The MA in Special Education/ABA specialization is accredited by the Association for Behavior Analysis International Accreditation Board.

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 Office of Graduate Admissions website.

• 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 this link.

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

Admit: Applications that meet all acceptance criteria are admitted to the program.

Conditional Admit: Undergraduate students who have not yet completed their bachelor’s degree
can be conditionally admitted, but must graduate before they can receive regular admit status.

Deny: Applications that do not meet the criteria described above.

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 here.

Yearly Outcome Data

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

This outcome data is updated 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 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

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

Faculty profiles can be found at the end of this web page.

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 qualifying institution.
• Coursework: A sequence of required courses focused on specific behavior analytic content.
  • The Association for Behavior Analysis International has verified our program’s courses (described in the next section) toward the coursework requirements for eligibility to take the Board Certified Behavior Analyst® examination. Applicants must meet additional requirements before they are 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 (see Appendix) 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 different 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 Master of Arts in Special Education, ABA Specialization program consists of 34-37 credit hours which you complete at your own pace, either full-time or part-time. Most students take 1- 2 courses per semester and complete the degree in about two to three years. You will have the flexibility to take courses at the rate that best fits your schedule. All courses are offered online but will vary as to whether they are synchronous (live lectures with set meeting times) or asynchronous (self-paced).

In addition to the courses listed below, students will be required to complete a master’s thesis. The next page shows recommended course sequences depending on whether you are attending full time or part time. Please consult with your advisor each semester before you enroll in courses.

Tentative Course Offerings

Recommended Courses Sequence

Field Experience Information

Students are expected to arrange their own practicum sites where they can accrue a minimum of 20 hours each month. Students will need to participate in this practicum site to enroll in ESSPED 8189- Field Experience in Special Education. Our program has many local connections with various practicum sites to support students who are residing in Columbus and need a practicum placement. All students will be required to have an affiliation agreement signed to accrue group supervision hours at Ohio State. Affiliation agreements are good for one year.

If supervision is provided through the placement site, the lead supervisor will be responsible for:

• Signing the monthly- Multiple Supervisor at One Organization form
• Signing the Final-Multiple Supervisor at One Organization verification form
• Ensuring the OSU assigned Supervision Coordinator is listed as one of the Supervisors
• Providing Supervision at the Organization on the Final- Multiple Supervisor at One Organization verification form

Many students will utilize their practicum sites to conduct preliminary research as well as their final thesis.

OVERALL PROCESS

Step 1: Find your Practicum Site

Step 2: Submit Affiliation Agreement to be Signed (see Appendix)

• A form will be provided the semester before the practicum begins.

Step 3: Confirm Site Assignment • A faculty member will confirm your Site

Step 4: Site Evaluations

• Two site evaluations will be conducted throughout the year – one for the supervisor and one for the trainee

Step 5: Enroll in Supervision and Fieldwork (ESSPED 8189)

Research Requirements

Basic Requirement

Every student in the Special Education Master’s Program at Ohio State must complete/satisfy a research requirement to complete the program. In addition to the key research requirements, students will be encouraged to engage in other research activities throughout their enrollment in the program including presenting at conferences, co-authoring manuscripts, supporting other gstudent research, and participating in a research lab.

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.

Master’s Thesis or Project

A master’s thesis or project is required to fulfill the graduation requirements of the program. Both the master’s thesis and project require the student to examine the effects of a behavioral intervention on student outcomes. Students will work with their advisor to determine whether they will complete a thesis or project. Then they will work with their advisor to develop their research (or project) questions, measurement procedures, and experimental methods. Thesis and project advisors are selected based on their areas of expertise and student interests. Students are responsible for confirming deadlines with the graduate school and checking updated information. Each option is described below.

Master’s Thesis

Purpose

Completing a thesis helps students develop skills in critically analyzing published research and utilizing research methodology to investigate questions/issues systematically. Additionally, a master’s thesis helps students build expertise in focused areas within the discipline.

Process

• Meet with advisor
  • Students meet with their advisors to propose/discuss thesis research/project ideas (i.e., research questions, measurement, experimental design).
  • Based on the student’s identified research direction, the student will select faculty committee members (i.e., the student’s advisor, one committee member)
  • Students will write a research proposal.
• Apply for Institutional Review Board (IRB) Study Submission
  • Students will work with their advisor to create and submit a proposal to receive approval from The Ohio State University’s Institutional Review Board (IRB) to conduct the research.
  • Students may begin their thesis research after they receive IRB approval.
  • Students must follow all of the IRB requirements for recruiting and obtaining participants, conducting sessions, and collecting/storing data.
• Complete the Research
  • Students must complete the research under the direction of their advisor.
  • During the semester of thesis data collection, students should plan to meet with their advisor weekly to report and analyze their data, discuss their progress, and receive guidance with instructional decisions and steps going forward.
• Write the Thesis Report
  • The master’s thesis consists of four chapters: 1) Introduction and Literature Review; 2) Method; 3) Results; and 4) Discussion. A thesis template will be provided to all students.
  • Follow the academic calendar for deadlines of when the thesis document is due to the thesis committee (i.e., two weeks before the oral examination).
  • See the following link: Graduate School Deadlines.
•  Oral Exam/Thesis Defense
  • The student presents the final thesis report to their committee (e.g., 20-minute PPT presentation) and then answers questions from the committee for about 30 minutes.
  • After the oral exam, the student leaves the meeting, and the committee determines if the student passed.
  • The student comes back to the meeting and is informed of whether or not they passed and they receive feedback on their performance.
  • If the student passes the oral exam and written thesis document, they have fulfilled the requirements for graduation.

Thesis Approval Requirement

Thesis credits are graded as pass/fail. Upon review of the written thesis report and oral exam will be completed at that time. Each written document and presentation will be rated in the following categories:

• Satisfactory
  • Acceptable as publication quality research proposal.
• Unsatisfactory with an Opportunity to Make Major Revisions
  • Shows promise as a potential publication quality research proposal but will require significant changes before it is ready.
• Unsatisfactory
• The proposal is not acceptable as a publication quality research proposal and would not be made so even with major revisions.

Please visit this page for information additional information about the oral exam requirements.

Master’s Project

Purpose

Completing a project will help students develop competency in the use the science of behavior analysis to address clinical issues associated with the treatment of their client(s). Projects will demonstrate the student’s ability to identify and define a problem, utilize published behavior analytic research to identify possible solutions, assess the selected solutions, and interpret the results of the assessment using the conceptual and empirical foundations of the discipline. Additionally, students will demonstrate the ability to create an APA formatted research poster and orally present their project.

Availability

Students will complete their project during their last semester in the program and their project can be completed in their field experience placement.

Topics

Students will select their topic contingent on approval from their faculty advisor. Topics must be behavior analytic and directly related to the clients they serve in their practicum setting if that is the population

Process

The process for completing a project is the same as the process for completing a master’s thesis. The difference between the project and the thesis is that the project does not require IRB approval.

A project template will be provided to all students who are interested in this option.

Graduate Application Instructions

It is the responsibility of the graduate student to keep up to date with the newest deadlines for graduation. Helpful resources can be found here.

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 link.

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 here.

Commencement ceremonies occur in Spring, Summer, and Autumn of each year. More information can be found here.

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. Resources can be found here.

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.